Math Curriculum 2017-18 Class 7

Mathematics Curriculum 2017 - 2018
Mathematics Curriculum
2017 - 2018
Class 7
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.
1
How to read the document
The Mathematics Curriculum is one complete document divided into different sections. The complete
curriculum is uploaded on ODP server and is provided to each school in a CD. This document includes:
1. Scheme of Work……………………………………………………………………………………………………
2. Term wise break up.…………………………………………………………………………………………….
3. Curriculum Planners.…………………………………………………………………………………………..
(This is a macro planner for teachers and provides details for which learning objective targeting which
content/topic/skill with which resource using what assessment method a teacher will complete in a
week/unit.)
4. Technology Integrated Projects………………………………………………………………….………
Important Note
It will be pertinent to note that to understand the document and implement it effectively, it is important
to refer the complete document on ODP or CD regularly. Especially, the following must be consulted before
planning each lesson.
Assessment and examination: Information gathered through assessment will help teachers to determine
students’ strengths and weaknesses in their achievement of the curriculum expectations in each grade.
This information will serve to guide teachers in adapting instructional approaches to students’ needs and
in assessing the overall effectiveness of programmes and classroom practices.
For students, it is of significant determinant of what, when and how they are going to be assessed. This
section helps teachers to take aid while planning ongoing assessments to prepare their students in the
same way in which they are going to be assessed in the examination using the assessment policy to be
part of their daily understanding (since policy document is not easily available with every teacher at all
times). It specifically talks about AfL (assessment for learning) and AoL (assessment of learning) including
coursework assessment details and unified paper structure.
Guidelines for teachers: The successful implementation of any curriculum involves thoughtful planning
and hard work on many levels. At the classroom level, developing supportive and productive teaching
activities that engage the range of learners in understanding is the key. This section provides a bank of
teaching strategies, criteria for various subject topics, from where the teachers can pick and choose the
activities and contexualise them as per their lesson planner and learners.
Digital Resources: digital copies of teachers’ resource books for Mathematics and books are available on
ODP and on CD with the school head.
2
Term wise break up
The total number of active teaching weeks for AY 2017-18 is 31 (excluding revision and
examination weeks):
 first term: 14 weeks

 second term: 17 weeks
Term I
Unit Topic Time

Numbers  Tests of Divisibility 2 weeks
 Integers
 Rational Numbers
 Estimation 2 weeks
Decimals  Rounding off
 Significant figures
Number Sequence  General term 2 weeks
Algebraic Expression  Linear algebraic equations 2 weeks
Algebraic Formulae & Equations  Substitution 1.5 week
 Construction
Measurement  Length, Mass and Capacity 1.5 week
Perimeter and Area  Circle 3 weeks
 Parallelogram
 Trapezium
 Composite shapes
 Unknown sides
Total 14 weeks
3
Term II
Unit Topic Time

Numbers - Percentages  Percentage Change 2 weeks
Ratio, Rate and Proportion  Ratio 3 weeks
 Rate
 Proportion
Algebra  Fractional coefficients 1.5 weeks
 Linear Equations
Time  Calculation of time 1 week
Volume and Surface Area  Volume 1.5 weeks
 Surface Area
Angles  Lines 3.5 weeks
 Triangles
 Polygons
Constructions  Perpendicular bisector 1 week
 Angle bisector
Symmetry  Rotational Symmetry 1 week
Position and Movement  Graphs 1 week
Statistics  Frequency Table 1.5 weeks
 Bar Graph
 Pie Chart
 Averages
- Mean
- Median
- Mode
Total 17 weeks
4
Mathematics Curriculum 2017-18
Mathematics Curriculum Planners

2017 - 2018
Class 7
Term I
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.
5
Subject: Mathematics Class: 7

Unit/Skill/Topic: Numbers – Integers Term: 1
Duration: 2 weeks (1, 2 of 14) Lessons: 16
Objectives: Content Suggested Resources:
In this unit you will learn to: Cambridge O Level Mathematics Volume 1 Chapter 1
 Calculate using rules of four Arithmetical operations Ex. 1.6, Questions 5, 6, 7
on integers Reinforcement/ Diagnostic Week:
Syllabus – D Book 1
Exercise 2a – 2 d
 Calculate using rules of four Arithmetical operations Syllabus - D Reinforcement/ Diagnostic Week: Exercise 3a, 3b,3c
on rational numbers. Book 1 Chapter 3 Ex. 3d, 3e
 Apply commutative, associative and distributive Syllabus – D Book 1
laws on integers Chapter 2 Ex. 2e, Review Questions 2
Lesson Support
Prior Knowledge: Teaching Tips/Teaching Strategies:
You have learnt to: Solve the innermost bracket first.
 add, subtract, multiply Work from left to right if there are only two operations to perform that is either addition and subtraction together or
and divide integers; multiplication and division together.
 convert improper fractions to LCM can be taken when multiplying or dividing rational numbers.
mixed numbers and vice versa; Basic task:
 use a common denominator to Check the learners competence in the four operations with integers, both mentally and using written methods.
simplify fractions Teach methods such as long multiplication and long division if necessary. (W/G)
Talk about the meaning of, e.g. 4 + 3 × 2 and establish with learners the correct order of operations and the need to
Words to Remember: use brackets to do (4 + 3) × 2. Similarly the solution of division problems where there is more than one term in the
Integers, Negative integer, Positive numerator or denominator. (W) Give the learners practice in using their calculators efficiently to solve such
integer, Number line, Directed problems, as well as those which they should do without a calculator. (G/I)
numbers, Absolute value, Additive Include the fact that all terminating and recurring decimals may be expressed as fractions and so are rational, and
inverse, Additive Identity that non-recurring decimals are irrational. Learners could investigate this by converting fractions to decimals using
their calculators, identifying that some give terminating decimals and some give recurring decimals. (G/I)
Misconceptions/Facts to Remember: Project/Bulletin Board Ideas/ Subject Integration:
Misconceptions Online:
LCM can be taken when multiplying or dividing rational numbers. Practising basic mental calculation skills:
The 24 game provides practice in mental calculation. Learners can be encouraged to write their
Facts to Remember: solutions as single calculations using the rules of BODMAS/BIDMAS. Instructions for the game can
All rules of four operations of whole numbers are applicable on integers too. be found at www.24game.com/t-about-howtoplay.aspx
Absolute value of any integer will always be positive. or play online at www.mathplayground.com/make_24.html (please note: this site carries advertising)
𝑎 Understanding the Laws of Arithmetic, a resource from the UK Department for Education’s
A rational number is a number which can be expressed in the form , where a and
𝑏 Standards Unit, has materials that ask learners to interpret calculations in words and as area
b are integers and b ≠ 0. diagrams in order to develop their understanding of arithmetical rules and laws:
Every integer is a rational number. www.nationalstemcentre.org.uk/elibrary/resource/1962/understanding-the-laws-of-arithmetic-n5
Zero divided by any other integer equals zero, therefore zero is a rational number. Don Steward has a collection of mental calculation problems involving the rules of
BODMAS/BIDMAS http://donsteward.blogspot.co.uk/search/label/bidmas
6
Denominator of the fraction should not be equal to zero, as division by zero is Questions based on the construct ‘Would you rather?’ can be found at:
undefined. http://wyrmath.wordpress.com/2014/04/16/would-you-rather-32/ The questions can be used in in
22 the form in which they are offered or adapted to suit local currencies etc.
𝜋 is an irrational number while its approximate value which is equal to is a http://nrich.maths.org/9923
7
rational number.
3 4
Reciprocal is the inverse of the fraction. For example reciprocal of is
4 3
Suggested Method of Assessment:
Assessment for Learning: Skill Check:
Topic Quiz daily/ weekly. One question per day based on prior knowledge or on Quick Check: 4024 past examination papers:
the current topic to be written on board and students trained to solve it within a Jun 12 Paper 11 Q2a
limited time (using mini whiteboards)/ self and peer assessment. Jun 12 Paper 12 Q10a
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce Jun 13 Paper 12 Q9c
work time by encouraging students to use simple Mental Math strategies. Keep a Nov 13 Paper 11 Q1b
record of the progress of each student. Or questions from the suggested resources.
The Strange Bank Account from NRICH could provide a starting point for an Written Work: please refer to “Content Section”.
interesting investigation: http://nrich.maths.org/9923 (I/F)
7

Unit/Skill/Topic: Estimation and Approximation ( numbers and decimals) Term: 1
In this unit you will learn to: Syllabus - D Cambridge Checkpoint Maths 2 Chapter 1 Ex. 1.2C, 1.2D
 estimate numbers and measures; Book 1 Chapter 4 Cambridge Checkpoint Maths 3 Chapter 8 Ex. 8.2A, 8.2B, 8.3
 understand the difference between rounding off and estimation; Cambridge O Level Mathematics Volume
Ex. 4a, 4b 4c
 find the number of significant figures in a given number;
 express numbers correct to the indicated number of decimal places or significant figures 1 Chapter 4Ex. 4.4, 4.5
Lesson Support
You have learnt to estimate and Estimate totals mentally, from grocery bills etc.
Have a quick recap of rounding off to the nearest whole number and to the nearest 10, 100, 1000……
round off
Collect real numbers from documents and round off and discuss the necessity and usage of rounding off.
small numbers Clearly explain the difference between writing numbers correct to the indicated number of decimal places and significant figures.
Basic task:
Words to Remember: Teach learners how to round, using a number line to position the unrounded numbers, to the nearest 100, nearest 10, to 1 decimal place etc., 3 significant figures
etc. Show the learners which are the vital digits to look at in each case. Use the convention of rounding halfway positions up, e.g. 8.5 rounding to 9 to the
Estimate, Approximate, nearest unit. Discuss that rounding to the nearest number is not always appropriate, e.g. if calculating the number of cans of paint required, an answer of 3.2
would need to round up to 4. (W). Apply rounding skills to making estimates.
Accurate, Round off, Consider appropriate rounding, for example if estimating a square root, rounding to the nearest square number is usually appropriate.
Significant figures, Model efficient use of an electronic calculator, emphasising that intermediate values should not be rounded in a multi-step calculation. The use of memory or
Degree of accuracy answer functions avoids the need for premature rounding. Loss of accuracy marks as a result of premature rounding is a common error in examinations, so it
is worth taking some time to address this. (W)

When finding an estimate answer round up or round Challenging task:
Investigate the effect on the final answer in a multi-step calculation if intermediate values are rounded. (G/I)
down depending on the question Nrich has some challenging problems involving estimating. (G/I)
Memorize rules for rounding a number to a given Online:
number of significant figures. ‘Rounding Numbers’ a resource from the UK Department for Education’s Standards Unit, suggests an approach to teaching rounding:
www.nationalstemcentre.org.uk/elibrary/resource/1960/rounding-numbers-n3
Memorize rules for determining the number of BBC Bitesize has a section on rounding and estimating: www.bbc.co.uk/schools/gcsebitesize/maths/number/
significant figures. A game from the BBC to practise simple rounding: www.bbc.co.uk/schools/mathsfile/shockwave/games/saloonsnap.html
The Nrich task 'Approximately Certain' asks learners to order a series of quantities: http://nrich.maths.org/6505
The Nrich task 'Does This Sound about Right?' asks learners to check a series of calculations: http://nrich.maths.org/7418
Topic Quiz daily/ weekly. One question per day based on prior knowledge or on the current Quick Check: 4024 past examination papers:
topic to be written on board and students trained to solve it within a limited time (using Jun 12 Paper 11 Q6 , Jun 12 Paper 12 Q10b, Nov 12 Paper 11 Q7a
mini whiteboards)/ self and peer assessment. Nov 12 Paper 12 Q17a and Q17c, Jun 13 Paper 12 Q9a, Nov 13 Paper 11 Q7
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work time Nov 13 Paper 12 Q9
by encouraging students to use simple Mental Math strategies. Keep a record of the Or questions from the suggested resources.
progress of each student. Written Work: please refer to “Content Section”.
8

Unit/Skill/Topic: Number Sequence Term: 1
In this unit you will learn to: Syllabus - D Cambridge Checkpoint Maths 2 Chapter 16 Ex. 16.2A
 recognize simple patterns from various number sequences, Book 1 Cambridge Checkpoint Maths 3 Chapter 16 Ex. 16.1A, 16.1B
 continue a given number sequence and find its general terms Chapter 6 Ex. 6 b Cambridge O Level Mathematics Volume 1 Chapter 5
Ex. 5.7, Questions 1 to 6; only a and b parts
Reinforcement: Syllabus – D (Book-1) Exercise 6a
Lesson Support
You have learnt to Ask open-ended questions.
complete simple A number sequence is a set of numbers arranged in such a way that each successive term follows the preceding term according to a specific rule; and the difference
between these terms is constant.
number sequence Find out the pattern of a sequence, giving reasons or explain the method how the number sequence is generated.
Basic task:
Words to Remember: Start with some simple linear sequences, expressed in numbers or in patterns using matchsticks etc. Ask learners to explain the patterns and how to
find the next term, the 10th term etc., leading on to finding the nth term. Make comparisons with gradient and the equation for a straight line. (W)
Next term, Consecutive, Lead on to other basic number patterns such as squares, cubes, powers of 2 and triangle numbers before other quadratic sequences. (W/G/I)
Sequence, Series, For an activity using sequences, learners could explore the number of games, rounds etc. needed for any number of competitors for a knockout
Continue, Predict, Pattern, tournament such as the Wimbledon tennis tournament. (G/I)
General term, nth term
Numbers are written in a sequence through a rule. Online:
An increasing sequence is generated by addition or multiplication, whereas a decreasing A fascinating site about the Fibonacci sequence and the Golden section:
sequence is generated by division and subtraction www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fib.html
Some sequence follow dual or triangular pattern so complete sequence should be The NRich site has many puzzles about sequences, such as this one about triangle numbers:
consider to predict the unknown terms. http://nrich.maths.org/2274/
topic to be written on board and students trained to solve it within a limited time (using Jun 12 Paper 11 Q19a, b
mini whiteboards)/ self and peer assessment. Or questions from the suggested resources.
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work time Written Work: please refer to “Content Section”.
by encouraging students to use simple Mental Math strategies. Keep a record of the
progress of each student.
9

Unit/Skill/Topic: Fundamentals of Algebra Term: 1
Duration: 2 weeks (7,8 of 14) Lessons: 16
In this unit you will learn to: Syllabus – D Book 1 Cambridge Checkpoint Maths 1 Chapter 9 Ex. 9.1A, 9.1B
 simplify linear algebraic expressions with Chapter 5 Ex. 5f Cambridge Checkpoint Maths 3 Chapter 9 Ex. 9.1, 9.2A, 9.2B
fractional coefficients; Chapter 7 Ex. 7a, Ex. 7b Cambridge O Level Mathematics Volume 1 Chapter 3 Ex. 3.2
 solve linear algebraic equations
Lesson Support
You have learnt to add Through explanation and discussion show the difference between algebraic expression and algebraic equations.
and subtract simple Take the LCM of the fractional coefficient and work with variables the same way as with whole numbers.
Ask students to form simple linear algebraic expressions and equations from sentences.
algebraic expressions. Basic task:
Puzzles such as ‘I think of a number, I multiply it by 2, then add 1; the answer is 7. What number did I think of?’ can be used to introduce
Words to Remember: the ideas of inverse operations.
Then represent the same situation by an equation, showing how to set out the algebraic solution. (W)
Letters, Alphabets, Formulae can be used again here, substituting a number this time for the subject of the formula and solving an equation to find the
Variables, Constant, unknown variable.(G/I)
Challenging task:
Coefficient, Statement,
Learners can use contextual information to form and solve equations. (G/I)
Expression, Equation, For example, ‘Angles and Algebra’ provides a diagrammatic context, but will require prior knowledge or research about angles in
Linear equation, Identity order to complete the task.
Alternatively, Don Steward has a collection of puzzles that can be solved using algebra. (G/I)
While solving algebraic expressions follow the same order as in Online:
Arithmetic operations. Don Steward has an ‘unjumbling’ activity in which learners need to sort the steps in solving various
equations into order http://donsteward.blogspot.co.uk/2014/05/unjumbling.html
Expressions can only be simplified; while equations can be
Forming and solving equations:
solved to give a solution. ‘Angles and Algebra’ provides a diagrammatic context:
Algebraic operations follow the same conventions and order as www.tes.co.uk/ResourceDetail.aspx?storyCode=6296832
Arithmetic operations Don Steward has a collection of puzzles that can be solved using algebra:
http://donsteward.blogspot.co.uk/2013/06/puzzles-that-you-could-use-algebra-to.html
Topic Quiz daily/ weekly. One question per day based on prior knowledge or on the Quick Check: 4024 past examination papers:
current topic to be written on board and students trained to solve it within a limited Jun 12 Paper 11 Q18a
time (using mini whiteboards)/ self and peer assessment. Lesson Starters / Plenary: Nov 13 Paper 22 Q3d
Increase the level of difficulty gradually and reduce work time by encouraging Or questions from the suggested resources.
students to use simple Mental Math strategies. Keep a record of the progress of Written Work: please refer to “Content Section”.
each student.
10

Unit/Skill/Topic: Algebraic Equations Term: 1
Duration: 1.5 weeks (9, 10.5 of 14) Lessons: 12
In this unit you will learn to: Syllabus - D Cambridge Checkpoint Maths 1 Chapter 2 Ex. 2.1B, 2.2
 substitute numbers for letters in formulae to find the Book 1 Chapter 7 Cambridge Checkpoint Maths 3 Chapter 2 Ex. 2.2B
unknown; Ex. 7d , Q1 - Q 12 Cambridge O Level Mathematics Volume 1 Chapter 3 Ex. 3.2
 construct simple formulae using variables Ex. 7e , Q1a - i
Lesson Support
Prior Knowledge: Words to Remember: Teaching Tips/Teaching Strategies:
Variable, Substitute, Basic task:
Formula, Construct a formula Use word formulae representing practical situations, such as costs – substitute numbers
into these, then show that the same situation can be represented generally using letters to
represent the variables. Move on to substituting numbers into formulae.
Challenging task:
Ask learners to try more using complex algebra, for example substituting negative values
into expressions involving powers, e.g. 3x2 – x3 when x=-4. (G/I)
Project/Bulletin Board Ideas/ Subject Integration:
Online:
Work on formulae: www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bka2.pdf
www.tes.co.uk//Resource Detail.aspx?story code=6027
current topic to be written on board and students trained to solve it within a limited Jun 12 Paper 11 Q22a
time (using mini whiteboards)/ self and peer assessment. Or questions from the suggested resources.
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work Written Work: please refer to “Content Section”.
time by encouraging students to use simple Mental Math strategies. Keep a record of
the progress of each student.
11

Unit/Skill/ Topic: Measurements (Length, weight and Capacity) Term: 1
Durations: 1.5 weeks (10.5, 11 of 14) Lessons: 12
Objective (s) Content Suggested Resources
 Conversion of units of length: cm to mm, m to cm, km to m and Cambridge Checkpoint Cambridge Checkpoint workbook 1,Ex 4.1
vice versa. Maths book1, Cambridge O Level Mathematics
 Conversion of units of weight: Kilogram to gram and vice versa. Chapter 4,Ex 4.1A.4.1B Volume 1 Chapter 4 Pg. 73
 Conversion of units of capacity: Litre to mililitre and vice versa.
 Convert cm3 to litres and vice versa
Prior Knowledge Teaching Tips/ Teaching Strategies

Compare and order measurements in different 1 km is 1000m, so
units. To change from km to m, multiply by 1000.
Convert larger units of measurements into smaller To change from m to km, divide by 1000.
1 tonne is 1000 kg, so
units of measurements and vice versa.
To change from tonnes to kg, multiply by 1000.
Use decimal points to convert lengths of compound
To change from kg to tonnes, divide by 1000.
units to bigger unit and vice versa. 1 litre is 1000 ml, so
To change from litres to ml, multiply by 1000.
Words to Remember To change from ml to litres, divide by 1000.
kilometer(km), metre(m), centimeter (cm)and millimeter Basic task:
(mm) tone (t), Kilogram(kg), grams (g) and milligrams Check that learners can convert competently between length units. Progress to finding the area of a rectangle in
(mg) litre and milliliter (ml) different units, and give learners practice in converting from one area unit to another, e.g. cm² to m². Similarly, apply
this process to volume and capacity. Find the mass of an object in different units.
Misconceptions / Facts to Remember Project / Bulletin Board Ideas / Subject Integration
The metric unit for length are kilometer(km), meter(m), centimeter Work on units:
(cm)and millimeter (mm) www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bkb7.pdf
The metric units for mass are tone (t), Kilogram(kg), grams (g) and An image that could be used to generate a variety of interesting questions about volume:
milligrams (mg) Viva las Colas! www.101qs.com/112-viva-las-colas
The metric unit for capacity are liter and milliliter (ml)
Suggested Method of Assessment
current topic to be written on board and students trained to solve it within a limited Jun 12 Paper 11 Q13a, Jun 12 Paper 12 Q17a, Nov 12 Paper 11 Q13a, Jun 13 Paper 11 Q3
Or questions from the suggested resources.
time (using mini whiteboards)/ self and peer assessment.
Written Work: please refer to “Content Section”.
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work
12

Unit/Skill/ Topic: Perimeter and Area of Simple Geometrical figures Term: 1
Durations: 3 weeks (12, 13, 14 of 14) Lessons: 24
 Find circumference and area of a circle, Syllabus - D Mathematics Workbook 1 Chapter 8, Q no 43-54
semicircle and quadrants Book 1 Chapter 8, Cambridge Checkpoint Maths book 2 page 174-179 Ex 18.5A. 18.5B .18.5C
 Find area and perimeter involving composite Ex 8 a Q no 2. Cambridge O Level Mathematics Volume 1 Chapter 8 Ex. 8.3, 8.4
shapes (shaded and un- shaded region).
 Find area of a parallelogram and a trapezium; Syllabus - D Cambridge Checkpoint workbook 2 Ex 18.3
 Find unknown measurements when Book 1 Chapter 8, Cambridge O Level Mathematics Volume 1 Chapter 8
area/perimeter is given; Ex 8 b, Ex. 8 c Ex. 8.4
 Find area and perimeter involving composite
shapes (shaded and un- shaded region).
Lesson Support
Prior Knowledge Words to Remember Teaching Tips/ Teaching Strategies
Perimeter, Area, Teaching Tips
Circumference, Radius, Make the units same before finding the perimeter or area if two different units are
 draw circles with different
Diameter, pi, Revolution, given.
radii
rotation, Base, Parallel sides, Composite shapes can be divided into small sections to find their perimeter and area
 Find perimeter and area of
Adjacent sides, Make the units same before finding the perimeter or area, if two different units are
rectangles and squares by
Parallelogram, Trapezium, given.
using formula;
Perpendicular distance i.e. Composite shapes can be divided into small sections to find their perimeter and area
 Find the unknown side when
height, Square unit It may be helpful to show learners how the area formulae for a parallelogram and a
the area of rectangle or square
trapezium may be obtained by splitting them into two triangles. After this, encourage
is given;
them to work with the area formulae. (W)
 Find perimeter of regular and
Give them practice in finding areas and perimeters, making sure that they give the
irregular polygons;
appropriate units in their answers. (G/I)
 Find the perimeter of composite Learners need to be able to solve problems involving area, for example finding out
shapes how many square paving slabs would cover a given area. (G/I)
Learners also need to be able to find area and perimeters of compound shapes, for
example splitting an L-shape into two rectangles. (G/I)
Real World Connection Misconceptions / Facts to Project / Bulletin Board Ideas / Subject Integration
Remember
13
The distance travelled on a bicycle Facts to remember Work on circles in section 7.7 of:
is calculated by multiplying the Unit of area is a square unit, www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bkb7.pdf
number of rotations by a point on read as square centimeter or BBC Bitesize has work on circles:
square metre. www.bbc.co.uk/schools/gcsebitesize/maths/geometry/
the wheel circumference.
Perimeter of any quadrilateral Articles giving more background about the formulae for area and circumference, and
Finding the areas of different is the sum of the π, may be found for example at
measurements of its sides. www-gap.dcs.st-and.ac.uk/~history/HistTopics/Pi_through_the_ages.html
shape is essential in architecture,
Unit of area is a square unit,
from houses and flats to the most read as square centimeter or Learners can make a project in which they calculate the cost of redecorating a room,
spectacular buildings in the world. square metre. deciding what measurements they require; finding areas and using them to calculate
paint or wallpaper quantities, costs of flooring etc. (G/I)
Work on the area and perimeter of squares, rectangles and triangles at section 7.6:
www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bkb7.pdf
BBC Bitesize has work on area and perimeter:
www.bbc.co.uk/schools/gcsebitesize/maths/geometry/
Evaluating Statements about Length and Area, a resource from the UK Department
for Education’s Standards Unit, asks learners to consider a variety of statements and
respond using their own examples or counter-examples:
www.nationalstemcentre.org.uk/elibrary/resource/2031/evaluating-statements-
about-length-and-area-ss4
Topic Quiz daily/ weekly. One question per day based on prior knowledge or on the Cambridge Checkpoint Maths workbook 2 Ex 18.5
current topic to be written on board and students trained to solve it within a limited Mathematics Book 1Revision Exercise II No1 Q no 7a,Revision Exercise II No 3 Q no
time (using mini whiteboards)/ self and peer assessment. 9 a, Revision Exercise III No 3 Q no 4
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work Quick Check:
time by encouraging students to use simple Mental Math strategies. Keep a record of 4024 past examination papers:
the progress of each student. Jun 12 Paper 12 Q4,Jun 12 Paper 21 Q4b and 5a,Nov 12 Paper 11 Q22a,Nov 12
Paper 21 Q5a and Q5b,Jun 13 Paper 11 Q5, Q14a and Q14b, Nov 13 Paper 21
Q8a,Nov 13 Paper 22 Q4a, Jun 12 Paper 21 Q4a,Nov 12 Paper 11 Q15,Nov 12 Paper
12 Q3,Jun 13 Paper 11 Q1,Jun 13 Paper 21 Q6aii,Jun 13 Paper 22 Q4a and Q4bi
Nov 13 Paper 22 Q1a
14
Mathematics Curriculum Planners

2017 - 2018
Class 7
Term 2
15

Unit/Skill/Topic: Numbers/ percentages/ percentage change Term: 2
In this unit you will learn to: Syllabus – D Book 1 Cambridge Checkpoint Maths 2 Chapter 15
 Increase or decrease a quantity by a given percentage. Chapter 11 Ex.11 c Q 1 – Q 11 Ex. 15.3D, 15.3 E
Lesson Support
Prior Knowledge: Words to Remember: Teaching Tips/Teaching Strategies:
You have learnt to: Increase, Decrease, Make sure that students know the relationship between the following:
 convert fractions to percentages and Quantity, Percentage 1/4 = 25 % = 0.25
vice versa; 1/2 = 50 % = 0.50
 convert decimals to percentages and 3/4 = 75 % = 0.75
vice versa; Basic task:
 express one quantity as percentage Begin by asking orally for 50% of 200g, 10% of $50 etc. and progress to formal
methods of finding a percentage of a quantity. Similarly use questions such as
of another. ‘What fraction of 40 cm is 8 cm?’ to progress to expressing one quantity as a
percentage of another. (W)
Calculate percentage increase and decrease, using contexts such as length,

time or mass as well as money (G/I)
Real World Connection: Misconceptions/Facts to Project/Bulletin Board Ideas/ Subject Integration:
Remember:
Cooking, Banking, Finance and budgeting, Marketing, Percentage increase: Online:
Evaluation, Prediction, Shopping, Weather reports, Increased value BBC Bitesize has a variety of activities linked to
× 100 percentages:
Currency exchange rates Original value
Percentage decrease: www.bbc.co.uk/schools/gcsebitesize/maths/number/
Decreased value
× 100 Work on percentages:
Original value
www.cimt.plymouth.ac.uk/projects/mepres/allgcse
current topic to be written on board and students trained to solve it within a limited time Jun 12 Paper 11 Q2a
(using mini whiteboards)/ self and peer assessment. Or questions from the suggested resources.
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work time Written Work: please refer to “Content Section”.
by encouraging students to use simple Mental Math strategies. Keep a record of the
progress of each student.
16

Unit/Skill/Topic: Ratio, Rate and Proportion Term: 2
Duration: 3 weeks (3, 4, 5 of 17) Lessons: 24
In this unit you will learn to: Syllabus - D Cambridge Checkpoint Maths 1 Chapter 22 Ex. 22.1B, 22.1C
 use ratio to compare similar quantities Book 1 Cambridge Checkpoint Maths 2 Chapter 22
 express ratios in its simplest form Chapter 10 Ex. 22.1A, 22.1B, 22.1C, 22.1D, 22.1E, 22.1F
 express one quantity as a ratio of another in the form a:b Ex.10 a Q 6 – Q 10,
Cambridge Checkpoint Maths 3 Chapter 22 Ex. 22.1A, 22.1B
 find the ratio of two or more quantities (a:b:c) Cambridge O Level Mathematics Volume 1 Chapter 4 Ex. 4.10, 4.11 Ex. 4.13, Questions 5, 6
 Increase and decrease given quantities in the given ratio Ex.10 b
 solve problems involving rates Ex. 10 d Q 6 – Q 10
In this unit you will learn to: Book 2 Cambridge Checkpoint Maths 1 Chapter 22 Ex.22.2A, 22.2B 22.3
 solve problems based on direct proportion; Chapter 2 Cambridge Checkpoint Maths 2 Chapter 22 Ex. 22.2A, 22.2B
 solve problems based on inverse proportion Ex. 2 a , Ex. 2 d Cambridge Checkpoint Maths 3 Chapter 22 Ex. 22.2A, 22.2B
Cambridge O Level Mathematics Volume 1 Chapter 4 Ex. 4.12
Lesson Support
You have already learnt to: Basic task:
Introduce proportion by using a recipe with quantities for four people, asking learners for the quantities needed for eight people, six people etc. This
 use ratio to compare similar quantities; could be a traditional local recipe, or if you have looked at data from another country using the Census at School website, you could use a recipe from
 express ratios in its simplest form; that region. (W)
 express one quantity as a ratio of another in the form a : b; Do further work on proportion such as how many cans of paint are needed to paint a fence, knowing the area which can be painted using 1 litre.
 find the ratio of two or more quantities; Include some inverse proportion, such as the fixed cost of hiring a coach, finding the cost per person if 50 people go in the coach or only 40 do.
Move on to comparing quantities as ratios, using ratio notation. Include work on scales and scale drawings, following on from the work in Unit 3, using
Words to Remember: harder scales, including scales written in the form 1 : n.
Ratio, Rate, Equivalent ratio, Simplest form, Increase, Decrease, Do work on solving problems with ratios, including simplifying ratios and dividing a quantity in a given ratio. (W/G/I)
Reciprocal, Proportion, Direct, Inverse, Reciprocal Formally define speed and use it to solve problems involving constant speeds.
Use problems involving other rates, for example the volume of water per minute that is flowing through a tap. (W/G/I)

 Ratio has no units. Online:
 Ratio is expressed as a fraction of the first quantity to the An introductory lesson on ratio: www.mathsisfun.com/numbers/ratio.html
other. Work on ratio and proportion and scale drawings: www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bkc15.pdf
 Two quantities must have same units to be expressed as a BBC Bitesize has materials on ratio: www.bbc.co.uk/schools/gcsebitesize/maths/number/
ratio. Recipes are widely available on websites. For instance there are links to over 500 sites giving Asian recipes at: www.cbel.com/asian_recipes/
 Rate is a relationship between two quantities having different
Developing Proportional Reasoning, a resource from the UK Department for Education’s Standards Unit, asks learners to create and solve a variety of
units.
 In case of direct proportion quantities increase or decrease problems:
together. www.nationalstemcentre.org.uk/elibrary/resource/1963/developing-proportional-reasoning-n6
 In case of inverse proportion if one quantity increases the Information about the ‘Golden section’:
other quantity decreases and vice versa www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fib.html
Use unitary method to solve problems based on direct and inverse Proportion.
17
‘Proportion’ is a statement which shows that two ratios are equivalent
topic to be written on board and students trained to solve it within a limited time (using mini Jun 12 paper 12 Q16
whiteboards)/ self and peer assessment. Jun 12 paper 21 Q7a
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work time by
encouraging students to use simple Mental Math strategies. Keep a record of the progress of Nov 12 paper 11 Q19
each student. Nov 12 paper 12 Q24
Jun13 paper 21 Q 2a
Jun 12 Paper 12 Q5
18

Unit/Skill/Topic: Algebra Term: 2
Duration: 1.5weeks (6, 7.5 of 17) Lessons: 12
In this unit you will learn to: Syllabus - D Cambridge Checkpoint Maths 1 Chapter 23 Ex. 23.1A, 23.1B
 substitute numbers for letters in formulae to find the unknown; Book 1 Chapter 7 Cambridge Checkpoint Maths 2 Chapter 2 Ex. 2.1A, 2.1C, 2.2A
 construct simple formulae using variables; Ex. 7 d Q 1 – Q 12,
Cambridge Checkpoint Maths 3 Chapter 2 Ex. 2.2A, 2.2B
Ex. 7 e Q 1 a – i
 write algebraic expressions; Cambridge O Level Mathematics Volume 1 Chapter 3 Ex. 3.1, 3.2
Ex. 7 g , Ex. 7 h
 solve word problems
Lesson Support
You have learnt to While solving word problems based on algebra, highlight the key words and convert the wording to an algebraic
recognize Algebraic expression or equation by using mathematical language.
expressions Basic task:
Simplify expressions such as 4a + 3b − 6a + 5b, 4a × 3b.
Use word formulae representing practical situations, such as costs – substitute numbers into these, then show that the
Words to Remember:
same situation can be represented generally using letters to represent the variables. Move on to substituting numbers into
Variable, Substitute, formulae.
Formula, Construct a Challenging task:
Ask learners to try more using complex algebra, for example substituting negative values into expressions involving
formula
powers, e.g. 3x2 – x3 when x=-4. (G/I)
Project/Bulletin Board Ideas/ Subject Integration:
Online:
Work on directed numbers, simplifying and simple equations: www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bkb10.pdf
Two ‘Top Trumps’ games to practise substitution: www.tes.co.uk/ResourceDetail.aspx?storyCode=6027440
Work on formulae: www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bka2.pdf
www.tes.co.uk//Resource
current topic to be written on board and students trained to solve it within a limited Jun 12 paper 11 Q4a
time (using mini whiteboards)/ self and peer assessment. Nov 12 paper 11Q18a
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work
time by encouraging students to use simple Mental Math strategies. Keep a record Nov12 paper 12 Q7b andQ15a , Nov12 pap3er21 Q2ai
of the progress of each student. Jun 13 paper 21 Q1a Jun 13 paper 22 Q3a Nov 13 paper 21 Q5bi
19

Unit/Skill/ Topic: Time Term: 2
Durations: 1 week (7.5, 8.5 of 17) Lessons: 8
• Calculate time in terms of the 12- Syllabus - D Cambridge Checkpoint Maths Book 1, Chapter 11, Exercise 11.1 A, 11.1 B
hour and 24-hour clock; read Book 1 Cambridge O Level Mathematics Volume 1 Chapter 4
clocks, dials and timetables. Ex. 4.13, Questions 2, 4
Chapter 10 Exercise 10f

• Convert 24 hour clock time to 12 hour and vice Duration, arrival time, departure time, timetable, analogue Give learners practice in finding information from timetables. They
versa. clock/time, digital clock/time, am, pm, earlier, later, hour, could be challenged to use local timetables to plan an activity or
• Find time difference between two cities given hands, minute, second, o’ clock, quarter to, quarter past, holiday or to find the maximum distance they can travel in 24 hours
the local time in each city. half past, before, after, 24-hour clock, 12-hour clock, am, pm, with a given budget. (G/I)
• Calculate the local time in one city given the before, after, midday, midnight, noon, daytime, noon, Calculate times, making sure that learners can convert between
local time in another city and their time afternoon, evening, midnight, night, am, pm, calendar, day, hours, minutes and seconds, as well as find the sum and difference
difference. week, month, year, leap year, decade, century, millennium of times. Using a timeline is recommended. (G/I)
• Calculate time intervals using digital and
analogue times.
Remember
Time is used in every activity of our life and reading and Facts to remember: Practice in using timetables:
recording time helps to structure it, like meal time, www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bkb8.pdf
Conversion of Time
prayer time, school timings, birth days and age, and
timetables. It helps to organise life and be
constructive. There is time duration for everything we minutes seconds hours minutes seconds
do, be it in clock time or in calendar time. All our 1 60 1 60 3600
activities, in school or at home are time based. Also 2 2 x 60 =120 2 x 3600= 7200
everything in the universe is controlled by time. We 5 5 x 60= 300
3 3 x 60 =180 3 x 3600= 10800
should learn how to use our time constructively. Time 10 10 x 60= 600
helps us structure our daily lives 5 5 x 60 =300 5 x 3600= 18000
60 60 x 60= 3600
current topic to be written on board and students trained to solve it within a limited Jun 12 Paper 11 Q13bi, Jun 12 Paper 12 Q17b, Nov 12 Paper 11 Q5a and Q26a,
time (using mini whiteboards)/ self and peer assessment. Nov 12 Paper 12 Q8b and Q27a Jun 13 Paper 12 Q7, Nov 13 paper 11 Q10c,
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work Nov 13 Paper 12 Q4a and Q24a
time by encouraging students to use simple Mental Math strategies. Keep a record of Or questions from the suggested resources.
the progress of each student. Written Work: please refer to “Content Section”.
20

Unit/Skill/ Topic: Volume and Surface Area Term: 2
 find volume, capacity and surface area of cubes and cuboids; Syllabus - D Cambridge Checkpoint workbook1 Exercise 25.1, 25.2
 find total surface area when area of each surface is given; Mathematics Workbook 1 Q no 1-28
Book 1
Cambridge O Level Mathematics Volume 1 Chapter 8
 find unknown sides when volume or total surface area is given Chapter 9
Ex. 9 a Q 2- 7 Ex. 8.5, Questions 1, 4 Ex. 8.6, Questions 1, 4, 5, 6
Lesson Support
 find volume and surface area of a cube and a Cube, Cuboid, Explain the difference in units of volume and surface area.
cuboid; Dimensions, Length, Basic task:
Draw the nets of some prisms and construct the prisms. If card is available, these could
 find each side of cube when volume is given; Breadth, Height,
be decorated (easiest to do at the net stage) and made into gift or storage boxes,
 find measurement of a side of a cuboid when Volume, Surface area,
perhaps with separate lids. This activity leads naturally into calculations of surface area
measurements of other two sides and volume Mass, Capacity
and volume. (It could be set as a task to design a storage box taking these elements into
is given. consideration.) (W/G/I)
Facts to remember Boxes and bottles from Cre8ate Maths has some suggestions for some straightforward
3
There are 1000 cm in 1 litre. practical starter tasks: www.cre8atemaths.org.uk/food-and-drink/boxes-and-bottles
Volume of an object is the amount of space occupied by it.
Volume of a regular geometrical object is base area x height. Area and volume problems are at section 7.8:
Unit of volume is cm3 or m3. www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bkb7.pdf
The total surface area is the sum of areas of all the faces of a 3D figure.
Unit of surface area is cm2 or m2. Real World Connection
Surface area of a cube = 6 l
2 Carpeting, Tiling, Packaging, Designing,
Surface area of a solid cuboid = 2 [ (l x b) + (b xh) + (l x h) ] Interior decoration, Architecture
Misconceptions Surface area of a closed and open tank will be same.
Assessment for Learning: Skill Check: Cambridge Checkpoint workbook2 Exercise 18.4
current topic to be written on board and students trained to solve it within a limited Nov 12 Paper 21 Q5b, Nov 12 Paper 22 Q7a, Jun 13 Paper 21 Q9a and Q9b, Jun
time (using mini whiteboards)/ self and peer assessment. Lesson Starters / Plenary: 13 Paper 22 Q12a, Nov 13 Paper 21 Q10b
Increase the level of difficulty gradually and reduce work time by encouraging Or questions from the suggested resources.
students to use simple Mental Math strategies. Keep a record of the progress of each Written Work: please refer to “Content Section”.
student.
21
Subject: Mathematics Class:7

Unit/Skill/ Topic: Lines and Angles/Geometrical Ideas and Properties Term: 2
Durations: 1 week (11 of 17) Lessons: 8
 Find the unknown angles using Syllabus - D Mathematics Workbook 1 Chapter 14 Q 12-32
properties of parallel lines and Book 1 Cambridge Checkpoint Maths Book 1 Chapter 17,
Exercise 17.1, exercise 17.3 A,17.3 B, 17.3 C
straight lines. Chapter 14 Cambridge O Level Mathematics Volume 1 Chapter 6 Ex. 6.2, Question 4a, c, e, f Ex. 6.5
Ex. 14 b Q 1, 2, 3
Lesson Support
Complementary, Two equal corresponding angles lie on same side of the transversal;
Supplementary, Vertically one of them is an interior angle and the other one is an exterior angle.
 Calculate angles at a point; opposite, Adjacent, Two equal alternate angles lie on opposite side of the transversal and
both of them are interior angles.
 Calculate unknown angles: Complementary Perpendicular lines, Parallel
Interior angles lie on the same side of the transversal.
Supplementary Adjacent and Vertically opposite; lines, Transversal,
Corresponding, Alternate,
Interior angle, Exterior angle
Real World Connection Project / Bulletin Board Ideas / Subject Integration
Architecture, Space Sciences, Sports, Physical exercises Online:
Misconceptions / Facts to Remember Work on angles: www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bka3.pdf
Facts to remember BBC Bitesize has work on angles: www.bbc.co.uk/schools/gcsebitesize/maths/geometry/
Sum of adjacent angles on a straight line is 180 °. Other:
Corresponding angles are equal. Alternate angles are equal. Learners can investigate angles using straws or even spaghetti. There is a description of an angles
Interior angles add up to 180 °.
If two lines are parallel then corresponding and alternate angles
investigation using spaghetti here: www.morethanmaths.com/teacher/2013/05/06/why-every-
will be equal and interior angles will be supplementary angles. maths-teacher-should-keep-spaghetti-in-their-classroom/
If the corresponding and alternate angles are equal and interior
angles are supplementary angles the lines will be parallel.
Assessment for Learning: Skill Check: Textbook 1 , Revision Exercise IV No.2 Q no 5 , Textbook 1 , Revision Exercise IV No.3 Q no 3 Cambridge
Topic Quiz daily/ weekly. One question per day based on prior knowledge or on the Checkpoint Maths Workbook 1 Chapter 17,Exercise 17.1, exercise 17.3 ,
Quick Check: 4024 past examination papers: Nov 12 Paper 21 Q4, Nov 12 Paper 22 Q4a, Jun 13 Paper 21 Q2 bi
current topic to be written on board and students trained to solve it within a limited or questions from the suggested resources.
time (using mini whiteboards)/ self and peer assessment. Lesson Starters / Plenary: Written Work: please refer to “Content Section”.
Increase the level of difficulty gradually and reduce work time by encouraging
students to use simple Mental Math strategies. Keep a record of the progress of each
student.
22

Unit/Skill/ Topic: Lines and Angles/Angle Properties of Triangles Term: 2
Durations: 1.5 weeks (12, 12.5 of 17) Lessons: 12
 Find the unknown angles of a Syllabus - D Mathematics Workbook 1 Chapter 15 Q no 1-15
triangle using properties of Cambridge Check Point Maths Book 2 Chapter 17
Book 1 Exercise 17.2
triangles; Chapter 15 Cambridge O Level Mathematics Volume 1 Chapter 6
Ex. 15 a, Q 2 – Q 7 Ex. 6.4, Questions 1 and 3
Lesson Support
 Calculate angles at a point; Polygons, Interior angle, Exterior Learners could investigate angle properties by drawing lines/shapes and
 Calculate unknown angles: angle, Vertically opposite angle, measuring the angles. (I)
Complementary Supplementary Adjacent angle, Quadrilaterals The class could make posters showing the angle and symmetry properties of
Adjacent and Vertically opposite special triangles and quadrilaterals. (G)
Make sure the learners know the angle properties of angles on a straight line,
angles at a point, vertically opposite angles, angles formed on parallel lines
then move on to solve angle problems for each of types , asking the learners
to give their reasons for each calculation. (I)
Remember
Fashion and textile designing Facts to remember Work on angles:
Sum of interior angles of a triangle is www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bka3.pdf
180°. Exterior angle of a triangle is BBC Bitesize has work on angles:
equal to the sum of the opposite www.bbc.co.uk/schools/gcsebitesize/maths/geometry/
interior angles.
Assessment for Learning: Skill Check: Cambridge Check Point Maths Workbook 2 Chapter 17 Exercise 17.2
current topic to be written on board and students trained to solve it within a limited Nov 12 Paper 21 Q4, Nov 12 Paper 22 Q4a, Jun 13 Paper 21 Q2bi
time (using mini whiteboards)/ self and peer assessment. Or questions from the suggested resources.
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work Written Work: please refer to “Content Section”.
23

Unit/Skill/ Topic: Shapes and Polygon/Angle properties of polygons Term: 2
 Find number of sides of a polygon when sum of Syllabus - D Mathematics Workbook 1 Chapter 15 Q no 41-55
interior or exterior angles is given and vice versa. Book 1 Cambridge O Level Mathematics Volume 1 Chapter 6 Ex. 6.9
Chapter 15 Ex. 15 c
Lesson Support
 Know names and Polygons, Interior angle, Exterior Islamic designs are a rich source of examples of use of polygons as are tiled floors in some public buildings. Use a picture of a
properties of angle, Vertically opposite angle, tiled design including triangles, quadrilaterals and other polygons to ask learners what shapes they can identify. Move on to
common 2D Adjacent angle, regular and introducing the names of different polygons and identifying line and rotational symmetries (met in Unit 2) of regular and
some irregular polygons. (W)
shapes and irregular polygons, pentagons,
One approach to considering interior angles is to divide the polygon into triangles.
polygons; hexagons
Having deduced key ideas about exterior and interior angles, learners should apply these to finding missing angles in both
octagons, decagons. regular and irregular polygons. (I)
Remember
Fashion and textile designing, Architecture Facts to remember Work on polygons in section 3.5:
Sum of angles of a www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bka3.pdf
triangle is 180°. Exterior A PowerPoint presentation containing some images of Islamic designs:
angle of a triangle is www.dropbox.com/s/fhcxdie5f9stmvt/islamic-patterns.pptx
equal to the sum of the BBC Bitesize has work on polygons, including angle properties:
opposite interior angles. www.bbc.co.uk/schools/gcsebitesize/maths/geometry/

current topic to be written on board and students trained to solve it within a limited Jun 12 Paper 12 Q16,Jun 12 Paper 21 Q7a,Nov 12 Paper 11 Q19,Nov 12 Paper 12
time (using mini whiteboards)/ self and peer assessment. Q24,Jun 13 Paper 21 Q2a,Nov 13 Paper 11 Q18
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work Or questions from the suggested resources.
time by encouraging students to use simple Mental Math strategies. Keep a record of Written Work: please refer to “Content Section”.
24

Unit/Skill/ Topic: Lines and Angles/Geometrical Construction Term: 2
 Construct a perpendicular bisectors Syllabus - D Cambridge Checkpoint Maths Book 2 Chapter 10 Exercise 10.3 and
and angle bisectors using protractors Book 1 10.4
or set squares as necessary. Chapter 16 page 383-387
Lesson Support
Draw, Construct ,Bisector, Angle Give learners practice in constructing triangles from different data, given
 draw circles with different radii bisector, Perpendicular bisector three sides, a side and two angles, or two sides and an angle. Include
also construction of some other geometrical figures, such as some
quadrilaterals. (G/I)
Facts to remember Links for teachers about constructions, giving background and ideas:
An angle bisector divides the angle in two equal parts. www.mathforum.org/library/topics/constructions
A line (perpendicular) bisector divides the line in two equal parts (at an angle of 900)
Assessment for Learning: Skill Check: Cambridge Checkpoint Maths Workbook 2 Chapter 10 Exercise 10.3 and 10.4
current topic to be written on board and students trained to solve it within a limited Jun 12 Paper 21 Q8a, Jun 12 Paper 22 Q4, Nov 12 Paper 11 Q10 and Q26b, Nov 12
time (using mini whiteboards)/ self and peer assessment. Paper 12 Q8a and Q27b,Jun 13 Paper 12 Q12a ,Jun 13 Paper 21 Q4a,
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work Nov 13 Paper 11 Q10a and Q10b, Nov 13 Paper 21 Q2a
25

Unit/Skill/ Topic: Symmetry Term: 2
 Identify the order of rotational Syllabus - D Cambridge checkpoint Maths 2 Chapter 3 Exercise3.3
symmetry in plane figures. Book 1 Cambridge O Level Mathematics Volume 1 Chapter 6 Ex. 6.6
Addendum Ex. 1 a, Ex. 1 b
Lesson Support
 Identify and draw Symmetrical, Line of symmetry, Show learners pictures of shapes and logos which have line or rotational symmetry
Mirror image, Rotational symmetry, Order of and ask them to identify how many lines of symmetry the shape has and what its
line/s of symmetry
order of rotational symmetry is. Move on to the symmetry properties of isosceles and
in two dimensions; symmetry equilateral triangles and special quadrilaterals. (W)
Real World Connection Misconceptions / Facts to Remember Project / Bulletin Board Ideas / Subject Integration
Symmetry in nature Facts to remember BBC Bitesize has work on properties of shapes and interactive
and Architecture Line of symmetry divides the shape into two equal symmetry activities:
parts such that each one of them is the mirror www.bbc.co.uk/schools/gcsebitesize/maths/geometry/
image of the other.
When a figure can be rotated to fit the outline of its The Victoria and Albert Museum has created some teachers’
original position, we say that the figure possess a resources linked to the mathematical properties of Islamic designs:
rotational symmetry. www.vam.ac.uk/content/articles/t/teachers-resource-maths-and-
The order of symmetry is the number of times the islamic-art-and-design/
figure has been rotated to fit the original figure.
Topic Quiz daily/ weekly. One question per day based on prior knowledge or on Quick Check: 4024 past examination papers:
the current topic to be written on board and students trained to solve it within a Jun 12 Paper 11 Q1, Jun 12 Paper 12 Q3, Nov 12 Paper 21 Q5c, Jun 13 Paper 11
limited time (using mini whiteboards)/ self and peer assessment. Q11, Nov 13 Paper 11 Q15
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce Nov 13 Paper 12 Q5
work time by encouraging students to use simple Mental Math strategies. Keep Or questions from the suggested resources.
a record of the progress of each student. Written Work: please refer to “Content Section”.
26

Unit/Skill/ Topic: Position and Movement/Functions and Graphs Term: 2
 Plot graphs of linear equations. Syllabus - D Cambridge Checkpoint Maths 1 Chapter 9 Ex.9.3
 Find value of ’x’ and ’y’ from the graph. Book 1 Cambridge O Level Mathematics Volume 1 Chapter 7 Ex. 7.2
 Find the gradient of the linear function. Chapter 12 Ex. 12 b,
Lesson Support
Write down coordinates of the given Begin with graph of the equations of the form: x = a,
point. y = c, y = mx and y = mx + c
Plot points on a graph. The measure of the steepness is called the gradient. The gradient of a straight line is the measure of the ratio of the
Words to Remember vertical change to the horizontal change.
Coordinates, Cartesian coordinates, Axis, Basic task:
Horizontal axis, x – axis, Vertical axis, y– Show the learners how to construct tables of values and use them to draw a straight line graph. (W)
axis, Origin, Ordered pair, Gradient,
Intercept, x – intercept, y – intercept, Slope
Activity: Ask groups of learners to draw families of graphs and compare the results, e.g. one group to draw y = x, , y = 2x,
Linear equation, Simultaneous, Solution y = 3x etc., one to draw y = x, y = x + 1, y = x − 2, one to draw y = 2x, y = −0.5x , y = −4x, y = 0.25x etc. as a lead in to
work on the equation of a straight line, gradient, intercept, and parallel (and perpendicular) lines. If possible, use computers
for this activity, using graph-drawing programs such as GeoGebra, Autograph or Omnigraph. (G/I)
Facts to Remember Software for graphing and constructions may be downloaded from:
Lines parallel to y – axis are of the form x = a. www.geogebra.org/
Lines parallel to x – axis are of the form y =c.
Lines of the form y = mx always pass through the origin and has the gradient ‘m . Work on straight line graphs:
Line of the form y = mx + c, cuts the y-axis at the point (0, c) and has the gradient ‘m’. www.cimt.plymouth.ac.uk/projects/mepres/book8/bk8_14.pdf
Misconceptions
There is no difference in writing the ordered pair as (x , y) or (y , x).
current topic to be written on board and students trained to solve it within a limited Jun 12 Paper 11 Q20, Jun 12 Paper 12 Q14,Jun 12 Paper 21 Q6a,Jun 12 Paper 22 Q1c and
time (using mini whiteboards)/ self and peer assessment. Q1d, Nov 12 Paper 12 Q20a,Jun 13 Paper 11 Q23a,Jun 13 Paper 12 Q4,Jun 13 Paper 22
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work Q8a,Nov 13 Paper 12 Q11
time by encouraging students to use simple Mental Math strategies. Keep a record of Or questions from the suggested resources.
27

Unit/Skill/ Topic: Data Handling Term: 2
 Collect, classify, tabulate and interpret Syllabus - D Cambridge Checkpoint Maths 2 Chapter 5 Ex. 5.1, 5.2, 5.3A
ungrouped data Book 1 Cambridge O Level Mathematics Volume 1 Chapter 11
 Construct a frequency table of a grouped
Chapter 13, examples and Ex. 11.1, Questions 1, 2, 3a, 4a, 5
data
exercises and online worksheets
and activities
Construct and interpret pie charts and Syllabus - D Cambridge Checkpoint Maths 2 Chapter 5 Ex. 5.3C, 5.3E
line graphs Book 1 Cambridge O Level Mathematics Volume 1 Chapter 11 Ex. 11.3
Chapter 13 Ex. 13 b Q 1 – Q 8
Ex. 13 c
Syllabus - D Cambridge Checkpoint Maths 2 Chapter 12 Ex. 12.1
Calculate median and mode of the given Book 2 Chapter 11 Ex. 11 b Q Cambridge O Level Mathematics Volume 1 Chapter 11 Ex. 11.4
(ungrouped) data; 1, Q 2 a, Q 2 d, Q 3, Q 4, Q 5 c, Q
6,
Lesson Support
 Construct and interpret bar  Mode is the most occurring value.
Median is the middle value (of the data arranged in ascending/descending order)
graph
 Concepts of sum of angles in a circle is 360°, to be used to find angles of individual sector in a pie chart
 Calculate percentages Basic task:
 Find averages Look at a chart of each type which has been drawn already. For each one, ask questions about the information which has been shown. Draw
Ref. Book 1, Chapter 13, Ex 13 a attention to the title, labels on axes / bars / sectors and to the key for a pictogram. Ask ‘Which is the mode?’ for each diagram. Ask ‘How
and 13c and Book 2, Chapter 11 many...?’ for each diagram, ensuring that learners then realise that a pie chart does not show this, just relative proportions. (W)
Give the learners a list of data with repeats, say 30 items, and ask them to calculate the mean. Whilst they do this, put the data into a frequency
distribution on the board and add an extra column.
Words to Remember Alternatively, ask each learner to write a piece of data, for example their age or shoe size on a piece of paper. The learners hold up their sheet of
Data, Mean, Average, Mode, most occurring paper so that everyone can see it. Ask them to find the mean, you may need to suggest that they organise themselves into groups in order to do this
value, Set of data, Bar graph, Pie chart, more efficiently.
Represent, Table, Interpret, Most popular, Most Then show them how to get their result using the frequency distribution. Then for the next example, just give the data in the form of a frequency
common, Least popular, Least common, distribution and ask them to calculate the mean. (W)
Maximum, Minimum, Mean, Average
Sum of angles in a circle is 360° Project: Students will collect data on the number of hours students spend on face book
Mean is equal to the sum of the product of x and f divided by by 5 students in the class. They will then present the data in the form of percentages on
sum of f; pie charts.
28
Bulletin Board Ideas: Along with the vocabulary words, Tally charts can be put on
∑ 𝑓𝑥 bulletin board after each Math lesson about its understanding
𝑋̅ = ∑𝑓
where f= frequency and x is the measure of e.g age/ marks etc.
depending upon the type of data. Online:
The median for an odd number of data is the middle value; while BBC Bitesize has work on charts, diagrams and statistical calculations:
that of an even number of data it is equal to the sum of the two www.bbc.co.uk/schools/gcsebitesize/maths/statistics/
middle values divided by 2. Work on tables and charts at:
Mode is the most frequent value in the given data www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bkb8.pdf
Two worksheets on interpreting athletics data are available at:
www.cimt.plymouth.ac.uk/resources/res1/dint1.htm and
www.cimt.plymouth.ac.uk/resources/res1/dint2.htm , with links to the data relevant files.
If you do not have printed charts that you can show, you could draw them yourself on
Excel or using GeoGebra, perhaps using an extract of data from
www.censusatschool.ntu.ac.uk/
Global and regional statistics, e.g. the populations for different districts in a country are
available at:
www.geohive.com/
topic to be written on board and students trained to solve it within a limited time (using mini Nov 12 Paper 11 Q11
whiteboards)/ self and peer assessment. Nov 12 Paper 12 Q9
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work time by
Jun 13 Paper 12 Q19
Jun 13 Paper 21 Q4b and Q12 b
encouraging students to use simple Mental Math strategies. Keep a record of the progress of
Jun 13 Paper 22 Q10b
each student. Nov 13 Paper 22 Q2a, Q2bi and Q2bii
29
The Project
Subject: Mathematics UNIT PLAN Topic: Number Sequence Project Term I
Grade 7 Week 6 Meaningful Learning Environment Active

Unit Summary
Number Sequence Project Creativity and Critical Thinking (School Achievement Day )
Students will organise School Achievement day where they will invite teachers, school management and other students. In
groups they will plan out the finances/arrangements of 3 major components of this plan.
Trophy: its size will vary with the increase and decrease of triangles
Seating Plan: in terms of shape of a table and number of chairs for the number of guests.
Décor: Carpet: you need to buy a red carpet for the ceremony. Calculate carpet cost, delivery charges and the size of a
carpet in meters.
(any other number sequence factor can be added by the teacher)
Students will present their findings in the form of a proposal (MS Word).
Curriculum Objectives 21st Century Skills
This project will enable students to:  ICT Literacy
- recognize simple patterns from various number sequences; ☐ Cognitive Skills
- continue a given number sequence and find its general term ☐ Interpersonal Skills
 Self and Task Management
☐ Research and Information Fluency
 Creativity and Innovation
☐ Personal Characteristics
Unit Plan (Suggested Timeline) Unit Plan Output Pre-Unit Tasks
4 lessons - Topic research from the internet. - MS Word
2 lessons : Critical thinking and - Online social media platform to share and collaborate - Photocopy of
Collaboration with TCS network. project cards for
2 lessons : Proposal (Lab work) - Presentation every group.
Resources Required Pre-Requisites
- Internet to do research -
- Project cards for the students
- Project proposal templates for students.
Project Guidelines
- Teacher will divide the class in either 3 or 6 groups. Project plan and individual group project cards with be shared with
the students.
- Students will plan the décor, seating arrangement and trophy design according to their group project card.
- Students will prepare two most suitable, economical and effective proposals on MS Word. (Lab Work).
- Students will present their findings in the form of a proposal (MS. Word).
Unit Extension
Students will share their experience, findings, plan and analysis with the class in the form of a presentation through SKYPE or
broadcasting with other schools of TCS.
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.
30
Carpet Décor
Seating Arrangements
31
Trophy
32
Subject: Mathematics UNIT PLAN Topic: Number Sequence Project Term II

Class 7 Week 3 Meaningful Learning Environment Active
,
4
Unit Summary
Students will work in pairs to record a variety of measurements of various parts of their bodies. Students will be given an activity sheet (see
“Investigate the Golden Ratio”) that will direct them what measurements students should take. This activity will give students the opportunity
to engage in both whole-group discussion and small-group collaboration. Students will use proportional reasoning to make sense of the varying
amount of impact caused by small errors in measurement.
Curriculum Objectives 21st Century Skills
 Use ratio to compare similar quantities;  ICT Literacy
 Express ratios in its simplest form; ☐ Interpersonal Skills
 Express one quantity as a ratio of another in the form a : b;  Self and Task Management
 Find the ratio of two or more quantities; ☐ Research and Information Fluency
 Solve word problems involving rates.  Creativity and Innovation
Unit Plan (Suggested Timeline) Unit Plan Output Pre-Unit Tasks
5 lessons - Data presentation report - Teacher must have read “Are we Golden”
2 lessons : data collection (Class Work) - Report sharing through PBWorks document
1 lesson : data presentation (Lab Work) - Photocopy of Activity Sheet for each pair
2 lessons : project collaboration (Lab Work) of students.
Resources Required Pre-Requisites
- Document: “Are we Golden?” - Students must be well versed with ratios.
- Activity Sheet “Investigate the Golden Ratio” - Students should be familiar with PBWorks software solution.
- http://vimeo.com/3206907 (Golden Ratio and Miracle of Islam)
Project Guidelines
- Project idea will be shared with students (in pairs) by their Mathematics teachers.
(Reference: “Are We Golden?”.)
- Teacher will follow the guidelines given in the reference document.
- If possible, teachers should share salient features of “Golden Ratio” with the
students.
- Students in pairs will take their measurements as per the activity sheet.
- Students will try to avoid curve measurement error by replacing it with linear
measurement (Reference: “Are We Golden?”).
- Students will share their experience, findings, plan and analysis with the
class in form of a presentation through PBWorks. Moreover, students will share their
experience by commenting on each other’s presentations.
- Bulletin Board: Skeleton as given in the activity sheet along with students’
findings and Golden ratio information.
“Am I Golden?”
Project Output:
- Report based on the activity sheet.
- Display of reports in the class next to the interactive bulletin board.
Unit Extension
Research work can be given to the students to explore more about this Golden Ratio concept. Video http://vimeo.com/3206907 refers to
the golden ratio and the golden mean can be shared with the students.
33

Math Curriculum 2017-18 Class 7

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2. Term wise break up.…………………………………………………………………………………………….

4. Technology Integrated Projects………………………………………………………………….………

Term wise break up

 first term: 14 weeks

Unit Topic Time

Unit Topic Time

Mathematics Curriculum Planners

Subject: Mathematics Class: 7

Subject: Mathematics Class: 7

Misconceptions/Facts to Remember: Project/Bulletin Board Ideas/ Subject Integration:

Subject: Mathematics Class: 7

Subject: Mathematics Class: 7

Subject: Mathematics Class: 7

Subject: Mathematics Class: 7

Prior Knowledge Teaching Tips/ Teaching Strategies

Subject: Mathematics Class: 7

Mathematics Curriculum Planners

Subject: Mathematics Class: 7

Calculate percentage increase and decrease, using contexts such as length,

Subject: Mathematics Class: 7

Misconceptions/Facts to Remember: Project/Bulletin Board Ideas/ Subject Integration:

Subject: Mathematics Class: 7

Subject: Mathematics Class: 7

Prior Knowledge Words to Remember Teaching Tips/ Teaching Strategies

Subject: Mathematics Class: 7

Subject: Mathematics Class:7

Subject: Mathematics Class: 7

Subject: Mathematics Class: 7

Suggested Method of Assessment

Subject: Mathematics Class: 7

Subject: Mathematics Class: 7

Subject: Mathematics Class: 7

Subject: Mathematics Class: 7

Grade 7 Week 6 Meaningful Learning Environment Active

Subject: Mathematics UNIT PLAN Topic: Number Sequence Project Term II

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