Class VII Lesson Plan

1. Fundamental Concepts of Geometry

 Approach of the chapter:

a) Revising previous concepts learnt by children.

b) Building on children's previous learning.
c) Performing activities in which students can be shown concrete models and pictures of
different geometrical shapes.
d) Involving children in activities to identify angles, triangles and quadrilaterals and their nets.
No. of Days Topics & Discussion
1 Discussion about basic concepts of geometry.
2 Starting of Ex 16 (Class work + Homework )

 Worksheet:

a) How many lines can be drawn to pass through two given fixed points P and Q?
b) How many lines can be drawn to pass through a given point?
c) A fixed point P is given. How many rays can be drawn with P as initial point?
d) Draw a line segment of length 5.3 cm.
e) Mark six points P, Q, R, X, Y, Z such that P, Q, R are collinear and X, Y, Z are not collinear.

2. Ratio and Proportion

 Approach of the chapter:

a) Revising previous concepts learnt by children.

b) Building on children's previous learning.
c) Presenting situations before the children that would prompt them to form patterns and feel
the need for a symbol in place of number.
d) Organizing discussions in the class to show different methods of comparison of quantities
that are helpful in different situation(s).
e) Encouraging children to create examples to show the difference between comparison of
quantities done through operation of sub- traction and that through division (ratio).

No. of Days Topics & Discussion

3 Discussion about Comparison of ratios, Compound ratio, Continue ratio
Dividing in a given ratio, Multiplying ratio.
Starting of Ex 7A (Classwork + Homework)
2 Discussion about Cross-product rule, Continued proportion.
Starting of Ex 7B (Classwork + Homework)

 Worksheet:
 a) In a cricket match, first three batsmen together scored 174 runs. If they have scores in the
ratio 2:3: 1, how many runs were scored by each of them?
b) The ages of two boys A and B are 6 years 8 month and 7 years 4 months respectively. Divide
3,150 in the ratio of their ages.
c) Three numbers are in the ratio 2: 3: 5. The sum of their squares is 608. Find the three
numbers.
d) Two numbers are in the ratio 3: 5. If 9 is subtracted from each of the numbers, the ratio
becomes 12:23. Find the greater number.
e) A sum of 300 is divided among P, Q and R in such a way that Q gets 30 more than P and R
gets 60 more than Q. Find the ratio of their shares.

3. Unitary Method

 Approach of the chapter:

a) Encouraging children to frame and solve problems on unitary method to understand unit of
which quantity is to be found.
b) Providing situations to children to find out the rate and the total amount in related context
using unitary method.
c) Solving daily life problems related to unitary method that exist in children's daily life like
while shopping finding out the rate, etc.

No. of Days Topics & Discussion

2 Discussion about The Unitary Method.
Starting of Ex 8 ( Classwork + Homework)
1 Continuation of Ex 8 (Classwork + Homework)

 Worksheet:

a) 12 bags of rice weigh 480 kg. How much will 15 bags weigh?
b) A scooter consumes 25 litres of petrol in covering 350km. How much petrol will be needed
cover a distance of 504 km?
c) 16 articles cost Rs. 2,000. What will be the cost of 40 articles? How many articles can be
bought for Rs. 875?
d) 15 chairs can be bought for Rs. 2,557.50. How many chairs can be bought for Rs. 4,603.50?
e) A worker makes a toy in every 2 hours. If he works for 80 hours, then how many toys will he
make?

4. Integers

 Approach of the chapter:

a) Conducting activities in the classes in groups of 4-5 children to represent opposite situations
by numbers like moving up and down from a reference point, paying and getting some
amount, etc.
b) Asking children to extend the number line to represent negative numbers and zero along
with natural numbers and let them realize that corresponding to every positive number
there is a negative number and vice versa.

No. of Days Topics & Discussion

2 Discussion about Basics of Integers.
Starting of Ex 1A (Classwork + Homework)
2 Discussion about Addition and Subtraction of Integers.
Starting of Ex 1B & 1C (Classwork + Homework)
2 Discussion about Multiplication and Division of Integers.
Starting of 1D (Classwork + Homework)
2 Discussion about word problems of Integers.
Starting of 1E (Classwork + Homework)

 Worksheet:

a) Arrange the following integers in ascending order:

135, -87, -9, 87, -23, 263, -172, 18
b) The sum of two integers is 43. If one of them is -27, find the other.
c) The product of two integers is -120. If one number is 15, find the other.
d) Simplify: 15-8{8+27 ÷ (2×8-7)}.
e) During a month, the average day temperature of a desert region was 43°C and the average
night temperature was -6°C. Find the difference between the average day temperature and
the average night temperature.

5. Fractions

 Approach of the chapter:

a) Conducting activities with paper folding to show the product of two fractions as 'of', e.g., 2/3
× 4/5 as two-third of four-fifths.
b) Encouraging children to demonstrate similar such products by paper folding and to
generalize that product of two fractions can be obtained by multiplying the numerators to
get numerator and denominator can be obtained by multiplying denominators.

No. of Days Topics & Discussion

3 Discussion about Basics of Fraction.
Starting of Ex 2A (Classwork + Homework)
2 Discussion about fundamental operation on Fractions.
Starting of Ex 2B (Classwork + Homework)
3 Discussion about application of Fraction.
Starting of Ex 2C (Classwork + Homework)
  Worksheet:

2
a) Advertising in a magazine costs ₹1472 per square inch. Find the cost of an advertisement
5
6
of 17 square inch.
7
1 2
b) If the product of two fractions is 16 and one of the fractions is 4 then find the other
9 7
fraction.
3
c) A bundle of 500 sheets of paper has a net weight of 2 kg. Find the weight of 1 sheet of
10
paper.
5
d) A spelling test was given to a class of 30 students. of the students gave all correct
6
answers. How many students made one or more mistakes?

( 1
) 1 1
e) Simplify: 22 ÷ 5 ÷ 2 of 3 + 1 .
2 5 3
5
11

6. Decimals

 Approach of the chapter:

a) Beginning with a simple explanation of decimals as a way to represent parts of a whole. Use
visual aids like fraction circles or number lines to illustrate the concept.
b) Introduce decimal notation, emphasizing the role of the decimal point in separating the
whole number part from the fractional part. Discuss the place value of digits after the
decimal point.
c) Break down the place value system for decimals. Practice reading and writing decimals,
reinforcing the importance of each digit's position.
d) Teach students how to compare decimals using the greater than (>), less than (<), and
equal to (=) symbols. Use examples and interactive exercises to reinforce the concept.
e) Progress to ordering decimals from least to greatest or vice versa. Use practical examples
and real-life scenarios to make the learning experience relatable.
f) Introduce addition and subtraction of decimals. Emphasize aligning decimal points and
performing operations similarly to whole numbers. Provide examples and practice exercises.
g) Move on to multiplication and division of decimals, discussing the placement of the decimal
point in the result. Use visual aids and real-world examples to enhance understanding.
h) Incorporate word problems involving decimals. This helps students apply their knowledge
to practical situations and promotes problem-solving skills.
No. of Days Topics & Discussion
1 Discussion about the basics of Decimals. Example discussion.
2 Starting of Ex 3A (Classwork + Homework)
2 Discussion about the Addition and Subtraction of Decimals.
Starting of Ex 3B & 3C (Classwork + Homework)
1 Continuation of Ex 3C (Classwork + Homework)
 2 Discussion about Multiplication of Decimals.
Starting of Ex 3D (Classwork + Homework)
1 Continuation of Ex 3D (Classwork + Homework)
1 Discussion about Division of Decimals.
Starting of Ex 3E (Classwork + Homework)

 Worksheet:

a) Arrange the following decimals into like decimals: 0.72, 53.76, 16, 8.304, and 2.354 .
5
b) Convert 29 into a decimal fraction.
8
c) Simplify: 48.6-23.48+108.57-78.9-19.859 .
d) A car moves at a constant speed of 56.4 km per hour. How much distance does it cover in 3.5
hours?
e) How many equal pieces, each of length 3.6 cm can be cut from a rope of length 61.2 cm?
f) Convert 0.7̇ to a vulgar fraction.

7. Angles and Lines

 Approach of the chapter:

a) Providing opportunities to children to draw different geometrical figures that involve angles
of various measures, line segments, etc.
b) Demonstrating the construction of bisector of an angle and a line segment.

No. of Topics & Discussion

Days
2 Discussion about Angles.
Starting of Ex 17A (Classwork + Homework)
1 Continuation of Ex 17A (Classwork + Homework )
2 Discussion of Intersecting Lines.
Starting of Ex 17B (Classwork + Homework )
1 Continuation of Ex 17B (Classwork + Homework)
2 Discussion of Parallel Lines.
Starting of Ex 17C (Classwork + Homework)
1 Continuation of Ex 17C (Classwork + Homework)

 Worksheet:

a) Two complementary angles are in the ratio 7:11 . Find the angles.
b) In the given figure, find the value of x. What is the measure of <COD.

c) In the given figure, find the value of x.

d) In the given figure AB II CD. Find the angle x, y, z.

e) An angle is 80 degree less than three times its supplement. The angle is ______________________ .

8. Perimeter and Area

 Approach of the chapter:

a) Revising previous concepts learnt by children.

b) Building on children's previous learning.
c) Showing different shapes and through the notion of boundary, the concept of perimeter can
be discussed.
d) Organizing discussion in the classroom on the measurement of boundary of a closed shape
(2-D) and naming this measure as perimeter.
No. of Days Topics & Discussion
2 Discussion about Perimeter.
Starting of Ex 23A (Classwork + Homework)
1 Continuation of Ex 23A (Classwork + Homework)
2 Discussion about Area.
Starting of Ex 23B (Classwork + Homework )
1 Continuation of Ex 23B (Classwork + Homework)

 Worksheet:

a) A wire is bent in the form of a square of side 16.5 cm. It is straightened and then bent into
a circle. What is the radius of the circle so formed?
b) The area of a garden in the shape of a square is 5184 sq m. Find its perimeter.
c) A square lawn s surrounded by a path 2 m wide around it. If the area of the path is 120 sq
m, find the area of the lawn.
d) Find the area of a right angle whose hypotenuse measures 17cm and one of the other two
sides 8cm
e) Find the area of space enclosed by two concentric circles of radii 25 cm and 17 cm.

9. Fundamental Concepts of Algebra

 Approach of the chapter:

a) Revising previous concepts learnt by children.

b) Building on children's previous learning.
c) Providing situations in which a pattern or phenomenon is to be generalised, like area of a
rectangle can be obtained by multiplying the measure of its two adjacent sides.
d) Encouraging children to find ways to represent this in shorter and more compact way by
considering the two adjacent sides as I and b or S₁ and S₂.
e) Providing situations which can be mathematically expressed by using numbers and letters in
place of numbers, like any even number is double of a natural number can be expressed as:
Even number = 2n, where n is a natural number.

No. of Days Topics & Discussion

2 Discussion about concepts of Algebra.
Starting of Ex 1A (Classwork + Homework)
1 Continuation of Ex 1A (Classwork + Homework)
2 Discussion about Algebraic Expressions.
Starting of Ex 1B (Classwork + Homework)

 Worksheet:
 a) Frame algebraic expression
(i) The sum of x and 5
(ii)Y less than x
(iii)2 years older than y
b) Coefficient of ab in 5abc
c) If a= 4 and b= 3 then find 4a + 3b.
d) Are 2ab and 3abc like terms?
e) a=1 , b= -2, c=3 then find ab+bc+ca

10. Fundamental Operations

 Approach of the chapter: (Extension of Fundamental concepts of Algebra)

a) Providing situations in which a pattern or phenomenon is to be generalised, like area of a

rectangle can be obtained by multiplying the measure of its two adjacent sides.
b) Encouraging children to find ways to represent this in shorter and more compact way by
considering the two adjacent sides as I and b or S₁ and S₂.
c) Providing situations which can be mathematically expressed by using numbers and letters in
place of numbers, like any even number is double of a natural number can be expressed as:
d) Even number = 2n, where n is a natural number.
No. of Days Topics & Discussion
2 Discussion about Addition of Algebraic Expressions.
Starting of Ex 2A (Classwork and Homework)
2 Discussion aboutSubtraction of Algebraic Expressions.
Starting of Ex 2B (Classwork + Homework)
2 Discussion about Brackets as a Grouping Symbols.
Starting of Ex 2C (Classwork Homework )

 Worksheet:

a) Add
(i) 8a, 7b, -3a and – 5c
(ii)3abc, 4bcx, 2abcd and -5abc
(iii)5x, -8x and 9x
b) Subtract
(i)11x – 13y from 15x -8y
(ii)7x +8y -9z from 11x -2y-13z
(iii)-12xyz from 0
c) Ram has Rs (16a-3b) with him. If he spends Rs (2a+b) , how much money is left with him?
d) Multiply -5x (-6x – 7y)
e) Simplify: 8a+3b-7c-7a+2b-3c+9c+11a-b

11. Percentage

 Approach of the chapter:

a) Start by explaining what percentages are - they represent parts of a whole, where 100% is
the entire amount. Use real-life examples to illustrate this concept, like calculating discounts,
grades, or proportions.
b) Introduce the connection between percentages, fractions, and decimals. Show how
percentages can be converted to fractions and decimals, and vice versa. For instance, 50% is
the same as 1/2 or 0.5.
c) Use visual aids like pie charts, bar graphs, or grids to demonstrate percentages visually. Allow
students to practice shading in fractions of a whole to understand percentages better.
d) Emphasize the practical applications of percentages in everyday life, such as calculating
discounts, understanding sales tax, or analyzing statistics in sports or finance.
e) Provide plenty of practice problems that involve calculating percentages. Start with simple
problems and gradually increase the complexity. Include various types of problems such as
finding a percentage of a number, finding the whole given a percentage, and solving word
problems involving percentages.

No. of Days Topics & Discussion

1 Discussion about Percentage.
2 Staring of Ex 9A (Classwork + Homework)
2 Discussion about problems on Percentage.
Starting of Ex 9B (Classwork + Homework)
2 Discussion of Percentage Change.
Starting of Ex 9C (Classwork + Homework)

 Worksheet:

a) If a shirt originally costs $20 and is discounted by 25%, what is the discounted price?
b) A student scored 80% on a test with 50 questions. How many questions did the student
answer correctly?
c) If a store sells a phone for $400 with a markup of 20%, what is the original cost price of the
phone?
d) Sarah saved 15% of her monthly income, which was $500. How much money did Sarah save?
e) A recipe calls for 3/4 cup of sugar, but you only want to use 60% of that amount. How much
sugar will you use?

12. Probability

 Approach of the chapter:

a) Introduce the concept of probability scale ranging from 0 (impossible event) to 1 (certain
event). Use examples to illustrate different points on the scale.
b) Teach how to calculate the probability of simple events, such as the probability of drawing a
red ball from a bag of colored balls.
c) Discuss real-life applications of probability, such as weather forecasts, sports outcomes, or
probability in games of chance. This helps students connect theory to practical situations.
 d) Encourage students to conduct simple experiments, like flipping a coin or rolling a dice
multiple times, and record the outcomes. This hands-on approach helps reinforce
understanding.

No. of Days Topics & Discussion

2 Discussion about Probability.
Starting of Ex 25 (Classwork + Homework)

 Worksheet:

a) A die is rolled 50 times and the number 6 is obtained 8 times. Now, if the die is rolled at
random, find the probability of getting the number 6.
b) A coin is tossed 500 times. We obtained a head 260 times. On tossing the coin at random, find
the probability of getting (i) a head ii) a tail
c) Two coins are tossed simultaneously 100 times. We obtained:
Two Heads: 23 times; One Head: 56 times; Zero Head: 21 times. When two coins are tossed
at random, what is the probability of getting: (i) Two heads (ii) One Head (iii) Zero Head?
d) In a survey of 200 employees of a company, it was found that 89 liked the lunch packs
provided by the company while the rest did not. Out of these employees, if one employee is
chosen at random, what is the probability that the chosen employee: (i) likes the lunch pack?
(ii) dislikes the lunch pack?
e) A coin is tossed 500 times. We obtained a head 260 times. On tossing the coin at random find
the probability of getting i) a head ii) a tail.

13. Profit & Loss

 Approach of the chapter:

a) Begin by explaining what profit and loss are. Define profit as the amount gained when the
selling price is higher than the cost price, and loss as the amount lost when the selling price is
lower than the cost price. Use simple examples to illustrate these concepts.
b) Introduce key terms such as cost price (CP), selling price (SP), profit, and loss. Ensure students
understand the difference between CP and SP, and how profit or loss is calculated.
c) Teach students the basic formulas for calculating profit and loss: Profit = SP - CP; Loss = CP –
SP.
d) Use real-life scenarios to demonstrate how profit and loss concepts apply in everyday
situations. For example, discuss buying and selling goods, pricing strategies, or budgeting.
e) Provide examples and guide students through solving problems involving profit and loss. Start
with straightforward calculations and gradually increase the complexity of the problems.
f) Present word problems that require students to apply their understanding of profit and loss
concepts in different contexts. Encourage students to identify the given information, determine
what needs to be calculated, and choose the appropriate formula to solve the problem.
No. of Days Topics & Discussion
1 Discussion about Profit & Loss.
1 Starting of Ex 10A (Classwork + Homework)
1 Continuation of Ex 10A (Classwork + Homework)
2 Discussion about Gain.
Starting of Ex 10B(Classwork + Homework)

 Worksheet:

a) John bought a toy for $20 and sold it for $25. What is his profit or loss percentage?
b) A shopkeeper bought 20 pens for $2 each and sold them at $3 each. Calculate his total profit
or loss.
c) Maria sold a book for $50, making a profit of 25%. What was the cost price of the book?
d) A vendor bought 50 apples at $0.50 each. Due to spoilage, he could only sell 40 apples. If he
sells each apple for $1, calculate his profit or loss percentage.
e) If the cost price of a shirt is $30 and the selling price is $25, calculate the profit or loss
percentage.

14. Construction of Angles

 Approach of the chapter:

a) Providing children opportunities to draw an angle measuring 60° using compasses. On the
basis of this construction let them construct other angles that measure 30°, 120°, 90°, etc.

No. of Days Topics & Discussion

1 Showing how to construct different geometrical shapes and figures.
2 Starting of Ex 22 (Classwork + Homework)

 Worksheet:

a) To construct a triangle ABC in which AB=4.8 cm, BC= 5cm and CA= 5.4 cm.
b) Construct a right angled triangle ABC in which AB=4.2 cm, BC= 4.5 cm and <B =90
c) Construct an isosceles triangle ABC having one of its equal sides AB=4.5 cm and vertical
<A= 75
d) Construct a right angled triangle ABC in which <B = 90, BC= 3.6 cm and CA =5.4 cm
e) Construct an equilateral triangle ABC such that AB=4.2 cm

15. Triangles

 Approach of the chapter:

a) Beginning with a brief introduction to triangles, highlighting their three sides and three
angles. Use visual aids like diagrams or interactive application.
b) Break down the components of a triangle—sides and angles. Teach them about the
importance of classifying triangles based on side lengths (scalene, isosceles, equilateral) and
angle measures (acute, obtuse, right).
c) Connect the concept to real-life examples, like identifying triangles in everyday objects or
structures. This helps students relate theoretical knowledge to practical situations.
d) Incorporate hands-on activities such as cutting and arranging paper shapes to create
triangles, measuring angles using protractors, or using interactive apps for a virtual
experience.
e) Organize group activities where students work together to identify and classify triangles.
This fosters teamwork and reinforces the concepts through peer interaction.
f) Introduce games like triangle bingo, flashcards, or memory matching games to make
learning more enjoyable. Games can help reinforce triangle-related vocabulary and concepts.
g) Show how knowledge of triangles is used in geometry. Explore concepts like the
Pythagorean theorem, where the understanding of triangles becomes a practical skill.

No. of Days Topics & Discussion

2 Discussion about different types of Triangles.
Starting of Ex 18A (Classwork + Homework)
1 Continuation of Ex 18A (Classwork + Homework)
2 Discussion about the construction of Triangles.
Starting of Ex 18B (Classwork + Homework)
1 Continuation of Ex 18B (Classwork + Homework)
1 Continuation of Ex 18B (Classwork + Homework)

 Worksheet:

a) Two angles of a triangle measure 63 and 47 respectively. Find the measure of the third angle
of the triangle.
b) The angles of a triangle are in the ratio 2:3:4 . Find the measure of each angle of the triangle.
c) Each base angle of an isosceles triangle is 15 degree more than its vertical angle. Find eavh
angle of the triangle.
d) In the given figure, AB II CD. The line segments BC and AD intersect at 0 . Show that x+y=Z
e) A 10m long ladder is placed against a wall in such a way that the foot of the ladder is 6m
away from the wall. Up to the what height does the ladder reach the wall?

16. Speed, Distance and Time

 Approach of the chapter:

a) Beginning with a simple explanation of speed, distance, and time. Highlight their relevance
in everyday life, such as measuring how fast one can run or how long it takes to travel a
certain distance.
b) Clearly define speed, distance, and time. Explain that speed is the rate of motion, distance is
the total path covered, and time is the duration of the motion.
c) Introduce the basic formulas: speed = distance/time. Break down the formula and discuss
the units used for each parameter (e.g., km/h, m/s).
d) Use relatable examples to illustrate the concepts. For instance, discuss how the speed of a
car is calculated or how long it takes to walk a certain distance.
e) Incorporate activities like measuring distances in the classroom or timing simple tasks to
calculate speed. This hands-on approach enhances understanding.
f) Introduce graphical representations of speed, distance, and time relationships. Use charts or
graphs to visually depict how changes in one variable affect the others.
g) Discuss real-world applications, such as sports events, travel, or even daily routines, to show
the practical relevance of understanding speed, distance, and time.
No. of Days Topics & Discussion
2 Discussion about Speed, Distance and Time.
Starting of Ex 12 (Classwork + Homework)
1 Continuation of Ex 12 (Classwork + Homework)

 Worksheet:

a) A car travels at an average speed of 60 km/h from Town A to Town B. If the car travels at an
average speed of 72 km/h instead, it would reach Town B 15 minutes earlier. Calculate the
distance between the two towns.
b) A person travels a distance of 20 km by bus in 35 minutes. After deboarding the bus, he
takes rest for 20 minutes and travels another 10 km by a taxi in 20 minutes. Find his
average speed for the entire journey.
c) A girl covers 40 km at a speed of 10 km/h by bicycle, 25 km at a speed of 5 km/h on foot
and another 100 km at 50 km/h by bus. Find her average speed for the whole journey.
d) Amar covers a certain distance by car driving at 35 km/h and he returns back to the starting
point riding on a scooter with a speed of 25 km/h. Find the average speed for the whole
journey.
e) A boy walking at a speed of 20 km/h reaches his school 30 min late. Next time he increases
his speed by 4 km/h but still he is late by 10 min. Find the distance of the school from his
house.

17. Exponents

 Approach of the chapter:

a) Begin by explaining what exponents are. Emphasize that exponents represent repeated
multiplication. For example, 23 means 2 multiplied by itself three times (2 × 2 × 2).
b) Teach students the basic notation of exponents, including the base and the exponent. Ensure
they understand that the base is the number being multiplied, and the exponent represents
how many times the base is multiplied by itself.
c) Start with examples of positive exponents and guide students through calculations involving
them. Reinforce the concept with visual aids, such as arrays or diagrams, to illustrate
repeated multiplication.
d) Explain that any number raised to the power of zero equals 1. Use examples to demonstrate
this concept, such as 50 = 1 or 100 = 1.
e) Introduce negative exponents and explain that they represent the reciprocal of the base
raised to the positive exponent. Provide examples and guide students through converting
negative exponents to fractions.
f) Teach students the basic laws of exponents, including: Product Law: (a m× an = am+n) ;
Quotient Law: (am ÷ an = am-n)Power of a Power: ((am)n = amn)
g) Provide plenty of practice problems for students to apply the laws of exponents. Start with
simple problems and gradually increase the difficulty level.
h) Incorporate interactive activities such as games, puzzles, or online quizzes to engage
students and reinforce learning.

No. of Days Topics & Discussion

2 Discussion about the Exponents.
Starting of Ex 5 (Classwork + Homework)
1 Continuation of Ex 5 (Classwork + Homework)

 Worksheet:

a) Simplify :
(i) (-2) × (-3)3
(ii) (-3)2 × (-5)3
(iii) (-2)5 × (-10)2
b) Identify the greater number in each of the following :
(i) 25 or 52 ;
(ii) 34 or 43 ;
(iii) 35 or 53.
c) Express each of the following in exponential form :
(i) (-5) × (-5) × (-5)
(ii) (-5/7) × (-5/7) × (-5/7) × (-5/7)
(iii) (4/3) × (4/3) × (4/3) × (4/3) × (4/3)
d) Express each of the following numbers as a product of powers of their prime factors:
(i) 36
(ii) 675
(iii) 392

18. Simplification

 Approach of the chapter: (Extension of Fractions)

a) Conducting activities with paper folding to show the product of two fractions as 'of', e.g., 2/3
× 4/5 as two-third of four-fifths.
b) Encouraging children to demonstrate similar such products by paper folding and to
generalize that product of two fractions can be obtained by multiplying the numerators to
get numerator and denominator can be obtained by multiplying denominators.

No. of Days Topics & Discussion

1 Discussion about different types of simplification. Exploring the Examples.
1 Starting of Ex 6 (Classwork + Homework)
1 Continuation of Ex 6 (Classwork + Homework)
  Worksheet:

2 3 3 1 2 1
a) Simplify : 3 − of 2 ÷ 1 × 1 + .
3 11 4 4 3 3
7 3
b) Simplify: 3 −{1 ÷ 2 −1
8 8 (4
5
7
10
}. )
1 1 3 1
c) Simplify: −[2 ÷{ − ×
3 3 4 2 10 5 (
7 3
− }] . )
1
( 1 1
) 1
d) Prove that 7 × 4 +2 =7 × 4 + 7 ×2 .
5 6 2 5
1
6
1
5
1
2
e) Simplify: 20-[-9-{16+(3 of 6-36)}]

19. Parallel Lines

 Approach of the chapter:

a) Revising previous concepts learnt by children.

b) Building on children's previous learning.
c) Adopting exploration, problem- solving and hands-on experiences with children, to engage
in discussions and activities with them that address many of the dimensions of geometry
(spatial relationships, properties of geometric figures, constructions, geometric modeling,
geometric transformations, coordinate geometry, the geometry of measurement, informal
geometric reasoning, and geometric connections to the physical world).

No. of Days Topics & Discussion

2 Discussion about Parallel lines. Starting of Ex (Classwork + Homework)
1 Continuation of Ex (Classwork + Homework)

 Worksheet:

a) If l II m and p II q, find x and y in each of the following figures.

b) Find x and y if AB II CD II EF .
c) In each case, find x and y where l II m.

20. Sets

 Approach of the chapter:

a) Taking examples from children's context for introducing the idea of set.
b) Letting children work out their own definitions and rules to work with sets as specific
collections like classifying sets as finite/ infinite and empty.

No. of Days Topics & Discussion

2 Discussion about Basics of Sets.
Starting of Ex 6A (Classwork + Homework)
1 Continuation of Ex 6A (Classwork + Homework)
2 Discussion about the Types of Sets.
Starting of Ex 6B (Classwork + Homework)
1 Continuation of Ex 6B (Classwork + Homework)
2 Discussion about Venn Diagram.
Starting of Ex 6C (Classwork + Homework)

 Worksheet:

a) “The collection of high buildings in a city” is this a set?

b) Write in Set-builder form: A={a,e,i,o,u}.
c) Write in Roster form: a={x : x is a number of dots on a dice }.
d) A and B are two sets such that n(A)=n(B). Is A=B? If not then give a counter example.
e) Given that
C={x : x is a positive integer between 10 and 18)
 D={x : x is a positive integer such that 10≤x<18}
(i) List all the elements of C and D in set notation.
(ii) Do C and D contain the same elements? If not, explain why.

21. Statistics

 Approach of the chapter:

a) Revising previous concepts learnt by children.

b) Building on children's previous learning.
c) Discussing daily life situations involving quantitative information and its presentation.
d) Encouraging children through discussion (whole class/in small groups) to reason out why
data should be organised. Children can be motivated to use their own ways in organising
data.
e) Asking children to explore their own ways of representing the data in the form of diagrams/
pictures (Bar Graph) and in tables of numbers.
f) Providing children various situations for interpreting data given in tabular or pictorial form
like newspaper cuttings, TV programmes, etc.

No. of Days Topics & Discussion

1 Discussion about Frequency Distribution.
Starting of Ex 24A (Classwork + Homework )
2 Discussion about Tabulated Data.
Starting of Ex 24B (Classwork + Homework )
1 Continuation of Ex 24B(Classwork + Homework)
2 Discussion about Mean and Median.
Starting of Ex 24C (Classwork + Homework)
1 Continuation of Ex 24C (Classwork + Homework)
2 Discussion about Mode.
Starting of Ex 24D (Classwork + Homework)

 Worksheet:

a) The test scores of 7 students are: 75, 82, 60, 92, 75, 88, and 70. Find the mean, median, and
mode of the test scores.
b) The numbers of goals scored by a football team in 8 matches are: 2, 3, 1, 4, 2, 2, 3, and 1. Find
the mean, median, and mode of the number of goals scored.
c) The mean of three numbers a, b and c is 8; and the mean of five numbers a, b, c, x and y is 10.
Find the mean of x and y.
d) The number of children of some families is recorded as: 2, 4, 3, 2, 1, 2, 1, 3, 5, 4
Find the mean, median and mode of this data .
e) A dice is thrown 30 times. The results obtained are:
5, 4, 3, 2, 1, 1, 2, 5, 4, 6, 6, 6, 3, 6, 5, 5, 4, 3, 2, 1, 4, 3, 2, 1, 5, 6, 5, 2, 1 and 3.
Prepare a frequency table to represent this data. Also, answer the following questions:
(i) What number has appeared the least number of times?
 (ii) What number has appeared the maximum number of times?

22. Linear Equations

 Approach of the chapter:

a) Start with a basic understanding of equations as mathematical statements. Emphasize the

concept that equations involve an unknown value and the goal is to find its value.
b) Introduce simple equations, where students can easily identify the unknown variable. For
example, 2x = 8, and discuss the process of finding the value of x.
c) Use visual aids, such as drawings or objects, to represent equations. This helps students
visualize the concept of balancing both sides of an equation.
d) Progress to linear equations, emphasizing that they involve only one variable raised to the
power of one. For example, 3x + 5 = 14.
e) Teach systematic methods for solving linear equations, like isolating the variable by
performing inverse operations (addition, subtraction, multiplication, and division) on both
sides of the equation.
f) Engage students in hands-on exercises where they solve linear equations on their own.
Provide varied examples to reinforce the problem-solving process.
g) Introduce word problems involving linear equations. This helps students relate the
mathematical concept to real-life situations, enhancing their understanding.

No. of Days Topics & Discussion

2 Discussion about linear equation of one variable.
Starting of Ex 14A (Classwork + Homework)
1 Continuation of Ex 14A (Classwork + Homework)
2 Discussion about Framing a equation from a statement.
Starting of Ex 14B ( Classwork + Homework)

 Worksheet:

a) Solve: 2x-7=3.
b) Write an equation of the form ax+b=c where a,b,c are constants and a≠0 for which x=4 is
the solution.
c) Surbhi buys 3 identical boxes of chocolates from a supermarket. She uses a 100-rupee note to
pay for them and gets 4 change. How much does each box of chocolates cost?
d) The sum of three consecutive numbers is 33. Find the three numbers.
e) The length of a rectangular field is 6 m more than its breadth and the perimeter of the field is
84 m. Find the length and breadth of the field.

23. Simple Interest

 Approach of the chapter:

a) Begin by explaining what interest is, using relatable examples like borrowing money from a
friend or saving in a bank account.
b) Clearly define simple interest as the amount of money paid or earned for the use of money
lent or saved, based on the original amount (principal), rate, and time.
c) Teach them the simple interest formula: ( SI = Prt/100), where ( SI ) is the interest, ( P ) is
the principal amount, ( r ) is the rate of interest, and ( t ) is the time (in years).
d) Provide real-life examples and exercises to practice calculating simple interest. Use
scenarios like saving money in a piggy bank or borrowing money to buy a toy.
e) Engage students in interactive activities such as role-playing as bankers and borrowers, or
using visual aids like charts and graphs to demonstrate interest calculations.
f) Present word problems that require students to apply the simple interest formula in various
contexts, encouraging critical thinking and problem-solving skills.

No. of Days Topics & Discussion

1 Discussion about Simple Interest.
1 Starting of Ex 11 (Classwork + Homework)

 Worksheet:

a) Tom deposited $500 in a bank account that pays an annual interest rate of 5%. How much
interest will he earn after 3 years?
b) Sarah borrowed $800 from her friend at an interest rate of 8% per annum. If she repays the
loan after 2 years, how much interest will she have to pay?
c) Aiden invested $1200 in a savings bond with a simple interest rate of 6% per year. How much
interest will he earn after 4 years?
d) Emily took a loan of $1000 from a bank at an interest rate of 7% per annum. If she repays the
loan after 1.5 years, how much interest will she have to pay?
e) Liam invested $1500 in a fixed deposit account with an annual interest rate of 4.5%. How
much interest will he earn after 5 years?

24. Rational Numbers

 Approach of the chapter:

a) Start by reviewing fractions, emphasizing that fractions represent parts of a whole. Use
visual aids like fraction bars or circles to illustrate this concept.
b) Explain that rational numbers include fractions, decimals, and integers. Relate rational
numbers to real-life situations such as sharing food or measuring ingredients for recipes.
c) Introduce techniques for comparing and ordering rational numbers using common
denominators, number lines, and place value.
d) Teach addition, subtraction, multiplication, and division of rational numbers using both
numerical and visual representations. Emphasize the importance of simplifying fractions
and reducing decimals.
e) Engage students in interactive activities like fraction bingo, scavenger hunts for rational
numbers around the classroom, or role-playing scenarios involving rational numbers.
f) Incorporate word problems that require students to apply their understanding of rational
numbers in practical contexts, such as budgeting, scaling recipes, or measuring distances.
g) Utilize educational apps, online interactive tools, or digital manipulative to reinforce
concepts and provide additional practice.

No. of Days Topics & Discussion

1 Discussion about Rational Numbers.
2 Starting of Ex 4A (Classwork + Homework)
1 Discussion about different Operation on Rational Numbers
4 Starting of Ex 4B, 4C, 4D (Classwork + Homework)

 Worksheet:

3 −2
a) Add : +( ).
4 3
5 7
b) Subtract : − .
6 8
3
∧1
c) If a cake is divided into 4 is eaten, how much of the cake is remaining?
8
8 7
d) Represent − in number line.
9 9
e) Convert 0.333333….. into rational number.

25. Congruence

 Approach of the chapter:

a) Revising previous concepts learnt by children.

b) Building on children's previous learning.
c) Assigning group works to children with traced copies of various shapes and superimposing
one above the other help them in establishing congruence criterion.

No. of Days Topics & Discussion

1 Discussion about circles and its different parts.
1 Starting of Ex 21 (Classwork + Homework)

 Worksheet:

a) In an isosceles triangle, prove that the angles opposites to equal sides are equal.
b) In the given figure AB=AC and AD= AE
c) In the given figure AO=BO and CO=DO, prove that AC =BD
d) In the adjoining figure, BM and CN are the altitudes drawn to the sided AC and AB
respectively of triangle ABC. If BM=CN, prove that ABC is isosceles.
e) State, giving reasons, whether the following pairs of triangle are congruent or not: Triangle
ABC in which <A= 90 , BC = 5 cm and triangle KLM in which KM =3 cm < K = 90 , LM = 5
cm.

26. Three-Dimensional Shapes

 Approach of the chapter:

a) Asking children to make models and nets of 3-D shapes to get an idea of their number of
edges, faces and corners (vertices), etc.
b) Conduct discussion on number and type of corners, edges and faces after showing solid
objects to the children like models of cube, cuboid, cylinder, cone, pyramid, prism, etc.

No. of Days Topics & Discussion

2 Discussion about Different types of 3D shapes and their Properties.
1 Starting of Ex 20 (Classwork + Homework)

 Worksheet:

a) State whether true (T) or false (F):

(i) A cube has 8 edges.
(ii) A cone has only one face.
(iii) A cube has all edges equal.
(iv) A cylinder has only one vertex.
(v) A cylinder has two flat faces.

b) Give two examples of each one of:

(i)A Cuboid
(ii)A Cone
(iii) A Cylinder
(iv) A Cube.
c) Fill in the blanks:
(i) A cuboid has______ lateral faces.
(ii) The number of edges in a cube is_________
(iii) A cylinder has ..... faces. The number of flat faces is...... and that of curved faces is........
(iv) A cylinder has ....... edges.
(v) A cone has one ....... face and one......... face.
(vi) A cuboid has six....... faces.

27. Symmetry : Reflection

 Approach of the chapter:

a) Performing activities with mirrors in which children are asked to observe the reflection of
one part of a shape with its image and image with the other part. This will be followed by
discussion.
b) Using the activity of folding a paper cut-out of a shape along specific lines to show the
reflection symmetry in case the two halves exactly cover each other.

No. of Topics & Discussion

Days
1 Discussion about Symmetry and Symmetrical Figure.
1 Discussion about Reflection.
2 Starting of Ex 19 (Classwork + Homework)

 Worksheet:

a) Construct a square having each side equal to 4 cm. Draw all possible lines of symmetry.
b) Draw a regular octagon and draw all possible lines of symmetry in it.
c) The capital letter S in the English alphabet has _________
d) How many lines of symmetry does a scalene triangle have?
e) An angle having equal arms possesses how many lines of symmetry? Show all possible
lines of symmetry in such an angle.

 Mathematics Project:
1. Mathematical Escape Room: Create a mathematical-themed escape room challenge where
students solve math problems and puzzles to unlock clues and escape within a specified time
frame. Design puzzles that require understanding of concepts like algebra, geometry, or logic.
This project promotes teamwork, critical thinking, and application of mathematical skills in a
fun and engaging way. [First Terminal Assessment]

2. Mathematical Exploration through Coding: Introduce students to coding platforms like

Scratch or Python and challenge them to create interactive projects that demonstrate
mathematical concepts. They can develop games, simulations, or animations that involve
math operations, patterns, or equations. This project not only reinforces math skills but also
introduces students to coding as a tool for problem-solving and creativity. [Second Terminal
Assessment]