Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________

Class: 7th Subject: Mathematics Duration: 40 Mins

Exercise # 1.1
Topic
Place value and the Decimal numbers system
o Whiteboard and markers
Resources
o Place value charts (for whole numbers and decimals)
o Number line (for integers and rational numbers)
Links
https://youtu.be/wtrrr15mbvQ?si=peWAFCukA0wSNkL1
(Video/Websites)
https://youtu.be/3jBfLaLrk6I?si=gBPZi0qOuSevI0HT

(Key Knowledge and Skills students should achieve at the end of the lesson)

o Understand the concept of place value in whole numbers, integers, rational

numbers, and decimals.
Objectives of this
o Identify the place value of digits in various types of numbers.
lesson
o Round off whole numbers, integers, rational numbers and decimal numbers to
required number of accuracy, significance or decimal places
o Use knowledge of rounding off to give an estimate to a calculation,
to check the reasonableness of the solution.
Introduction (Activating Prior Knowledge)
Begin with a real-life scenario:
Advance Organizer “Imagine you are shopping, and your total bill is Rs19.78. The cashier rounds it to Rs20.
Why do they do this?”
Ask students:
o What do you know about numbers and their places?
o Have you ever rounded off a number? When and why?
What does each digit in the number 4,275 represent in terms of place value?
Brainstorming
o How does the value of a digit change as it moves one place to the left or right?
o Can you think of a real-life situation where understanding place value is
important?
Methodology
Explanation and Demonstration method

Teacher will explain

 Use a Place Value Chart to show the value of digits in whole numbers and decimals.
Discuss the Concept: Explain that place value tells us how much each digit is worth
based on its position.
Explanation & Demonstration
Rule for Rounding:
o Identify the place value you are rounding to.
o Look at the digit to the right:
▪ If it is 5 or greater, round up.
▪ If it is 4 or smaller, round down.
Use a place value chart to help visualize.
Rounding Off Whole Numbers
o Explain rounding rules:
▪ 0-4 → Round down
▪ 5-9 → Round up
Rounding Off Decimals
Apply the same rules to decimals:
o Round 4.378 to the nearest tenth → 4.4
o Round 6.8427 to the nearest hundredth → 6.84
o Use a number line to show how rounding works visually
Place Value System Activities
Place Value Chart Game
Activity (if any)
o Create a large place value chart (Millions, Thousands, Ones, Tenths, Hundredths
o Write numbers on small flashcards and ask students to place them correctly on
the chart
o Rounding Off Whole Numbers & Decimals Activities
SECTION A: Place Value System
o Multiple Choice Questions (MCQs)
o Fill in the Blanks
Assessment
SECTION B: Rounding Off Whole Numbers
SECTION C: Rounding Off Decimals

Application Question:
A book’s price is 12.478 dollars. Round it to the nearest hundredth.

Wrap-up/plenary o Place Value System

o Rounding Off Whole Numbers
o Rounding Off Decimals
o
Homework (if any) Assign 10 questions on rounding off numbers and decimals.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 1.1
Topic
Integers and rational numbers
o Whiteboard and marker
Resources o Number line (printed or drawn on the board)
o Student notebooks
o Calculators (optional)
Links
https://youtu.be/AF31lWJJSgg?feature=shared
(Video/Websites)
https://youtu.be/SQ4cB9yXkHM?si=gHqGYTme4xZKjPHi

(Key Knowledge and Skills students should achieve at the end of the
lesson)
By the end of the lesson, students should be able to:
Objectives of this
o Define and differentiate between integers and rational numbers.
lesson
o Identify and classify numbers as integers or rational numbers.
o Represent integers and rational numbers on a number line.

I. Prior Knowledge (What You Already Know)

Whole Numbers (0, 1, 2, 3, …): Numbers used for counting.
Advance Organizer
II. New Concepts (What You Will Learn)
1. Integers: Set: {…, -3, -2, -1, 0, 1, 2, 3, …}
2. Rational Numbers: p and q are integers, and q ≠ 0.

Brainstorming
o What is the difference between an integer and a rational number?
o Are all integers rational numbers? Why or why not?

Methodology
Explanation Method

Teacher will explain

o Introduction to Integers (10 minutes)
▪ Define integers: Whole numbers and their negatives, including zero
(e.g., -3, -2, -1, 0, 1, 2, 3...).
▪ Illustrate integers on a number line.
 ▪ Discuss real-life examples (temperature, bank balances, elevations).
o Introduction to Rational Numbers (10 minutes)
▪ Define rational numbers: Any number that can be expressed as a fraction
a/b, where a and b are integers and b ≠ 0 (e.g., 1/2, -3/4, 5, -2, 0.75).
▪ Compare rational numbers to integers (all integers are rational numbers,
but not all rational numbers are integers).
▪ Provide examples and non-examples (e.g., π and √2 are not rational).
o Comparing and Ordering Numbers (10 minutes)
▪ Place integers and rational numbers on a number line.
▪ Discuss greater than, less than, and equal comparisons.
▪ Practice problems with students identifying the larger/smaller number.
o Number Line Walk
Activity (if any)
▪ Draw a large number line on the floor with tape or chalk.
▪ Call out integer operations (e.g., "Start at -3, move +5"), and students
physically move to the correct position
o Multiple Choice: Which of the following is an integer?
o True/False: The sum of two negative integers is always negative.
Assessment o Fill in the Blank: The fraction is a rational number because it can be written as ____.
o Word Problem:
Any investors purchase 50 shares of stock at Rs.3.60 share.
The next day, the change in value of a share of the stock is -0.25.
What is the total value of the shares on the next day.
o Integers
▪ Integers include all whole numbers and their negatives:
{..., -3, -2, -1, 0, 1, 2, 3, ...}.
▪ They do not include fractions or decimals.
o Rational Numbers
▪ Rational numbers are numbers that can be expressed as a fraction p/q,
Wrap-up/plenary
where p and q are integers, and q ≠ 0.
▪ This includes integers, fractions, and terminating or repeating decimals.
▪ All integers are rational numbers (e.g., 5 = 5/1), but not all rational
numbers are integers.
o Comparing and Ordering
▪ Integers can be compared using the number line (left is smaller, right is
greater).
▪ Rational numbers can be converted into decimals for comparison.
o Write the integer that represents:
▪ A gain of 15 points
Homework (if any)
▪ A loss of 20 dollars
▪ A temperature drop of 5 degrees
o Arrange in ascending order: -7, 3, -2, 5, -10

Signature (HOI): ________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 1.2
Topic
Operation on Rational Numbers
o Whiteboard & markers
o Fraction strips or visual aids
Resources o Student worksheets
o Number line (optional)
o Calculator (optional)
Links https://youtu.be/fFLYleDFDSQ?si=z4vxrU4fWk14KsYl
(Video/Websites) https://youtu.be/a0deCn5QNFI?si=eyhNTj1sCDoPcsCs
(Key Knowledge and Skills students should achieve at the end of the lesson)
o Define and identify rational numbers in fractional form.
Objectives of this o Add and subtract rational numbers with like and unlike denominators.
lesson o Identify and apply the commutative, associative, identity, and inverse
properties in addition and subtraction of rational numbers.

What You Already Know (Prior Knowledge)

o Types of Numbers: Whole numbers, integers, fractions, decimals
o Basic Operations: Addition, subtraction,
o Number Line: Positive and negative numbers
Key Concepts to Learn (New Knowledge)
Advance Organizer o Definition of Rational Numbers: Numbers that can be expressed as a fraction
a/b, where a and b are integers and b ≠ 0
o Operations on Rational Numbers:
o Addition & Subtraction: Find a common denominator, then add/subtract
numerators

Ask students:
o What are rational numbers? (Numbers that can be expressed as fractions,
Brainstorming
where the denominator)

Methodology Explanation and demonstration Method

Teacher will explain
 o Adding and Subtracting Fractions with Like Denominators
▪ Explain that when fractions have the same denominator, we only
add/subtract the numerators.
▪ Adding and Subtracting Fractions with Unlike Denominators
o Explain that we first find the Least Common Denominator (LCD) before adding or
subtracting.
o Steps:
▪ Find the LCM of the denominators.
▪ Convert the fractions to equivalent fractions with the same
denominator.
▪ Add or subtract the numerators.
▪ Simplify if necessary.
Properties of Addition Rational Numbers
o Commutative Property (Changing the order does not change the sum)
▪ a+b=b+a
▪ 3+(-2)=-2+3=1
o Associative Property (Changing the grouping does not change the sum
▪ (a+b)+c=a+(b+c)
▪ (-3+2)+=-3+(2+1)=0
o Identity Property (Adding 0 does not change the number)
▪ a+0=0+a=a
▪ -5+0=0+(-5)= -5
o Inverse Property (Adding a number and its negative results in 0)
▪ a+(-a)=-a+a=0
▪ 6+(-6)=-6+6=0
Use visual aids (fraction strips) for students to grasp concepts.
Activity (if any)
Distribute worksheets with problems on both like and unlike denominators.
Part 1: Multiple Choice Questions (MCQs)
Part 2: True or False
Assessment
Part 3: Short Answers
Part 4: Word Problem
o Rational Numbers Overview
▪ Rational numbers are numbers that can be expressed in the form p/q,
where p and q are integers, and q ≠ 0. Examples include 1/2, -3/4, 5,
and 0.
Wrap-up/plenary o Key Points to Remember
▪ Always find the LCD for fractions with different denominators.
▪ Convert fractions before adding or subtracting.
▪ Keep the denominator the same after performing the operation.
▪ Simplify the fraction if possible.
Homework (if any) Solve exercise 1.2

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 1.3
Topic
Multiplication of Rational Numbers
o Whiteboard and markers
o Student worksheets
Resources
o Number line(optional)
o Calculator (optional)
Links https://youtu.be/gWswwBEvYCM?si=IUWUd9aTYKMhckQU
(Video/Websites) https://youtu.be/fjJ0C7-N-xU?si=v5uMw86AWV022pfR
(Key Knowledge and Skills students should achieve at the end of the lesson)
Objectives of this o Understand how to multiply fractions and decimals (positive and negative).
lesson o Apply multiplication rules for rational numbers.
o Solve real-world problems involving multiplication of rational numbers.
Multiplication of Rational Numbers

o Introduction (Connecting to Prior Knowledge)

▪ Recall multiplication of whole numbers (e.g.,3×2=6)
▪ Recall multiplication of fractions (e.g.,2/3×3/4)
▪ Recall multiplication of integers and their signs (e.g. (-2)×3=-6)
o Key Concept: Multiplication of Rational Numbers
Definition: A rational number is any number that can be expressed as a
Advance Organizer fraction a/b, a where b and are integers
o Rule for Signs:
▪ Positive × Positive = Positive
▪ Negative × Negative = Positive
▪ Positive × Negative = Negative
o Multiplication Process:
▪ Multiply the numerators
▪ Multiply the denominators
▪ Simplify the fraction if needed
o What are rational numbers?
Brainstorming o What is the rule for multiplying two rational numbers?
o Why does multiplying two negative rational numbers give a positive result?
 o What happens when you multiply a rational number by zero
Methodology Explanation method
o Multiplication of Rational Numbers:
Explain that rational numbers follow the same multiplication rules as whole
numbers, but with additional rules for signs.
o Sign Rules:
▪ (+) × (+) = (+)
▪ (−) × (−) = (+)
▪ (+) × (−) = (−)
▪ (−) × (+) = (−)
o Product of Rational numbers
▪ To find the Product of two rational number, numerator is multiplied
with numerator and denominator is multiplied with denominator.
▪ If a/b,c/d are rational numbers then their Product is:
▪ a/b×c/d= a×c/b×d
▪ Where subtraction a,b,c,d are integers
Explanation of Properties (25 minutes)
o Commutative Property
Definition: The order of multiplication does not change the product.
a×b=b×a
o Associative Property
Definition: Changing the grouping of numbers does not change the product.
(a×b)×c=a×(b×c)
o Identity Property
Definition: The number 1 is the identity for multiplication because multiplying any
rational number by 1 does not change its value.
a×1=1×a=a
o Inverse Property
Definition: Every nonzero rational number has a multiplicative inverse (reciprocal)
such that their product is 1
a/b×b/a=1
o Distributive Property
Definition: Multiplication distributes over addition and subtraction.
Activity (if any) Pair up students for peer teaching. Each pair explains one property to the class.
Assessment Collect and review students' independent practice work.
Wrap-up/plenary Discuss how multiplying rational numbers is used in real life.
Homework (if any) Create 3 multiplication problems using different properties and explain the solutions.
Solve exercise 1.3

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 1.3
Topic
Division of Rational Numbers
o Whiteboard and markers
o Number line (optional)
Resources
o Worksheets with practice problems
o Calculator (optional)
Links
https://youtu.be/f3ySpxX9oeM?si=EzL9oadEcLdzliFH
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of this lesson, students should be able to:
Objectives of this
o Understand the rules for dividing rational numbers.
Lesson
o Apply division rules to solve problems involving rational numbers.
o Solve word problems involving the division of rational numbers.
Dividing rational numbers means multiplying the dividend by the reciprocal of the divisor.
Advance Organizer Steps to Divide Rational Numbers:
o Rewrite the division as multiplication by taking the reciprocal of the divisor.
o What happens when we divide one rational number by another?
o Review what rational numbers are: numbers that can be expressed as p/q, where p
Brainstorming and q are integers, and q ≠ 0
o Ask students to give examples of rational numbers.
o Quick revision of multiplication of rational number
Methodology Explanation Method
Step 1: Understanding Division of Rational Numbers
Explain that dividing by a rational number is the same as multiplying by its reciprocal.

Step 2: Rules for Signs in Division

1. (+ ÷ + = +)
2. (- ÷ - = +)
3. (+ ÷ - = -)
4. (- ÷ + = -)
Activity (if any) o Solve problems in pairs or small groups
 o Provide a worksheet with different types of division problems, including word
problems.
o Example:
Assessment
▪ Divide -5/6 ÷ 2/3
▪ A bakery has 3/4 kg of flour. Each cookie requires 1/8 kg of flour. How many
cookies can be made?
o The result of dividing two rational numbers is always a rational number.
Wrap-up/plenary o If a rational number is divided by 1, the result is the number itself.
o A number divided by itself (except zero) is always 1.
Homework (if any) 5-10 problems on division of rational numbers

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 1.3
Topic
Order of Operations
o Whiteboard & markers
Resources o Printed worksheets or digital slides
o Calculator (for verification)
Links
https://youtu.be/ClYdw4d4OmA?si=e4AGZzvcyUwJUPf2
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
Objectives of this
By the end of the lesson, students will be able to correctly apply the order of operations
lesson
(PEMDAS/BODMAS) to solve mathematical expressions.
o Review basic operations: addition, subtraction, multiplication, and division.
Advance Organizer
o Discuss how parentheses and exponents change calculations
o What does each letter in BODMAS stand for?
Brainstorming
o Why do we need a specific order of operations in mathematics?
Methodology Explanation Method
Teacher will explain:
o Introduction (Begin with a simple question):
▪ What happens if we don’t follow a specific order in solving expressions
▪ Discuss why different orders can lead to different answers.
o Introduce the concept of Order of Operations and the mnemonic:
▪ PEMDAS (Parentheses, Exponents, Multiplication/Division,
Addition/Subtraction)
▪ BODMAS (Brackets, Orders, Division/Multiplication,
Addition/Subtraction)
o Explanation & Examples
▪ Write an example on the board and solve it step by step using
PEMDAS
▪ Example 1: 4 + (6×2)
▪ Example 2: (8+2) × 5-3
▪ Explain the hierarchy and how multiplication/division and
addition/subtraction are solved left to right.
▪ Compare solving an equation with and without following PEMDAS
 Activity (if any) Group Challenge: Teams race to solve an expression correctly
Solve the Expressions
o (4 + 6) × 2 – 5 = ______
Assessment
o 12 ÷ (3 + 1) × 5 = _____
o (9 – 3)² ÷ 2 + 7 = ______
o What PEMDAS/BODMAS stands for?
Wrap-up/plenary
o Why order matters?
Homework (if any) Provide 5-10 problems for practice, including word problems.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 2.1
Topic
Recognition of Prime, Composite, Even, and Odd Numbers
o Text Book Maths Grade 7th
Resources o Board
o Marker
Links
https://youtu.be/DpYQs5z0iNs?si=nPSTmnDBqG9YYaE-
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the
lesson)
By the end of this lesson, students will be able to:
Objectives of this
o Define and distinguish between prime, composite, even, and odd numbers.
lesson
o Identify prime and composite numbers up to 100
o Classify numbers as even or odd
o Apply these concepts to solve mathematical problems
Begin with a brief review of number types:
o Even Numbers: Divisible by 2 (e.g., 2, 4, 6, 8).
o Odd Numbers: Not divisible by 2 (e.g., 1, 3, 5, 7).
Advance Organizer o Prime Numbers: Greater than 1, divisible only by 1 and themselves
(e.g., 2, 3, 5, 7)
o Composite Numbers: Greater than 1, divisible by numbers other than 1
and themselves (e.g., 4, 6, 8, 9)
Introduce the current topic by posing some questions.
Engage students with the following questions:
Brainstorming o What patterns do you notice in even and odd numbers?
o How can you determine if a number is prime or composite?
o Why is the number 1 neither prime nor composite?
Explanation and demonstration.
o Direct Instruction:
▪ Present definitions and examples of even, odd, prime, and
Methodology
composite numbers.
▪ Use visual aids like number charts to illustrate concepts.
o Guided Practice:
 ▪ Provide worksheets with mixed numbers for classification.
▪ Discuss answers as a class, reinforcing reasoning behind classifications.
o Interactive Activity:
▪ Organize a "Number Sort" game where students categorize numbers
into even, odd, prime, and composite groups.
Break session into bite size chunks e.g. Give and /or demonstrate
necessary information
Number Sort Game:
Activity (if any) o Prepare cards with numbers 1 to 100.
o In groups, students sort cards into four categories: even, odd, prime,
and composite.
o Discuss the sorting criteria and correct any misconceptions.
At the end of the lesson, students write down
o One prime number between 1 and 50.
Assessment o One composite number between 1 and 50.
o One even number between 1 and 50.
o One odd number between 1 and 50.
o Review key concepts by asking students to share examples of each
number type.
Wrap-up/plenary o Address any remaining questions or uncertainties.
o Reinforce the importance of understanding these number classifications
in mathematics.
o Classify the following numbers as prime, composite, even, or odd
Homework (if any) 17, 28, 39, 42, 51.
o Provide a brief explanation for each classification

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 2.2
Topic
Squares of Whole Numbers, Fractions, and Decimals
o Text Book Maths Grade 7th
Resources o Board
o Marker
Links
https://youtu.be/np2AVfsyqq4?si=1itB8tlJ8fdJXtJ8
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
Objectives of this
Students will understand and compute the squares of whole numbers, fractions, and
Lesson
decimals, and convert between these forms.
Begin with a brief review of number types:
o Even Numbers: Divisible by 2 (e.g., 2, 4, 6, 8).
o Odd Numbers: Not divisible by 2 (e.g., 1, 3, 5, 7).
Advance Organizer o Prime Numbers: Greater than 1, divisible only by 1 and themselves
(e.g.,2, 3, 5, 7).
o Composite Numbers: Greater than 1, divisible by numbers other than 1 and
themselves (e.g., 4, 6, 8, 9).
Introduce the current topic by posing some questions.
o Present a real-world scenario involving squaring numbers, fractions,
and decimals (e.g., calculating areas of squares with fractional side lengths).
Brainstorming
o Encourage students to discuss and propose methods to solve the problem.
o Guide the discussion to ensure understanding and correct application of
concepts
Explanation and demonstration.
o Introduction:
▪ Begin with a brief review of squaring whole numbers.
▪ Introduce the concept of squaring fractions and decimals, explaining
Methodology
that squaring involves multiplying the number by itself.
o Direct Instruction:
▪ Demonstrate how to square fractions by multiplying the numerator and
denominator by the number.
 ▪ Show how to square decimals by multiplying the decimal by itself,
emphasizing the importance of decimal placement.
▪ Provide examples and solve them step by step on the board.
o Guided Practice:
▪ Distribute worksheets with problems involving squaring whole numbers,
fractions, and decimals.
▪ Circulate the classroom to assist students as they work through the
problems.
▪ Encourage students to pair up and discuss their solutions to reinforce
understanding.
Break session into bite size chunks e.g. Give and /or demonstrate necessary
information
o Organize a hands-on activity where students use graphing calculators to
Activity (if any)
compute squares of various numbers
o Have students record their results and identify patterns in the outcomes
o Discuss the findings as a class, highlighting any observations or misconceptions
At the end of the lesson, students write down:
o Conduct a quick formative assessment through a short quiz or exit ticket,
Assessment asking students to solve problems involving squaring whole numbers, fractions, and
decimals
o Review the answers collectively, providing immediate feedback
o Summarize the key points of the lesson
Wrap-up/plenary o Address any remaining questions or concerns from students
o Assign homework to reinforce the day's learning
o Square the following whole numbers: 5, 12, 8
Homework (if any) o Square the following fractions: 1/2, 3/4, 5/6
o Square the following decimals: 0.3, 1.5, 2.7

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 2.3
Topic
Square Root of Natural Numbers by Factorization
o Text Book Maths Grade 7th
Resources o Board
o Marker
Links
https://youtu.be/_dInvzciruM?si=K8x8DOg1_g3phlB7
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
o Understand the concept of square roots and their relationship to perfect
Objectives of this squares.
Lesson o Learn the prime factorization method to find square roots of natural numbers.
o Apply the prime factorization method to determine square roots of various
natural numbers.
o Begin with a brief review of perfect squares (numbers that are squares of
integers).
o Introduce the concept of square roots as the inverse operation of squaring a
Advance Organizer
number.
o Explain that the square root of a number is a value that, when multiplied by
itself, gives the original number.
Introduce the current topic by posing some questions.
o Ask students to recall perfect squares up to 100 (e.g., 1, 4, 9,16, 25, 36, 49,64,
81, 100)
Brainstorming
o Discuss how these numbers are related to their square roots.
o Pose the question: How can we find the square root of a number that is not a
perfect square?
Explanation and demonstration.
o Introduction to Prime Factorization:
▪ Define prime numbers and prime factorization.
Methodology
▪ Demonstrate how to find the prime factors of a number using factor
trees.
o Finding Square Roots Using Prime Factorization:
 ▪ Explain that to find the square root of a number using prime
factorization, group the prime factors into pairs
▪ For each pair, take one factor out of the square root
▪ Multiply the factors taken out to find the square root
Break session into bite size chunks e.g. Give and /or demonstrate necessary
information Provide students with a set of numbers to practice finding square roots
using prime factorization

Example 1: Find the square root of 36.

o Prime factorization of 36: 2 × 2 × 3 × 3.
o Group into pairs: (2 × 2) and (3 × 3).
o Take one factor from each pair: 2 and 3.
Activity (if any)
o Multiply the factors: 2 × 3 = 6.
o Therefore, √36 = 6.
Example 2: Find the square root of 72.
o Prime factorization of 72: 2 × 2 × 2 × 3 × 3.
o Group into pairs: (2 × 2) and (3 × 3).
o Take one factor from each pair: 2 and 3.
o Multiply the factors: 2 × 3 = 6.
o Therefore, √72 = 6√2.
At the end of the lesson, students write down:
Assessment o Observe students during the activity to assess their understanding and correct
application of the prime factorization method.
o Review the key steps in finding square roots using prime factorization.
o Discuss any challenges students faced during the activity and clarify
Wrap-up/plenary
misconceptions.
o Summarize the importance of prime factorization in simplifying square roots.
Assign a set of numbers for students to find the square roots using prime factorization.
Example problems:
Homework (if any) o Find the square root of 144
o Find the square root of 225
o Find the square root of 50

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 2.4
Topic
Square Root of Common Fractions by Factorization
Resources
Text Book Maths Grade 7th , Board, Marker

Links
https://youtu.be/nP8MdFk265E?si=J3yrUmSjwFdiF-MY
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
Objectives of this o Understand the concept of square roots and their application to fractions
Lesson o Learn to simplify square roots of fractions using prime factorization
o Apply the process of factorization to find the square roots of common fractions
o Begin with a brief review of square roots and prime factorization
Advance Organizer o Discuss how square roots can be applied to fractions
o Importance of simplifying square roots in mathematical computations
Introduce the current topic by posing some questions.
Engage students in a discussion about real-life scenarios where square roots of fractions
Brainstorming
might be useful, such as in construction (calculating dimensions) or in science
(measuring areas).
Explanation and demonstration.
o Introduction (10 minutes):
▪ Define square roots and prime factorization
▪ Explain the relationship between square roots and fractions
o Guided Practice (20 minutes):
▪ Demonstrate the step-by-step process of simplifying square roots of fractions
using prime factorization.
Methodology ▪ Solve examples such as √(4/9) and √(16/25), highlighting the factorization of
both numerator and denominator
o Independent Practice (15 minutes):
▪ Provide students with a set of fractions to simplify their square roots
individually
▪ Circulate the classroom to offer assistance as needed
o Class Discussion (10 minutes):
▪ Review the solutions to the practice problems
 ▪ Encourage students to share their methods and reasoning
Break session into bite size chunks e.g. Give and /or demonstrate necessary
information
o Organize a "Factorization Relay" where students work in teams to simplify square
Activity (if any)
roots of various fractions.
o Each team member solves a part of the problem, and the team that completes
the task correctly first wins.
At the end of the lesson, students write down
o Observe students during independent practice and the class discussion to assess
Assessment
understanding.
o Collect and review the practice worksheets to evaluate individual proficiency.
o Summarize the key points of the lesson, emphasizing the importance of prime
Wrap-up/plenary factorization in simplifying square roots of fractions.
o Address any remaining questions and provide additional examples if necessary.
Assign a set of numbers for students to find the square roots using prime factorization
Examples:
o Simplify √(9/16):
▪ Factorize 9 as 3² and 16 as 4²
Homework (if any)
▪ √(9/16) = √(3²/4²) = 3/4
o Simplify √(25/36):
▪ Factorize 25 as 5² and 36 as 6²
▪ √(25/36) = √(5²/6²) = 5/6

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 2.5
Topic
Square Root of Decimal Fractions by Factorization
o Text Book Maths Grade 7th
Resources o Board
o Marker
Links
https://youtu.be/Ev1skpTuFbw?si=U3oxkhOe2XjjJCTz
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
o Understand the concept of square roots and their application to decimal
Objectives of this
fractions
Lesson
o Learn the method of factorization to find the square roots of decimal fractions
o Apply factorization techniques to simplify square roots of decimal fractions
o Begin with a brief review of square roots and their properties.
o Introduce the concept of decimal fractions and explain how they can be
Advance Organizer expressed as fractions.
o Discuss the importance of factorization in simplifying square roots, especially
when dealing with decimal fractions.
Introduce the current topic by posing some questions.
o What is a square root?
Brainstorming o How do we simplify square roots of whole numbers?
o What are decimal fractions, and how are they different from whole numbers?
o Why is factorization useful in simplifying square roots?
Explanation and demonstration.
o Introduction (10 minutes):
▪ Define square roots and discuss their properties.
▪ Explain decimal fractions and their relationship to whole numbers.
Methodology ▪ Introduce the concept of factorization as a method to simplify square
roots.
o Demonstration (15 minutes):
▪ Solve examples of square roots of decimal fractions using factorization
▪ Show how to express decimal fractions as fractions of whole numbers
 ▪ Demonstrate the factorization of these fractions to find their square
roots.
o Guided Practice (15 minutes):
▪ Provide students with similar problems to solve in pairs or small groups.
▪ Circulate the classroom to offer assistance and ensure understanding.
o Independent Practice (10 minutes):
▪ Assign individual problems for students to solve independently.
▪ Encourage students to use factorization to simplify square roots of
decimal fractions
o Assessment (5 minutes):
▪ Review the solutions to the independent practice problems
▪ Provide immediate feedback and address any misconceptions
o Wrap-Up (5 minutes):
▪ Summarize the key points of the lesson
▪ Answer any remaining questions from students
▪ Assign homework to reinforce the day's learning
Break session into bite size chunks e.g. Give and /or demonstrate necessary
information
o Provide a worksheet with problems involving the square roots of decimal
fractions.
Activity (if any)
o Include a mix of problems that require factorization and those that can be
solved using other methods.
o Encourage students to work in pairs to discuss and solve the problems
collaboratively.
o Evaluate students' participation during guided and independent practice
Assessment o Review the accuracy and completeness of their solutions
o Provide constructive feedback to help students improve their understanding
o Recap the importance of factorization in simplifying square roots of decimal
fractions
Wrap-up/plenary
o Highlight real-life applications where this knowledge is useful
o Encourage students to practice regularly to enhance their skills
Assign a set of numbers for students to find the square roots using prime
Factorization:
o Examples:
▪ Find the square root of 0.25.
▪ Express 0.25 as 25/100.
Homework (if any) ▪ Factorize 25/100: 25 = 5 × 5, 100 = 2 × 2 × 5 × 5.
▪ Simplify: √(25/100) = (√25)/(√100) = (5/10) = 0.5.
▪ Find the square root of 0.36.
▪ Express 0.36 as 36/100.
▪ Factorize 36/100: 36 = 2 × 2 × 3 × 3, 100 = 2 × 2 × 5 × 5.
▪ Simplify: √(36/100) = (√36)/(√100) = (6/10) = 0.6.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 3.1
Topic
Ratio
o Maths for Grade 7th
Resources
o Board-Marker (Page # 47 to 51)
Links
https://youtu.be/Z0cvU-KwqkE?si=vaNGiFn2MvOglJBx
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
Objectives of this o Define and understand the concept of a ratio
Lesson o Express ratios in different forms (fraction, colon, and word form)
o Simplify ratios and apply them in real-life situations
o Engage students with a real-life scenario:
Advance o Show groups of colored objects (e.g., 3 red apples and two 5 green apples).
Organizer o Ask: "How can we compare the number of red apples to green apples?"
o Introduce the term ratio as a comparison of two quantities.
Introduce the current topic by posing some questions.
o Ask students: "Where have you seen or used ratios in real life?"
Brainstorming o Possible answers: Recipes (e.g., 2 cups of flour to 1 cup of sugar),
sports (win/loss ratio), maps (scale), and classrooms (number of boys to girls)
o Write students' responses on the board and discuss briefly
Explanation and Demonstration
o Definition of Ratio:
▪ Explain that a ratio is a way to compare two quantities.
▪ Show different ways to write a ratio:
▪ As a fraction: 3/5
▪ Using a colon: 3:5
Methodology
▪ In words: "3 to 5”
o Simplifying Ratios:
▪ Provide examples and demonstrate how to simplify ratios by dividing
both terms by their greatest common factor (GCF).
Example: 12:16 → Divide by 4 → 3:4
o Equivalent Ratios:
 Explain that multiplying or dividing both terms by the same number creates an
equivalent ratio.
Example: 2:3 = 4:6 = 6:9
Break session into bite size chunks e.g. Give and /or demonstrate necessary information
Activity (if any) Number of Chairs in your class compared to numbers of table. Let students solve and
share answers.
o How to write ratios in different forms a:b, a to b &𝑎⁄𝑏.
Assessment o How to simplify ratio.
o Equivalent ratio.
Reinforce students understanding and ensures they can apply the concepts learned
Wrap-up/plenary
(Ex # 3.1, Question # 1,3,5 & 7 will be solved)
Homework (if any) Ex # 3.1, Questions # 8 & 10.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 3.2
Topic
Rate and Average Rate
o Maths for Grade 7th Book
Resources
o Board-Marker (Page # 53)
Links
https://youtu.be/WWv7dfuJE10?si=HYmqZkMEWTVWnnM4
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
o Understand the concept of related its real life applications.
Objectives of this
o Learn how to calculate the rate using division.
Lesson
o Understand the concept of the average rate and how to complete it.
o Apply the concept of rate and average to solve real life problems.
Begin by asking students:
o Have you ever measured how fast you walk or runs.
Advance Organizer
o Have you seen speed limits on roads?
o Have you notice product prices.
Introduce the current topic by posing some questions.
Begin with a real life example:
Brainstorming o If a car travels 60km in 2 hours, how fast is it traveling?
o Guide students to idea of speed as a rate (speed = distance ÷ Time)
o Explain that a rate is that compare two different quantities.
Methodology Explanation and Concept Building.
Teacher will explain
o Define rate (comparison of two quantities with.
Example 1:
A car travels 300 km in 5 hours. What is its speed?
Solution:
▪ Rate is calculated using the formula:
▪ Rate= Quantity 1/Quantity 2
▪ Distance = 300 km Time = 5 hours
▪ Speed=300km/5rh = 60 km/h
Explanation:
 The car covers 60 km every hour, which means its rate of travel (speed) is 60 km/h.
Example 2: Average Rate Problem:
A cyclist rides 20 km in 2 hours, then 40 km in 3 hours. What is the average speed?
Solution:
▪ The formula for average rate is:
Average Rate = Total Quantity/Total Time
▪ Total Distance = 20 km + 40 km = 60 km
▪ Total Time = 2 hours + 3 hours = 5 hours
▪ Average Speed = 60/5 = 12
Explanation:
Even though the cyclist had different speeds in different time periods, the average
speed over the entire journey is 12 km/h. This means the cyclist traveled as if
they were moving at 12 km/h continuously.
Break session into bite size chunks e.g. Give and /or demonstrate
Activity (if any) necessary information
Allow students to solve independently.
Assessment A car travel 50km in 1hour and 75km in 1.5 hours. Find average speed.
o Recap key concept
Wrap-up/plenary o Rate
o Average
Homework (if any) Solve Question # 3 to 5 additional rate problem with real life examples of rate.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 3.3
Topic
Proportion Direct Proportion
o Maths Text book
Resources o Board,
o Marker
Links
https://youtube.com/watch?v=p0nX5J_I3TA&feature=shared
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of the lesson, students should be able to:
Objectives of this
o Understand the concept of direct proportion.
Lesson
o Identify real-life situations where direct proportion applies.
o Solve problems involving direct proportion using mathematical equations.
Begin by showing two scenarios:
o Buying apples: If 1 apple costs Rs.20, how much do 5 apples cost?
Advance Organizer o Walking speed: If a person walks 2 km in 1 hour, how far will they walk in 3
hours?
Ask students to identify the pattern in both scenarios
Introduce the current topic by posing some questions.
o Pose the question: What does it mean when two quantities are directly
proportional?
Brainstorming
o Allow students to share ideas and write key points on the board
o Guide them to define direct proportion: When one quantity increases, the
other increases at the same rate.
o Explanation
Define direct proportion mathematically: y ∝ x ⟹ y=kx
Show how to find using examples.
Methodology o Demonstration
Solve an example step by step.
Example: A car consumes 5 liters of fuel for 50 km. How much fuel is needed for
200 km?
 Solution:
5 𝑥
= ⟹ 𝑥=20
50 200
o Student Engagement
Divide students into pairs to work on a simple direct proportion problem.
Break session into bite size chunks e.g. Give and /or demonstrate necessary
information
Activity (if any) o Group Challenge: Give each group a problem involving direct proportion,
such as: The cost of printing 4 books is Rs.400. What is the cost of printing 10
books? Each group presents their solution.
Assessment Quick exit question: if 12 books cost 48. How much 20 books will cost?
Summarize key points:
o Direct proportion means as one quantity increases, the other increases at the same
Wrap-up/plenary rate.
o The formula is: y ∝ x ⟹ y=kx
o We can use cross multiplication to solve problems
1. A worker earns Rs.1500 for 5 hours of work. How much will they earn in
a. 8 hours?
Homework (if any)
2. A recipe for 3 people uses 450g of flour. How much flour is needed for 7
a. people?

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 3.4
Topic
Inverse Proportion
o Maths book Grade 7th
Resources o Board
o Marker
Links
https://youtu.be/zH-aN0nxl7s?si=lbgy7nmS-u-HRIjf
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of the lesson, students will be able to:
Objectives of this o Define inverse proportion.
Lesson o Recognize that in an inverse relationship, as one variable increases, the other
decreases such that their product remains constant.
o Solve basic problems involving inverse proportional relationships.
o Connect to previous knowledge
Advance Organizer o Real life example.
o Explain that when we increase or decrease in qualities.
Introduce the current topic by posing some questions.
Class Discussion:
o Ask students:
▪ What do you understand by the word ‘proportion’?”
▪ Can you think of a situation where increasing one thing causes
Brainstorming another to decrease?
o Real-life Examples: Prompt them with examples such as:
▪ If you drive faster (increased speed), the time taken to reach your
destination decreases
▪ If more workers are involved in a task, the time needed to complete
the task may decrease.
Explain that inverse proportion occurs when two quantities multiply to give a constant
value. Write the formula on the board:
𝑘
Methodology 𝓎 = or 𝓍 x 𝓎 = 𝓀
𝑧
o Detailed Example:
 Scenario: Traveling a fixed distance
Explain: For a fixed distance, the time taken to travel is inversely proportional
to the speed of travel.
o Example Problem:
Suppose the distance to school is 30 km. If a car travels at 30 km/h, the time taken
is:
𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒 30𝑘𝑚
Time = = = 1 hour
𝑆𝑝𝑒𝑒𝑑 30𝑘𝑚/ℎ
30𝑘𝑚
Time = = 0.5 hour
60𝑘𝑚/ℎ
Break session into bite size chunks e.g. Give and /or demonstrate necessary
information
Group Work:
Activity (if any) o Divide the class into small groups and distribute a worksheet that includes:
A table with missing values where students must complete the inverse
proportion relationship (e.g., if and a few values are provided, they solve for
the missing ones)
After the group activity, have students complete a short individual quiz with problems
such as:
o Calculating the constant when given one pair of values.
o Predicting the effect on one variable when the other is altered (e.g., “What
Assessment
happens to the time if the speed is tripled?”).
▪ Oral Questioning:
Ask a few students to explain the concept in their own words and solve
a sample problem on the board.
Recap the key points:
o Inverse proportion means one variable increases as the other decreases,
Wrap-up/plenary
keeping the product constant.
o Real-life applications such as speed vs. time or workers vs. time.
Homework (if any) Write example of both direct and inverse proportion.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 3.5
Topic
Distance, Time, Speed
o Text Book Maths Grade 7th
Resources o Board
o Marker
Links
https://youtu.be/GD_89OsihrI?si=elNRO4HbwbMd7s9T
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of this lesson, students will be able to:
Objectives of this o Define distance, speed and time.
Lesson o Understand the relationship between distance, speed and time using the
𝑫𝒊𝒔𝒕𝒂𝒏𝒄𝒆
formula: Speed = 𝑻𝒊𝒎𝒆
Real Life Connection: Ask Students:
o Have you ever timed how long it takes you to walk to school?
o What do athletes measure when running a race?
Advance Organizer
o Why is speed important for vehicles?
Short activity: Show a short video clip of a car moving a different speed and ask
students what they observe?
Introduce the current topic by posing some questions.
o Guiding Questions:
▪ What do you think speed means?
Brainstorming
▪ How is speed different from distance?
▪ How do we measure speed (e.g., km/h,m/s)?
o Concept Explanation:
Explanation and demonstration.
o Explain the key terms:
▪ Distance (d): The length of the path traveled. Measured in meters (m) or
Methodology kilometers (km)
▪ Time (t): How long something takes. Measured in seconds (s), Minutes
(min), or hours (h).
▪ Speed (s): How fast something moves. Measured in meters per seconds
 (m/s) or kilometers per hours (km/h).
𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒
o Introduce the formula: Speed = 𝑇𝑖𝑚𝑒
Guided Practice & Examples:
o Example Problem 1 (Basic)
▪ A car travel 150km in 3 hours. What is its speed?
𝑑 150
▪ Solution: S = = = 50km
𝑡 3

Break session into bite size chunks e.g. Give and /or demonstrate necessary
information
o Organize students into small groups.
o Assign each group a real-world scenario where they must calculate speed,
Activity (if any)
distance, or time.
o Examples: determining the time it takes to travel a certain distance at a given speed,
calculating the speed of a moving object.
o Have each group present their findings to the class.
Conduct a quick formative assessment through questioning or a short quiz to evaluate
Assessment
student understanding.
o Review key concepts and address any questions or misconceptions.
Wrap-up/plenary o Summarize the importance of understanding the relationship between
distance, time, and speed in real-life applications.
Assign additional practice problems involving distance, time, and speed to reinforce the
Homework (if any)
day's lesson.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise# 4.1
Topic
Profit and Loss
o Textbook (Mathematics, Class 7)
o Whiteboard and markers
Resources o Chart papers with formulas
o Online videos on Profit and Loss (YouTube/Khan Academy)
o Real-life examples (shopping bills, receipts)
Links https://youtu.be/MXuPODUd6KQ?si=Sh6aWyVwrx-M7YDu
(Video/Websites) https://youtu.be/DJUckY-o2c4?si=Xp6aqbrawthVFBtx
(Key Knowledge and Skills students should achieve at the end of the lesson)

o Understand the concepts of Cost Price (CP), Selling Price (SP), Profit, and Loss.
Objectives of this
o Learn the formulas for calculating Profit, Loss, and Profit/Loss Percentage.
lesson
o Solve problems based on real-life profit and loss scenarios.
o Develop problem-solving and logical reasoning skills.

o Display a few shopping bills or examples of selling and buying goods.

o Ask students about their shopping experiences and discuss when they have seen a
Advance Organizer
price difference.
o Introduce terms CP, SP, Profit, and Loss with simple examples.
Introduce the current topic by posing some questions
o Ask: "What happens when a shopkeeper sells something at a higher price than he
Brainstorming bought it for?"
o Show real-world scenarios where profit and loss occur.

o Explanation
o Step-by-step Examples
Methodology
o Group Discussion
o Role Play
Teacher will explain
o Introduce Concepts: Explain Profit, Loss, CP, and SP with real-life examples.
o Formula Introduction:
 ▪ Profit = SP - CP
▪ Loss = CP - SP
▪ Profit % = (Profit/CP) × 100
▪ Loss % = (Loss/CP) × 100
o Step-by-step Examples: A shopkeeper buys a toy for Rs. 200 and sells it for
Rs. 250. Find the profit and profit %.
o Interactive Learning: Engage students with questions and problem-solving
exercises.
o Group Activity: Conduct a mock buying-selling exercise.
o Recap & Q&A: Summarize key points and clarify doubts.

o Marketplace Role play:

Divide students into buyers and sellers. They will engage in buying and selling
Activity (if any)
activities with given CP and SP values.
o Quick Quiz: Ask 5-6 rapid-fire questions on profit and loss.
o Solve 3-5 questions from Exercise 4.1 on the board.
o Peer evaluation:
Assessment
Exchange notebooks and check answers.
o Oral Q&A on the key concepts.
Summarize key takeaways from the lesson
o Ask students to give examples of profit and loss from their daily lives
Wrap-up/plenary
o Reinforce formulas by writing them on the board and asking students to
repeat them.
o Solve 5 additional questions (6,7,8,9,10,11) from Exercise 4.1.
Homework (if any)
o Find a real-world example of profit and loss and explain it in a few sentences.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 4.2
Topic
Discount
o Textbook (Mathematics, Class 7)
o Whiteboard and markers
Resources o Chart papers with discount formulas
o Online videos on Discounts (YouTube/Khan Academy)
o Real-life examples (shopping receipts, discount offers)
https://youtu.be/H09B1z0JAa0?si=8WMr5o5hceN8Ge7a
Links
https://youtu.be/oQ-wecdrhQo?si=dnn_uLsjp7xJseJ2
(Video/Websites)
https://youtu.be/zs8ivA2u8a8?si=tkpU6jpaUpwQlt8s
(Key Knowledge and Skills students should achieve at the end of the lesson)

o Understand the concept of Discount and Marked Price

Objectives of this
o Learn the formulas for calculating Discount and Discount Percentage
lesson
o Apply discount calculations in real-life shopping scenarios
o Develop problem-solving and logical reasoning skills

Display promotional banners or shopping receipts with discounts.

o Ask students if they have seen discount offers while shopping.
Advance Organizer
o Introduce terms Marked Price, Selling Price, Discount with simple examples.

Introduce the current topic by posing some questions

o Ask: "What happens when a shopkeeper offers a discount on an item?"
Brainstorming
o Ask: "Have you ever used discount coupons while shopping?"
o Show real-world examples of discounts and offers.
o Explanation Method
o Discussion Method
Methodology
o Activity-Based Learning.
o Question & Answer Session
Teacher will explain
Define the concept of Discount using relatable examples.
o Formula Explanation: Present key formulas such as:
 ▪ Discount = Marked Price - Selling Price
▪ Discount % = (Discount / Marked Price) × 100
o Discussion Method:
▪ Engage students with real-world discount scenarios.
▪ Illustrate formulas step-by-step on the whiteboard.
▪ Encourage students to participate in problem-solving exercises.
o Explanation with example:
▪ A shirt is marked at RS200, and the shop offers a 20% discount
Discount = 200×20/100=40
Selling Price = 200 - 40 = RS 160
▪ Demonstrate real-life applications of discounts through shopping
scenarios
o Shopping Role play:
Divide students into customers and shopkeepers to apply discount calculations.
Activity (if any) o Quick Quiz:
Ask 5-6 rapid-fire questions on discounts

o Solve 3-5 discount-related problems on the board.

o Peer evaluation: Exchange notebooks and check answers.
Assessment
o Oral Q&A on the key concepts

o Summarize key takeaways from the lesson

o Ask students to share real-life discount experiences
Wrap-up/plenary o Reinforce formulas by writing them on the board and asking students to
repeat them

o Solve questions on Discount from the ex 4.2 of textbook

Homework (if any) o Find and bring a real-world example of a discount offer and explain how the
discount is applied

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 4.3
Topic
Property Tax
o Charts & Diagrams: Property tax breakdown visuals
o Real-Life Examples: Property tax bill samples
Resources o Interactive Tools: Online tax calculator or simulation
o Videos: Educational clips explaining property tax
o Classroom Materials: Whiteboard, markers, and worksheets
Links https://youtu.be/-2Tcuk25_NE?si=wsjyF51gLMdsmumw
(Video/Websites) https://youtu.be/Hrl463BBQe0?si=ti6tTDMCl7O09ik4
(Key Knowledge and Skills students should achieve at the end of the lesson)

Objectives of this o Understand the concept of property tax.

lesson o Identify why property tax is important.
o Calculate property tax based on given rates

Advance Organizer o Ask students: What are taxes? What services are funded by taxes?
o Show images of schools, roads, hospitals, and ask: Who pays for these?
Introduce the current topic by posing some questions
o What do you think property tax is?
Brainstorming
o Why do homeowners pay property tax?
o What might happen if people didn’t pay property taxes?
Methodology Explanation and Discussion
Teacher will explain
o Define property tax as a tax paid on property owned by an individual or business.
o Explain how property tax is calculated using assessed property value and tax
rate by using the formula:
▪ Property Tax = Property Value × Tax Rate
o Explain the formula and calculation process with an example:
▪ If a house is valued at RS 200,000 and the tax rate is 1.5%
▪ Property Tax = 200,000×1.5/100=3,000
▪ The owner must pay RS3,000 annually as property tax.
 o Discuss real-world applications (e.g., school funding, public services).

o Provide students with sample property values and tax rates.

▪ Have them calculate property tax using the formula:
Activity (if any) Property Tax=Property Value × Tax Rate
▪ Compare tax rates in different locations and discuss why they might
▪ vary.
o Students solve 3 property tax calculation problems.
Assessment
o Group discussion: Why is property tax necessary?
Quick review:
o What is property tax?
Wrap-up/plenary
o How do we calculate it?
Ask students to share something new they learned
o Read: The section on Property Tax and General Sales Tax in your textbook.
o Solve: Exercise questions related to property tax calculations (e.g., "Page 78,
Homework (if any) Questions 1 to 7).
o Think & Answer: Why do both property tax and sales tax exist? Write a short
explanation.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 4.3
Topic
General Sales Tax
o Textbook: Chapter on Taxes
o Charts & Diagrams: Sales tax breakdown visuals
Resources o Real-Life Examples: Sample receipts showing sales tax
o Interactive Tools: Online sales tax calculator
o Videos: Explaining sales tax concepts
o Classroom Materials: Whiteboard, markers, worksheets
Links https://youtu.be/3umWNjkRZEA?si=vymflquicpfRnvsX
(Video/Websites) https://youtu.be/jLK66kBWkZ4?si=qPE-AQdAvO9glx2V
(Key Knowledge and Skills students should achieve at the end of the lesson)

o Understand the concept of General Sales Tax.

Objectives of this o Identify why sales tax is charged on goods and services.
Lesson o Calculate sales tax based on a given rate.
o Differentiate between sales tax and other types of taxes.
o Explain how sales tax affects consumers and businesses.

o Ask students: Have you ever bought something and noticed an extra charge on the
Advance Organizer receipt?
o Show a receipt with sales tax and discuss its importance.
Introduce the current topic by posing some questions
o What do you think sales tax is?
Brainstorming
o Why do stores add sales tax to the price of items?
o Where does this tax money go?
Methodology Explanation and Discussion
Teacher will explain
o Define General Sales Tax as a tax charged on goods and services at the point
of purchase.
o Explain how sales tax is a percentage of the total purchase price by using
the formula: Sales Tax=Price× Tax Rate
o Explain the tax formula with an example:
 ▪ A toy costs RS 100 and has a 5% GST.
▪ Sales Tax = 100×5/100=RS 5
▪ Final Price = RS100 + RS5 = RS105
o Discuss real-world applications, such as state and local tax rates
o Provide students with sample prices and tax rates.
Activity (if any) o Have them calculate sales tax.
o Compare different tax rates across various states/countries
o Students solve 3 sales tax calculation problems.
Assessment
o Group discussion: How does sales tax impact shopping and budgeting?
Quick review:
o What is sales tax?
Wrap-up/plenary
o How do we calculate it?
Ask students to share an example of when they paid sales tax
Read: The section on General Sales Tax in your textbook
o Solve: Exercise questions related to sales tax calculations "Page 79.
Homework (if any)
o Think & Answer: How does sales tax affect the price of expensive items
compared to cheap items? Write a short explanation.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 4.4
Topic
Commission
o Textbook chapters on commission calculations
o Whiteboard and markers
Resources o Sample sales slips and commission statements
o Online calculator
o Handouts with practice problems
Links https://youtu.be/ChIrz31-Vv8?si=gAgDkWFsFdvaNQ1P
(Video/Websites) https://youtu.be/d_KpH4R1tcg?si=7ugpBQsDoxScnM0v
(Key Knowledge and Skills students should achieve at the end of the lesson)

o Understand the concept of commission

Objectives of this
o Learn how to calculate commission based on different rates
Lesson
o Recognize real-life scenarios where commission is used
o Solve real-world problems involving commission calculations

o Begin with a short discussion on jobs that earn commission (e.g., salespeople, real
estate agents)
Advance Organizer
o Ask students if they have heard of commission-based earnings before
o Show a sample commission slip to illustrate how commission is calculated

Introduce the current topic by posing some questions:

o What is commission?
Brainstorming
o How does a salesperson earn money through commission?
o Why do some jobs use commission as a form of payment?
Methodology Explanation Method and Discussion Method
Teacher will explain
o Define commission and explain different types (fixed, percentage-based)
o Show how commission is calculated as a percentage of total sales
o Formula for Commission: Commission = (Commission Rate / 100) × Total Sales
Explain the formula with an example:
 o A salesperson sells products worth RS10,000 and gets a 5% commission.
o Commission earned: 10,000×5/100=500
o The salesperson earns RS 500 in commission
o Discuss real-world applications of commission
o Solve a few commission calculation problems together on the board
o Students will work in pairs to calculate the commission on various sales
amounts based on different percentage rates.
Activity (if any)
o Each pair will receive a scenario (e.g., a car salesman earning a 5%
commission on a RS 10,000 sale) and determine their commission earnings.
o Ask students to calculate the commission on a RS 500 sale with a 10%
Assessment commission rate
o Give a short quiz with real-life commission calculation problems

o Recap the key points: What is commission? How do we calculate it?

Wrap-up/plenary Why is it used?
o Encourage students to find real-life examples of commission-based jobs and
share in the next class.
o Find an example of a commission-based job and describe how commission is
earned.
Homework (if any)
o Solve commission calculation problems from the textbook:
(EX4.4 Q#1,2,3,4,5,6)

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 4.4
Topic
Value Added Tax
o Textbook chapters on VAT calculations
o Whiteboard and markers
Resources
o Sample receipts with VAT
o worksheets with practice problems
o Videos
Links https://youtu.be/7mzDyPw7Jk8?si=U0MFPS43APuL-sxl
(Video/Websites) https://youtu.be/4dB3vWuMMVQ?si=v7ewvBa2U7dPTINX
(Key Knowledge and Skills students should achieve at the end of the lesson)

o Understand the concept of Value Added Tax (VAT)

Objectives of this
o Learn how to calculate VAT based on different rates
Lesson
o Recognize real-life scenarios where VAT is applied
o Solve real-world problems involving VAT calculation

Begin by asking:
o Have you ever seen 'VAT' on a receipt?
Advance Organizer
o Why do we pay tax when we buy something
o Show a sample receipt and highlight where VAT appears

Introduce the current topic by posing some questions:

o Begin with a short discussion on why governments impose VAT.
Brainstorming o Ask students if they have noticed VAT on store receipts.
o Show a sample receipt with VAT to illustrate its calculation

Methodology Explanation Method and Discussion Method

Teacher will explain
o Define VAT and explain its importance in taxation.
o Show how VAT is calculated as a percentage of the product price.
 o Explain Formula for VAT: VAT = (VAT Rate / 100) × Price of Goods
▪ Example: If a product costs RS 100 and the VAT rate is 10%, the
VAT will be RS 10.
▪ Show calculations using different VAT rates
o Discuss real-world applications of VAT
o Students will work in pairs to calculate VAT on various products based
on different percentage rates
Activity (if any)
o Each pair will receive a scenario (e.g., a product costing RS 100 with a 15%
VAT) and determine the total price including VAT
o Ask students to calculate the VAT on a RS 200 product with a 12% VAT rate
Assessment
o Give a short quiz with real-life VAT calculation problems

Recap the key points

Wrap-up/plenary o What is VAT? How do we calculate it? Why is it used?
o Encourage students to check VAT amounts on their next store receipts
and verify calculations
o Find a recent receipt at home and identify the VAT percentage applied.
Homework (if any)
o Solve VAT calculation problems from the textbook: (ex 4.4 Q#7,8,9,10,11)

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 4.5
Topic
Ushr, Rate of Ushr, and its Application
o Textbook chapters on Ushr calculations
o Whiteboard and markers
o Sample Ushr calculation worksheets
Resources
o Videos on Ushr concepts
o Handouts with real-life examples of Ushr applications
o Charts showing the Ushr rate for different agricultural produce
https://youtu.be/G9v3cmNW4bg?si=0_m8ywHBF28iRizw
Links
https://youtu.be/EgUZHU49ijU?si=DUwdSrCBZ3KyYdUY
(Video/Websites)
https://youtu.be/a4x_l0taG2I
(Key Knowledge and Skills students should achieve at the end of the lesson)
o Understand the concept and significance of Ushr in Islam.
Objectives of this
o Identify agricultural produce subject to Ushr
Lesson
o Learn how to calculate Ushr based on the type of irrigation.
o Solve real-world problems involving Ushr calculations.
o Discussion Starter: Begin with a discussion on the importane of agriculture
and charity in Islam.
o Think-Pair-Share: Ask students if they have heard of Ushr and its role in
helping the poor.
Advance Organizer
o Real-life Examples: Show examples of Ushr calculations using real-world
figures.
o Visual Aid: Display a chart showing the Ushr rate for irrigated and
non-irrigated land.
Ask questions:
o What is Ushr, and how is it different from Zakat?
Brainstorming o Who is required to pay Ushr?
o How does the method of irrigation affect the rate of Ushr?
o What is the Ushr rate for different types of agricultural land?
o Explanation Method
Methodology o Discussion Method
o Practice Method
 Teacher Explanation:
o Define Ushr as an Islamic form of charity applied to agricultural produce
o Explain that Ushr is different from Zakat and is only applicable to crops
▪ Discuss the rate of Ushr, which depends on the method of irrigation:
▪ 10% (1/10th) Ushr on crops irrigated by rainwater, rivers, or natural
sources
▪ 5% (1/20th) Ushr on crops irrigated by man-made systems like
wells or canals
o Introduce the Formula for Ushr:
▪ Ushr = (Ushr Rate /100) × Total Crop Yield
▪ Solve a few Ushr calculation problems together on the board
o Example:
▪ A farmer harvests 1,000 kilograms of wheat from his field.
▪ If the land is irrigated:
o Ushr due: 10% of 1,000 kg = 100 kg
o Amount payable: 100 kg of wheat
▪ If the land is non-irrigated:
o Ushr due: 5% of 1,000 kg = 50 kg
o Amount payable: 50 kg of wheat

Pair Work:
o Students will work in pairs to calculate Ushr based on different agricultural
Activity (if any) scenarios
o Each pair will receive a case study (e.g., a farmer harvesting 5000 kg of rice,
irrigated by a tube well) and determine their Ushr obligation
o Discuss how Ushr helps in poverty alleviation and contributes to social welfare

Ask students to calculate the Ushr on a farmer’s crop yield of 10,000 kg of wheat:
o Scenario 1: Irrigated by rainwater.
Assessment
o Scenario 2: Irrigated by a canal.

Provide a short quiz with real-life Ushr calculation problems.

Recap the key points:

o What is Ushr?
Wrap-up/plenary
o How do we calculate it?
o Why is it important?
o Encourage students to reflect on the impact of Ushr on society.
Homework (if any) Solve real-life Ushr problems at home and bring answers to the next class.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 4.6
Topic
Income Tax, Taxable Income, and Tax Rebate
o Textbook chapters on Income Tax and Rebate
o Whiteboard and markers
o Sample Income Tax calculation worksheets
Resources
o Videos on Income Tax concepts
o Handouts with real-life examples of tax calculations
o Charts showing Tax Slabs and Rebate Criteria
Links https://youtu.be/-mZrh0f10Mc?si=1gAaycd2YeZf7QAx
(Video/Websites) https://youtu.be/S1i3hEgeelI
(Key Knowledge and Skills students should achieve at the end of the lesson)

o Understand the concept of Income Tax and why it is collected.

Objectives of this
o Learn how to calculate Taxable Income.
lesson
o Understand the concept of Tax Rebate and who qualifies for it.
o Solve real-world problems involving Income Tax and Rebates

Discussion Starter:
o Begin with a discussion on why governments collect taxes and where the
Advance Organizer money is spent.
o Think-Pair-Share: Ask students if their parents or guardians pay Income Tax.
o Visual Aid: Display a chart of tax slabs to help students understand tax brackets.

Introduce the current topic by posing some questions:

Brainstorming o What is Income Tax, and why do we pay it?
o What is a Tax Rebate, and who qualifies for it?
o How do governments use collected tax money?
Methodology Explanation Method and Discussion Method
Teacher will explain
o Define Income Tax as the tax imposed on individuals based on their earnings.
o Explain Taxable Income as the amount of income that is subject to taxation
after deductions.
 o Introduce the concept of Tax Rebate, which reduces the total tax payable for
eligible individuals.
o Explain the Formula for Tax Calculation:
▪ Income Tax = (Tax Rate /100) × Taxable Income
▪ Show step-by-step calculations for different income levels.
o Example:
▪ Annual Income: RS50,000
▪ Tax Rate: 10%
▪ Tax to be paid: 50,000×10/100=5,000
▪ Final Tax Payable = RS 5,000
o Solve a few Income Tax and Rebate calculation problems together on the
board.

Pair Work:
o Students will work in pairs to calculate the tax for different income levels
using given tax slabs
Activity (if any) o Each pair will receive a case study (e.g., a person earning Rs. 1,200,000 per
year with deductions of Rs. 200,000) and determine their Taxable Income and
Rebate
o Discuss how tax rebates benefit lower-income individuals and special groups
(e.g., senior citizens, students)
o Ask students to calculate the income tax for a person earning Rs. 900,000
Assessment
per year with a tax rate of 10%.
o Provide a short quiz with real-life Income Tax and Rebate calculation problems

Recap the key points:

o What is Income Tax? How do we calculate it? Why is it important?
Wrap-up/plenary
o Encourage students to reflect on how taxes contribute to public services
o Ask students to discuss how tax rebates help taxpayers

o Watch a Video on Income Tax and Rebates.

Homework (if any)
o Solve real-life tax problems at home and bring answers to the next class

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 5.1
Topic Sets, Finite and Infinite Sets, Empty Set, Universal Set, Subset and Superset,
Proper and Improper subsets
o Whiteboard/Smartboard
o Textbook
Resources o Markers
o Handouts with examples and exercises (optional)
o Visual aids (e.g., Venn diagrams)
Links
https://youtu.be/3Uv0QPVDKJs?si=7rbY-2WIWMSq8BSV
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
o Define and identify different types of sets: finite, infinite, empty, universal,
Objectives of this
subset, superset, proper subset, and improper subset.
lesson
o Understand the symbols and notations associated with sets
o Apply the concepts to solve problems involving sets
o Engage students with a question: "What do you think a set is?"
(Allow students to give examples).
o Introduce the concept: A set is a collection of distinct objects or elements.
Advance Organizer
o Provide examples:
▪ A = {1, 2, 3}
▪ B = {apple, banana, cherry}
Ask students to think about everyday collections:
Brainstorming o What are some examples of collections of things you see around you?
o Use these examples to introduce the concept of sets
Methodology Explanation, Visual Demonstrations, Practice, Q/A And Recap
Introduction:
o Start with a discussion about collections (e.g., books, fruits) to introduce sets.
o Define a set as a collection of distinct elements.
Explanation of Key Concepts (15 minutes):
o Finite Sets: Sets with a definite number of elements (e.g., {1, 2, 3}).
o Infinite Sets: Sets with unlimited elements (e.g., natural numbers).
o Empty Set (∅): A set with no elements.
 o Universal Set: A set containing all elements of a specific context.
o Subset and Superset: Explain subsets (⊆) and supersets (⊇) with examples.
o Proper and Improper Subsets: Define and provide examples of both.
Visual Demonstration:
o Use Venn diagrams to illustrate set relationships (subset, superset, universal
set)
Divide students into pairs to solve set-related problems (e.g., identifying types of
Activity (if any)
sets).
Guided Practice:
o Solve problems as a class, e.g., "Is A = {1, 2} a subset of B = {1, 2, 3}?"
Independent Practice (5 minutes):
Assessment o Provide worksheets with problems on identifying set types and relationships.
o Oral questioning to check conceptual understanding.
o Quizzes or Tests: At the end of the unit, conduct a short quiz or test to assess
students’ grasp on different types of sets.
Wrap-up/plenary Summarize key points and clarify doubts.
o Assign practice problems on identifying and classifying sets
o Include problems where students have to represent sets and their types using set
Homework (if any)
notation.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 5.1
Topic
Equal, And Equivalent Sets
o Whiteboard and Markers
o Flashcards with different sets
Resources
o Worksheets
o Textbook
Links https://youtu.be/Tlck5fCqZ8M?si=wSvRb_DAoznIePOa
(Video/Websites) https://youtu.be/9TCjlwaxOoI?si=ahjao7G-GXhsWwKZ
(Key Knowledge and Skills students should achieve at the end of the lesson)
Objectives of this
o Differentiate between equal and equivalent sets.
lesson
o Apply the concepts through examples and exercises
o Begin with a simple question: “What are groups or collections of objects?”
Advance Organizer
o Use brainstorming to list different collections students can think of
Introduce the current topic by posing some questions:
Brainstorming o Begin with a simple question: “What are groups or collections of objects?”
o Use brainstorming to list different collections students can think of
o Explanation Method
o Discussion Method
Methodology
o Illustration Method
o 4 Interactive Activity Method
Teacher will explain
o Sets: A well-defined collection of objects (e.g., A = {1, 2, 3})
o Equal Sets: Sets that have exactly the same elements (e.g., {a, b, c} = {c, a, b})
o Equivalent Sets: Sets that have the same number of elements but different
members (e.g., {1, 2, 3} and {a, b, c})
o Provide sets on flashcards and ask students to identify subsets.
o Pair students and ask them to determine whether two given sets are equal
Activity (if any)
or equivalent

o Ask students to define key terms in their own words.

Assessment o Give a worksheet with questions on identifying subsets, equal sets, and
equivalent sets.
 o Quick oral quiz with examples on the board.

Wrap-up/plenary Recap key points through a short discussion and ask students: “How are equal and
equivalent sets different?”
o Give students a few sets and ask them to list their subsets.
Homework (if any) o Ask students to find real-life examples of equal and equivalent sets.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 5.1
Topic
Disjoint And Overlapping Sets
o Whiteboard And Markers
o Flashcards With Different Sets
Resources o Textbook
o Venn Diagram Charts
o Worksheets
Links
https://youtu.be/YC6A25JMZ_I
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)

o Define and identify Disjoint Sets and Overlapping Sets.

Objectives of this
o Understand the difference between Disjoint and Overlapping Sets.
Lesson
o Represent the concepts using Venn diagrams.
o Apply the concepts to real-life examples

o Begin by asking
▪ Can you think of two groups that have no common members?
o Give simple examples such as:
▪ Set of vowels V = {a, e, i, o, u}
Advance Organizer
▪ Set of even numbers E = {2, 4, 6, 8}
▪ Are these sets related? Do they share any elements?
o Introduce the idea some sets overlap, while others are completely separate

Introduce the current topic by posing some questions:

o Encourages critical thinking before learning the definitions.
Brainstorming o Engages students in discussion and collaboration.
o Uses real-life examples, making abstract concepts easier to understand

Methodology Explanation, Discussion, Illustration, Interactive Activity Method

Teacher will explain
o Disjoint Sets: Two sets that have no common elements.
 ▪ Example: A = {1, 2, 3}, B = {4, 5, 6} → Disjoint
▪ Venn Diagram: Two separate circles.
o Overlapping Sets: Two sets that share at least one common element.
▪ Example: X = {1, 2, 3}, Y = {2, 4, 6} → Overlapping
▪ Venn Diagram: Two circles intersecting at the shared element(s).
o Example:
▪ Disjoint Sets (Group A and Group B):
▪ Group A (loves playing basketball) and Group B (loves playing soccer)
are disjoint sets because there are no common elements (no one in
Group A plays soccer, and no one in Group B plays basketball)
In a Venn diagram, these would be represented as two separate circles with no
overlap.
o Overlapping Sets (Group C):
▪ Group C (loves playing both basketball and soccer) is an overlapping
set because it shares common elements with both Group A and
Group B.
▪ In a Venn diagram, we would draw two circles representing Group A
and Group B, and their overlap would represent Group C, the friends
who like both sports.
o Flashcard Game: Give students different sets and ask them to classify them as
disjoint or overlapping.
Activity (if any) o Venn Diagram Drawing: Have students draw Venn diagrams for given sets
and determine if they are disjoint or overlapping.

o Ask students to define key terms in their own words.

Assessment
o Provide a worksheet with sets to classify as disjoint or overlapping.

Recap key points with a short discussion.

Wrap-up/plenary o Ask students:
▪ Can you give a real-life example of disjoint and overlapping sets?

o List two real-life examples of disjoint and overlapping sets.

o Draw Venn diagrams for given sets and classify them.
Homework (if any)
▪ Do exercise 5.1 (Q#7,8,9)

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 5.2
Topic
Union And Intersection of Sets
o Whiteboard and Markers
o Flashcards with different sets
Resources o Venn Diagram Charts
o Worksheets
o PowerPoint Presentation
Links https://youtu.be/En8fI2ixepo
(Video/Websites) https://youtu.be/yr1ESJ9-S68
(Key Knowledge and Skills students should achieve at the end of the lesson)

o Understand the concept of union (∪) and intersection (∩) of sets.

Objectives of this
o Identify union and intersection of given sets.
Lesson
o Represent these operations using Venn diagrams.
o Apply the concepts to real-life examples

Begin by asking

o What happens when we combine two groups of objects?

▪ Give simple examples such as:
Advance Organizer
▪ Set of vowels V = {a, e, i, o, u}
▪ Set of alphabets in the word "MATH" M = {m, a, t, h}
o What will happen if we combine these sets?
o What will happen if we find common elements between them?

Introduce the current topic by posing some questions

o Pair two groups and have them compare their lists.
Brainstorming
o Ask them:
▪ What happens when we combine the two lists? (Union of Sets)
▪ Which items are common in both lists? (Intersection of Sets)
Methodology Explanation Method and Discussion Method
Teacher will explain
 o Union of Sets (∪): The set containing all elements from both sets, without
repetition.
o Example:
▪ A = {1, 2, 3}, B = {3, 4, 5}
▪ A ∪ B = {1, 2, 3, 4, 5}
o Venn Diagram Representation: Two circles combining all elements.
o Intersection of Sets (∩): The set containing only the common elements from both
sets.
o Example:
▪ X = {a, b, c, d}, Y = {b, d, e, f}
▪ X ∩ Y = {b, d}
Venn Diagram Representation: The overlapping region of two circles

o Flashcard Game: Give students different sets and ask them to find union and
intersection.
o Venn Diagram Drawing: Have students draw Venn diagrams for given sets.
Activity (if any)
o Group Discussion: Each group gets two sets and must explain their union and
intersection

o Ask students to define union and intersection in their own words.

o Provide a worksheet with sets to find union and intersection.
Assessment o Quick oral quiz: Give sets and ask students to state their union
and intersection

o Recap key points with a short discussion.

o Ask students:
Wrap-up/plenary
▪ Can you give a real-life example of union and intersection?
▪
List two real-life examples of union and intersection of sets.
Homework (if any) o Draw Venn diagrams for given sets and classify them.
Do practice of Ex 5.2 Q # 1,2,3,4,5

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 5.2
Topic
Difference of Two Sets
o Whiteboard/Smartboard
o Textbook Maths
Resources o Markers
o Handouts With Examples And Exercises (Optional)
o Visual Aids (E.G., Venn Diagrams)
Links
https://youtu.be/5yuTZTsHtew
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)

Objectives of this o Understand the concept of the difference of two sets.

Lesson o Express the difference of two sets using set notation.
o Solve problems involving the difference of two sets

o Start with a brief review of sets and set notation.

o Define sets A and B (e.g., A = {1, 2, 3, 4, 5} and B = {3, 4, 5, 6, 7}).
Advance Organizer o Ask students what they understand by "difference" in everyday language
(highlight that it means what is left over)

Brainstorming Introduce the current topic by posing some questions

o Explanation Method
Methodology o Questioning Method
o Problem Solving Approach
Teacher will explain
o Define the difference of two sets mathematically:
▪ A - B: The set of elements that are in A but not in B.
▪ Example: If A = {1, 2, 3, 4} and B = {2, 3, 5}, then A - B = {1, 4}.
o Show this concept using a Venn diagram:
o Draw two overlapping circles:
▪ One circle represents set A, and the other represents set B.
 ▪ Label the left circle as A and the right circle as B.
o Place the elements:
▪ In circle A, include the numbers 1, 2, 3, and 4.
▪ In circle B, include the numbers 2, 3, and 5.
o Identify the overlap:
▪ The numbers 2 and 3 are common to both sets, so they will be placed
in the overlapping area.
▪ The numbers 1 and 4 are only in A, so place them in the part of circle
A that does not overlap with B.
o Shade the correct area:
▪ Shade the part of circle A that does not overlap with circle B.
This shaded region represents A - B, which contains 1 and 4.

Write two sets on the board and ask students to find A - B and B - A.
o Example:
▪ A = {apple, banana, mango, orange}
▪ B = {banana, orange, grapes}
Activity (if any) ▪ A - B=? (Expected answer: {apple, mango})
▪ B - A=? (Expected answer: {grapes})
o Variation:
▪ Give students their own sets and let them solve on paper.

To evaluate students' understanding of the difference of sets, use a mix of

Assessment
formative and summative assessments.

Summarize the main points of the lesson

Wrap-up/plenary o The difference of two sets is the set of elements in one set but not in the other.
o Use Venn diagrams to visualize the difference.

Assign a few more problems for homework to reinforce the concept:

Homework (if any) o A = {2, 4, 6, 8}, B = {4, 5, 6}, find A - B and B - A
o A = {dog, cat, bird}, B = {bird, fish}, find A - B

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 5.2
Topic
Complement of a Set
o Whiteboard/Smartboard
o Markers
o Textbook
Resources
o Handouts with examples and exercises (optional)
o Visual aids (e.g., Venn diagrams)
o Youtube videos
Links
https://youtu.be/jXgtTAkyNIs?si=OFXbSrhJTBcmYXsB
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)

o Define the complement of a set.

Objectives of this
o Represent the complement of a set using set notation.
Lesson
o Use Venn diagrams to visualize complements
o Solve problems involving set complements.

o Review: Quick discussion on sets and set notation.

o Class Discussion:
Advance Organizer
▪ What does "complement" mean in everyday language?
▪ What do you think a complement of a set might be?
Introduce the current topic by posing some questions:
o Give examples and ask students to complete them:
▪ If a room has boys, what is the complement in terms of gender?
▪ If a fruit basket contains apples, bananas, and oranges, what fruits are
Brainstorming
not in the basket?
o Guide them to responses like:
▪ Something that is missing from a whole
▪ The opposite or what is left out
o Explanation Method
Methodology o Questioning Method
o Technology-Based Learning
 Teacher will explain
o Definition: The complement of a set A (denoted as A′ or Aᴄ) consists of all
elements in the universal set (U) that are not in A.
o Example: If U = {1, 2, 3, 4, 5, 6} and A = {2, 4, 6}, then A′ = {1, 3, 5}.
o Show Using a Venn Diagram:
▪ Draw a rectangle representing U
▪ Inside it, draw a circle for A.
▪ Shade everything outside the circle to show A′

Group Work:
Activity (if any) o Students will be given different sets and universal sets.
o They will work in pairs to find the complement of given sets.
o Each group will draw a Venn diagram to present their answer.
o Oral Questions: Quick Q&A about set complements.
Assessment
o Short Quiz: Students solve complement problems independently.

Summarize key points:

Wrap-up/plenary o Complement of a set (A′) includes everything in U that is not in A.
o Venn diagrams help visualize the concept
o Ask students: What happens if A′′ (complement of complement) is taken?

Assign a few problems:

Homework (if any) o If U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and A = {2, 4, 6, 8, 10}, find A′.
o If U = {fruits} and A = {citrus fruits}, describe A′.
o Solve exercise questions (6,7,8,9) from Ex 5.2 of the textbook.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 5.2
Topic
Universal Set (Pg# 105)
o Whiteboard/Smartboard
o Markers
Resources o Textbook
o Handouts With Examples and Exercises (Optional)
o Visual Aids (E.G., Venn Diagrams)
Links https://youtu.be/jXgtTAkyNIs?si=OFXbSrhJTBcmYXsB
(Video/Websites) https://youtu.be/xK2GdKFN1aY?si=YyVmbdl7KhPUm81K
(Key Knowledge and Skills students should achieve at the end of the lesson)

Objectives of this o Define and understand the concept of the universal set.
Lesson o Identify the universal set in different contexts.
o Use the universal set to solve problems in set theory.
o Understand the relationship between the universal set and subsets
Universal Set
o Contains all elements in a particular discussion or context.
Advance Organizer
o Denoted as U.
o Examples: Set of all natural numbers, set of all students in the class, etc.
Introduce the current topic by posing some questions:
o What do you understand by the word 'universal'?"
o "What could the universal set look like for a group of objects, like the set of
Brainstorming numbers or the set of people?"
o Allow students to provide responses and write their ideas on the board.
o Discuss different interpretations of "universal" to guide the class toward the
correct concept of the universal set in mathematics.
Methodology Explanation Method, Discussion Method
Teacher will explain
o Definition of Universal Set:
o A universal set is the set that includes all the elements related to a
particular discussion or problem. It is often denoted as U.
 o Connect the abstract concept of sets to real-life situations that
students are familiar with. This helps make the topic more tangible
and relatable.
o Example 1: Use a classroom scenario to explain sets. For instance, if you
have a class of 30 students, the universal set could be the entire class.
Then, you can break it down into subsets such as the students who are
wearing glasses, the students who have pets, etc.
o Example:
▪ If we are considering the set of all natural numbers less than
10, the universal set could be U={1,2,3,4,5,6,7,8,9}.
o Interactive Venn Diagrams: Allow students to work with interactive Venn
diagrams on an online tool or app where they can drag and drop elements
into different regions of the diagram.
▪ Color Code: Use colors to highlight different sets in the
diagram, making it easier to distinguish between the universal
set and subsets.

Identifying the Universal Set

o Provide students with different problems where they must identify the
universal set. Examples:
▪ Problem 1: For the set of all natural numbers less than 10, what is the
Activity (if any) universal set?
▪ Problem 2: For the set of all students in your school, what is the
universal set?
▪ Abstract Problems: Include more abstract problems where students
work with just symbols (e.g., A={x∣x∈Z,x≤10}

o Informal assessment through questioning and participation during the

Assessment activities.
o Formal assessment through worksheet completion.
Quickly summarize the key concepts:
o The universal set contains all possible elements related to a particular
Wrap-up/plenary situation.
o It is the largest set, and all other sets in that context are subsets of it
o Ask the students if they have any questions
Assign a set of problems where students identify the universal set in different
contexts.
o Real-Life Word Problems: Create problems based on real-world situations
Homework (if any)
(e.g., “In a school, the universal set is the students in the school, and sets A
and B represent students who play different sports. How many students play
either of the two sports?”).

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Topic Exercise # 6.1
Addition and Subtraction of Two or More Polynomials
Resources o Markers
o Textbook
o Board marker

Links (video/ https://www.youtube.com/watch?v=4E9gPpBWfxk

websites)
o Students will understand the concept of polynomials and identify like terms.
Objective of this
o Students will accurately perform addition and subtraction of polynomials.
lesson
o Students will apply polynomial operations to solve real-life problems.
o Review of Prior Knowledge:
Begin by revisiting the concept of algebraic expressions and the classification of
terms (constants, variables, coefficients).
o Introduction to Polynomials:
Define polynomials and discuss their components, emphasizing the importance
Advance Organizer
of like terms.
o Real-World Applications:
Highlight scenarios where polynomial addition and subtraction are applicable,
such as calculating areas or combining like quantities.

o Identifying Like Terms: Present various algebraic expressions and ask students
to identify and group like terms.
o Combining Like Terms: Demonstrate how to combine like terms through
Brainstorming
addition and subtraction, ensuring clarity in the process
o Predicting Outcomes: Encourage students to predict the results of adding or
subtracting given polynomials before performing the operations.
 o Direct Instruction: Definition and Components: Explain that a polynomial is an
algebraic expression consisting of terms combined using addition or subtraction.
o Like Terms: Clarify that like terms have identical variable parts raised to the
same power
Methodology o Addition of Polynomials:
▪ Example: Add
▪ (3x2+2x+5) and (4x2−x+3)
▪ Subtraction of Polynomials:
Example: Subtract (2x2−3x+4) from (5x2+x−2)
Collaborative Practice
o Divide students into small groups and provide each group with a set of
Activity (if any)
polynomial addition and subtraction problems.
o Encourage them to solve collaboratively and present their solutions to the class.
Individuate Exercise
o Assign problems from Exercise 6.1 in the textbook for individual practice,
Assessment ensuring a mix of addition and subtraction tasks.
o Observation: Monitor group activities to assess understanding and provide
immediate feedback.
Recap Key Points:
o Summarize the day's lesson by highlighting the importance of identifying like
terms and the steps involved in adding and subtracting polynomials.
Wrap-up/plenary o Address Questions: Open the floor for any questions or clarifications needed
by the students.
o Preview Next Lesson: Inform students about the upcoming topic on multiplying
polynomials to build anticipation.
Homework (if any) Ex # 6.1 Do question 3 (part v &vi)

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 6.2
Topic
Multiplication of Polynomials
o Markers
Resources o Textbook
o Board marker
Links (video/ https://www.youtube.com/watch?v=ZhhhRzcKQ0I
websites)
By the end of this lesson, students will be able to:
o Understand the multiplication of polynomials using the distributive property.
Objective of this
o Multiply monomials by polynomials and polynomials by polynomials.
lesson
o Solve real-world problems involving polynomial multiplication

o Review of Previous Knowledge: Recall addition and subtraction of

polynomials (Exercise 6.1)
o Introduction to Multiplication of Polynomials: Explain why multiplying
Advance Organizer polynomials is essential in algebra
o Application in Real Life: Show examples such as calculating the area of
rectangular shapes with variable expressions

o Quick Warm-up: Ask students to multiply monomials (e.g., 2x×3x2x \ 3x2x×3x).

o Discussion: What happens when a monomial is multiplied by a binomial?
Brainstorming o Prediction: If (x+2) × (x+3) (x+2) \ (x+3)(x+2)×(x+3), what might the result
look like?

o Multiplication of a Monomial by a Polynomial

▪ Example 1: Multiply 3x by (2x+4)
▪ =3x × 2x + 3x × 4
▪ =6x2 + 12x
Methodology
o Multiplication of Two Binomials (Using Distributive Property/F.O.I.L. Method)
▪ Example 2:
Multiply (x+2) × (x+3)
=x(x+3)+2(x+3)
 =x2+3x+2x+6
=x2+5x+6
o Multiplication of a Binomial by a Trinomial
▪ Example 3:
Multiply (x+2) × (x2+3x+4)
=x(x2+3x+4) + 2(x2+3x+4)
=x3+3x2+4x+2x2+6x+8
=x3+5x2+10x+8

o Group Work:
Divide students into pairs and give them different polynomial multiplication
problems to solve and present their solutions
Activity ( if any) o Real-Life Application:
Ask students to find the area of a rectangle with polynomial expressions for
length and width

o Oral Questions:
Ask students to explain the steps of multiplying polynomials.
o Written Exercise:
Assessment Assign problems from Exercise 6.2 in the textbook.
o Quiz:
A quick 5-minute quiz with simple multiplication problems

o Recap Key Points: Discuss key takeaways from the lesson

o Question & Answer Session: Address any doubts
Wrap-up/plenary
o Question No.1 ,2and 3 Will Be Solved

Homework (if any) Ex # 6.2 question 3 part I& ii

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 6.3
Topic
Algebraic Identities (Identity I: (a+b)2=a2+2ab+b2 & Identity II: (a-b)2=a2-2ab+b2 )
o Markers
Resources o Textbook
o Board marker
Links (video/ https://www.youtube.com/watch?v=rdO7-_OUlzI
websites) https://www.youtube.com/watch?v=4Hipmi_InOk
By the end of this lesson, students will be able to:
o Understand the concept of algebraic identities
Objective of
o Apply algebraic identities to simplify expressions and solve problems
this lesson
o Verify and use standard algebraic identities in algebraic manipulations

o Review of Previous Knowledge:

Recall multiplication of polynomials (Exercise 6.2).
Advance o Introduction to Algebraic Identities:
Organizer Explain the difference between equations and identities.
o Application in Real Life:
Show examples such as expanding squared binomials in physics and engineering.

o Quick Warm-up: Ask students to expand simple expressions like (x+1)2

o Discussion: What happens if we expand (a+b)2 multiple times? Do we get the
Brainstorming same result always?
o Prediction: If (a+b)2=a2+2ab+b2 why is it called an identity?

o Understanding Algebraic Identities

An identity is an equation that holds true for all values of the variables.
o Common Algebraic Identities
Methodology o Square of a Binomial: (a+b)2=a2+2ab+b2
o Difference of Squares: (a+b)(a−b)=a2−b2
o Cube of a Binomial: (a+b)3=a3+3a2b+3ab2+b3
 o Group Work:
Divide students into pairs. Each pair will verify an algebraic identity by expanding
both sides and proving they are equal.
Activity (if any)
o Class Discussion:
Discuss how identities are used in algebraic simplifications

o Oral Questions:
Ask students to state and explain algebraic identities
Assessment o Written Exercise:
Assign problems from Exercise 6.3 in the textbook

o Recap Key Points: Review the identities discussed

Wrap- o Question & Answer Session: Clear any doubts
up/plenary o Question 1 & 2 will be solved

Homework (if Ex # 6.3 Do question 3 (part i to v).

any)

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise: 6.4
Topic Algebraic Identities Identity III (x+a)(x+b)=x2+(a+b)x +ab & Identity IV (a+b)(a-b) = a2-
b2
o Markers
Resources o Textbook
o Board marker

Links (video/ https://www.youtube.com/watch?v=8zNLlML9zfI

websites) https://www.youtube.com/watch?v=LUNAlI9T7Js

By the end of this lesson, students will be able to:

o Understand and apply the third identity: (x+a)(x+b)=x2+(a+b)x +ab
Objective of this
o Understand and apply the fourth identity: (a+b)(a-b) = a2-b2
lesson
o Differentiate between algebraic identities and algebraic equations

Review of Previous Knowledge: Recall the first two algebraic identities from Exercise
6.3
o Concept: Identity III This identity expands the product of two binomials were
both terms share a common variable x. Identity IV This identity expresses the
product of sum and difference of two terms as a difference of their squares
Advance organizer
o Application in Real Life:
▪ Real-Life Applications of Identity III
▪ Architecture & Engineering (Area Calculation)
▪ When designing rectangular structures such as buildings, floors,
or gardens, architects use this identity to calculate the total area.
o Quick Warm-up: Ask students What happens when we expand (x + a)(x + b)?
for identity III and Why does (a + b)(a - b) = a² - b² work? For identity IV
o What happens when we expand (x + a)(x + b)?
Brainstorming We use the distributive property (FOIL method)
The result is always in the form x2+(a+b)x+ab
o Discussion: How does this identity help in expanding algebraic expressions?
Why is this identity called the “difference of squares”?
 o Prediction:
▪ Identity III: Expansion of (x + a)(x + b) Predict the middle term based on
the sum of a and b.
▪ Identity IV: Difference of Squares What happens when we multiply
conjugates?

Understanding the Third Identity:

▪ Identity III: Expansion of (x + a)(x + b)
▪ Formula: (x+a)(x+b)=x2+(a+b)x+ab
o Step-by-Step Teaching Approach:
o Use the distributive property:
▪ (x+a)(x+b)=x(x+b)+a(x+b)
▪ Expand further:
▪ =x2+bx+ax+ab
o Rearrange terms to match the identity:
▪ =x2+(a+b)x+ab
o Understanding the Fourth Identity:
▪ Identity IV: Difference of Squares
Methodology
▪ Formula: (a+b)(a−b)=a2−b2
o Step-by-Step Teaching Approach:
▪ Expand Using Distribution
o Apply distributive property: (a+b)(a−b)=a(a−b)+b(a−b)
▪ Expand the terms: =a2−ab+ab−b2
▪ Cancel the middle terms: = a2−b2
o Application & Practice
▪ Worksheet Exercises
o Expand and simplify algebraic expressions using both identities.
o Factorization Problems
o Reverse the expansion to factor expressions.
o Real-life Applications
o Activity 1 – Identity III Expansion:
▪ Task: Each group must expand the given binomials using Identity III
Activity (if any)
▪ Write the binomials and expand them step by step
▪ For example, for (x+2)(x+3), the group should expand it to x2+5x+6
Written Exercise: Assign problems from Exercise 6.4 in the textbook
Assessment

o Question & Answer Session: Clear any doubts

Wrap-up/plenary o Question 1,2,3 & 4 will be solved

Homework (if any) Ex # 6.4 Do question 5 (part i to iv)

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 6.5
Topic
Factorization And Types of Factorizations
o Board
Resources o Marker
o Textbook Page 130
Links (video/ https://www.youtube.com/watch?v=8TV2b6jkYp8
websites)
o By the end of this lesson, students will be able to:
Objective of this o Understand the concept of factorization and its importance in algebra.
lesson o Identify and apply different types of factorization techniques.
o Solve algebraic expressions using factorization methods.
o Introduction to Factorization: Explain how factorization is the reverse of
expansion.
Advance organizer o Application in Real Life: Discuss how factorization helps in solving quadratic
equations, simplifying expressions, and problem-solving in physics and
engineering.
o Quick Warm-up: Ask students to expand (x+2)(x+3) and then reverse it into a
factorized form.
o Discussion: Why do we need factorization? Can we express every polynomial
Brainstorming
in a factorized form?
o Prediction: What if we break an expression into its simplest components
(factors)? How does it help in simplification?
Understanding Factorization
o Definition: Factorization is the process of expressing an algebraic expression
as a product of simpler expressions
o Types of Factorizations:
▪ Common Factor Method: Find the greatest common factor (GCF)
Methodology
and factor it out. Example: 6x2 + 9x = 3x(2x + 3)
▪ Factorization by Grouping: Group terms to find common factors.
Example: ax+ay+bx+by=a(x+y)+b(x+y)=(a+b)(x+y)
▪ factorization Using Algebraic Identities:
Use standard identities such as: a2−b2=(a−b)(a+b)
 ▪ Factorization Using Algebraic Identities: Use standard identities as:
▪ a2 - b2 =(a−b)(a+b)
▪ Example: x2−16=(x−4)(x+4)
o Pair Work: Each pair solves a different type of factorization problem and
presents it to the class.
Activity (if any)
o Class Discussion: Compare different factorization techniques and their
advantages
o Oral Questions: Ask students to explain different factorization methods
Assessment
o Written Exercise: Assign problems from Exercise 6.5 in the textbook
Recap Key Points:
o Review the identities discussed.
Wrap-up/plenary
o Question & Answer Session: Clear any doubts.
o Question 1 ,4,7,11, and 18 will be solved.
Homework Ex # 6.5 Do question 2, 5,9 & 17

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 6.6
Topic
Factorization of Trinomials of the Form ax2+bx+c
o Board
Resources o Marker
o Page 132
Links (video/ https://www.youtube.com/watch?v=8TV2b6jkYp8
websites) https://www.youtube.com/watch?v=ZKQ7oI9qM7M
o Understand the process of factorizing quadratic trinomials of the form
Objective of this ax2+bx+c
lesson o Apply the splitting the middle term method to factorize trinomials
o Solve algebraic expressions using factorization.
o Introduction to Quadratic Trinomials:
Explain the general form of a trinomial:ax2+bx+c
Advance organizer o Real-Life Application:
Explain how factorization helps in solving quadratic equations in physics,
finance, and engineering.
o Quick Warm-up:
Ask students to expand (x+2)(x+3) and compare it with x2+5x+6.
o Discussion:
Brainstorming
How can we reverse this process?
o Prediction:
What if the coefficient of x2 is greater than 1? How do we handle it?
o Understanding the Factorization of ax2+bx+c
▪ Step 1: Multiply a and c.
▪ Step 2: Find two numbers whose product is ac and sum is b
▪ Step 3: Split the middle term using these two numbers.
▪ Step 4: Factor by grouping.
Methodology
o Example 1: Factorizing 2x2+7x+3
▪ Find two numbers that multiply to 6 and add up to 7 → (6,1)
▪ Rewrite the middle term: 2x2+6x+x+3
▪ Factor by grouping: 2x(x+3)+1(x+3)
▪ Take common factors: (2x+1)(x+3)
 o Materials Needed:
▪ Flashcards with different quadratic expressions
▪ Whiteboard and markers
o Activity Steps:
▪ Divide the class into small groups
Activity (if any)
▪ Each group gets a flashcard with a quadratic trinomial
▪ The first group to correctly factorize their expression and explain the
steps win
▪ The winning group gets to challenge another group with a
new trinomial
o Oral Questions: Ask students to state the steps of factorization
o Written Exercise: Assign practice problems from Exercise 6.6 in the textbook
Assessment
o Quiz: A quick 5-minute quiz with three trinomials to factorize

o Question & Answer Session: Address any doubts.

Wrap-up/plenary o Next Lesson Preview: Introduce solving quadratic equations using
factorization and Question 1, 3,6 & 9
Homework (if any) o Ex # 6.6 Do question 2,5 &10

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise# 6.7
Topic
Number Pattern and Sequence
o Board
Resources o Marker
o Page 132
Links (video/ https://www.youtube.com/watch?v=F7xa9UQV7hM
websites) https://www.youtube.com/watch?v=sdB8JzK0tUI
o Identify and describe different types of number patterns and sequences
Objective of this
o Recognize arithmetic and geometric sequences
lesson
o Find the next terms in a given sequence using patterns
o Review of Previous Knowledge: Recall basic number operations and
multiplication tables.
Advance organizer o Introduction to Number Patterns: Discuss repeating & growing patterns.
o Real-Life Application: Explain how sequences are used in coding, banking,
and nature (e.g., Fibonacci sequence)
o Observation:
Show a simple pattern (e.g., 2, 4, 6, 8, …) and ask what comes next
o Discussion:
Brainstorming Ask students how they can recognize patterns in numbers
o Prediction:
Present a sequence with a missing term and ask students to guess the
missing number
o Understanding Number Patterns: A sequence is a set of numbers arranged
in a specific order.
o Types of sequences: Arithmetic and geometric sequences.
o Arithmetic Sequence: Formula
▪ an=a+(n−1)d, Where:
Methodology
a = first term
d = common difference
n = position of the term
Example: Find the 10th term of the sequence: 3, 6, 9, 12, …
a10=3+(10−1)×3=3+27=30
 o Geometric Sequence: Formula:
▪ an=a×r(n−1) Where:
a= first term
r = common ratio
n = position of the term

Example: Find the 5th term of the sequence: 2, 4, 8, 16, …

a5=2×2(5−1)=2×16=32
o Materials Needed:
▪ Flashcards with number sequences
▪ Whiteboard and markers
o Activity Steps:
Activity (if any)
▪ Divide the class into small groups.
▪ Each group gets a flashcard with an incomplete number sequence
▪ They must identify the pattern and fill in the missing numbers
▪ The first team to complete and explain their pattern wins
o Oral Questions: Ask students to define arithmetic and geometric sequences
Assessment o Written Exercise: Assign practice problems from Exercise 6.7 in the textbook
o Quiz: A quick 5-minute quiz with different sequences to complete.

o Recap Key Points: Review arithmetic and geometric sequences.

Wrap-up/plenary
o Question & Answer Session: Address student doubts and question 1,2
and 4 will be solved
Homework (if any) Ex # 6.7 Do question 5 and 6

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 7.1
Topic
Plotting Ordered Pairs on the Coordinate Plane
o Text Book Maths Grade 7th
Resources
o Board
o Marker
Links
https://youtu.be/NCo1x2fOREY?si=R8r-zzVpXbuuUro0
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of this lesson, students will be able to:
Objectives of this o Understand the concept of ordered pairs and their representation as (x, y).
lesson o Accurately plot points on the coordinate plane.
o Identify and describe the four quadrants of the coordinate plane.
o Apply the knowledge of ordered pairs to solve real-world problems.
o The coordinate plane consists of two perpendicular number lines:
The x-axis (horizontal) and the y-axis (vertical). Their intersection at the origin
(0, 0) divides the plane into four quadrants.
Each point on the plane is represented by an ordered pair (x, y), where 'x'
denotes the horizontal position and 'y' denotes the vertical position.
o Understanding Ordered Pairs:
Advance Organizer
▪ An ordered pair (x, y) specifies a unique location on the coordinate
plane.
▪ The first number, 'x', indicates the horizontal movement from the origin
▪ Positive x-value: Move to the right.
▪ Negative x-value: Move to the left.
▪ The second number, 'y', indicates the vertical movement from the origin:
▪ Positive y-value: Move up.
▪ Negative y-value: Move down.
Introduce the current topic by posing some questions.
Brainstorming o Warm-up Questions:
▪ What do you understand by the term 'coordinate plane'?
▪ Can you think of any real-life situations where you might use
coordinates?
 ▪ How do you think the position of a point is determined on a map?
▪ Discussion: Encourage students to share their thoughts and relate the
concept to real-world applications, such as navigation, mapping, and
graphing data
Explanation and demonstration.
o Direct Instruction:
Begin by explaining the coordinate plane, the significance of the origin,
and the meaning of ordered pairs
o Guided Practice:
Demonstrate how to plot various ordered pairs on the coordinate plane,
Methodology
explaining each step clearly.
o Interactive Learning:
Utilize interactive tools or software to visualize plotting points and exploring
the coordinate plane.
o Collaborative Learning:
Encourage students to work in pairs or small groups to plot points and discuss
their observations.
Break session into bite size chunks e.g. Give and /or demonstrate necessary
information
Hands-on Practice:
Activity (if any) o Activity 1: "Plotting Points Relay"
▪ Divide the class into small groups.
▪ Provide each group with a set of ordered pairs.
▪ Have students take turns plotting each point on a large coordinate
plane displayed in the classroom.
▪ After plotting, discuss the location of each point and the quadrant it lies in.
Assessment
o Formative Assessment
o Summative Assessment

Wrap-up/plenary
Summarize the key points of the lesson, emphasizing the importance of ordered pairs
and the coordinate plane in mathematics and real-world applications.

Example Homework Problems:

o Plot the following ordered pairs on a coordinate plane:
(3, 2), (-1, 4), (-2, -3), (5, -1)
Homework (if any)
o Identify the quadrant in which each point lies.
o Explain the significance of the x and y values in determining the location of
each point.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 7.2
Topic
Identifying and Plotting the Coordinates of Vertices in Two-Dimensional Shapes
o Text Book Maths Grade 7th
Resources
o Board
o Marker
Links
https://youtu.be/Xta391JlCMc?si=Q7_OWMU0foNeKUfw
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of this lesson, students will be able to:
o Understand the concept of vertices in two-dimensional shapes.
Objectives of this
o Identify and plot the coordinates of vertices on the coordinate plane.
lesson
o Recognize and describe various 2-D shapes based on their vertices.
o Apply knowledge of coordinates to solve geometric problems involving 2-D
shapes.
The coordinate plane consists of two perpendicular number lines:
Introduction to Vertices and 2-D Shapes:
o A vertex (plural: vertices) is a point where two or more curves, lines, or edges
meet.
o In two-dimensional geometry, vertices are the corners of shapes.
o Understanding the coordinates of these vertices is essential for graphing and
Advance Organizer analyzing geometric figures.
Review of Coordinate Plane:
o The coordinate plane consists of two perpendicular number lines: the x-axis
(horizontal) and the y-axis (vertical).
o Their intersection at the origin (0, 0) divides the plane into four quadrants.
o Each point on the plane is represented by an ordered pair (x, y), where 'x'
denotes the horizontal position and 'y' denotes the vertical position.
Introduce the current topic by posing some questions.
o Warm-up Questions:
Brainstorming ▪ What do you understand by the term 'vertex' in geometry?
▪ Can you name some common two-dimensional shapes and describe
their vertices?
 ▪ How do you think the coordinates of a point determine its position on
the coordinate plane?
o Discussion:
▪ Encourage students to share their thoughts and relate the concept to
real-world applications, such as architecture, design, and navigation.
Explanation and demonstration.
o Direct Instruction:
▪ Begin by explaining the concept of vertices and their significance in
two-dimensional shapes.
▪ Introduce the coordinate plane and demonstrate how to plot points
using ordered pairs.
o Guided Practice:
▪ Work through examples of different 2-D shapes (e.g., triangles,
Methodology
quadrilaterals) by identifying their vertices and plotting them on the
coordinate plane.
o Interactive Learning:
▪ Utilize interactive tools or software to visualize plotting points and
exploring the coordinate plane.
o Collaborative Learning:
▪ Encourage students to work in pairs or small groups to identify and plot
the vertices of various 2-D shapes.
Break session into bite size chunks e.g. Give and /or demonstrate necessary
information
Hands-on Practice:
o Activity: "Shape Builder"
Activity (if any) ▪ Provide students with a set of ordered pairs representing the vertices of
different 2-D shapes.
▪ Have them plot these points on graph paper or using graphing software.
▪ Once the points are plotted, ask students to connect the dots to form
the shape and identify the type of shape formed.
o Formative Assessment
Assessment
o Summative Assessment
Summarize the key points of the lesson, emphasizing the importance of understanding
Wrap-up/plenary
vertices and their coordinates in analyzing 2-D shapes.
o Plot the following ordered pairs: (2, 3), (5, 3), (5, 6), (2, 6)
o Identify the type of shape formed and list its properties
Homework (if any)
o Given the vertices (1, 1), (4, 1), (4, 4), and (1, 4), plot the points and determine the
area of the shape formed

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 7.3
Topic
Translation of Points and Two-Dimensional Shapes
o Text Book Maths Grade 7th
Resources
o Board
o Marker
Links
https://youtu.be/XJpyOn5i14U?si=PYgFnOD8rk8fsl_t
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of this lesson, students will be able to:
o Understand the concept of translation in geometry.
Objectives of this o Translate points and two-dimensional shapes on the coordinate plane
lesson o Describe the effect of translation on the coordinates of points and the
properties of shapes
o Apply translation to solve geometric problems involving two-dimensional
figures
The coordinate plane consists of two perpendicular number lines:
Introduction to Translation:
o Translation in geometry refers to moving every point of a figure or a space by
the same distance in a given direction
o Unlike rotation or reflection, translation does not alter the shape or size of the
figure; it simply shifts its position on the coordinate plane
Advance Organizer
Understanding the Coordinate Plane:
o The coordinate plane consists of two perpendicular number lines: the axis
(horizontal) and the y-axis (vertical)
o Their intersection at the origin (0, 0) divides the plane into four quadrants.
o Each point on the plane is represented by an ordered pair (x, y), where 'x'
denotes the horizontal position and 'y' denotes the vertical position
Introduce the current topic by posing some questions.
o Warm-up Questions:
Brainstorming ▪ What do you understand by the term 'translation' in geometry?
▪ Can you think of any real-life examples where translation occurs?
▪ How do you think translating a shape affects its position and
 orientation?
o Discussion:
▪ Encourage students to share their thoughts and relate the concept to
real-world applications, such as moving objects in space, shifting
positions in games, or translating maps.
Explanation and demonstration.
o Direct Instruction:
▪ Begin by explaining the concept of translation, emphasizing that it
involves moving every point of a figure the same distance in the same
direction.
▪ Demonstrate how to translate points and shapes on the coordinate
plane using specific translation rules.
Methodology o Guided Practice:
▪ Work through examples of translating points and shapes on the
coordinate plane, explaining each step clearly
▪ Use visual aids or interactive tools to illustrate the translation process
o Collaborative Learning:
▪ Encourage students to work in pairs or small groups to practice
translating points and shapes
▪ Fostering discussion and peer learning
Break session into bite size chunks e.g. Give and /or demonstrate necessary
information
Hands-on Practice:
o Activity: "Translation Transformation"
▪ Provide students with a set of points and a two-dimensional shape on
Activity (if any)
graph paper.
▪ Instruct them to translate the points and shape by a specified distance
in a given direction (e.g., 3 units to the right and 2 units up).
▪ Have students plot the translated points and shape, then compare the
original and translated figures to observe the effect of translation.
o Formative Assessment
Assessment
o Summative Assessment
Wrap-up/plenary
Summarize the key points of the lesson, emphasizing the concept of translation and
its effect on the position of points and shapes without altering their size or orientation.

o Translate the point (2, 3) by 4 units to the left and 5 units down
o What are the new coordinates?
Homework (if any) o Given a triangle with vertices at (1, 1), (4, 1), and (4, 5), translate the triangle 2
units to the right and 3 units up
o List the new coordinates of the vertices.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise: 8.1
Topic
Algebraic Equations & solution of linear equation
o Board marker
Resources
o Page 157
Links (video/ https://youtu.be/kNIF3l5vRrU?si=Y8StR7mSUbvkoVGc
websites)
o Understand Algebraic Equations
Define algebraic equations and their components (variables, constants, terms,
expressions, and equality).
o Identify and Differentiate
Equations and Expressions recognize the difference between an algebraic
expression
and an equation.
o Solve Simple Algebraic
Objective of this Equations Apply basic operations (addition, subtraction, multiplication, and
Lesson division)
to solve one-variable equations
o Use the Balancing Method Solve equations by maintaining equality on
both sides.
o Apply Algebra in Real-Life Problems Form and solve algebraic equations from
word problems.
o Verify Solutions Substitute the value of the variable back into the equation
to check correctness

o Introduction (Activating Prior Knowledge)

▪ Recall basic arithmetic operations (addition, subtraction,
▪ multiplication, division).
o Presenting the Concept
Advance organizer
▪ Definition of an Algebraic Equation
▪ Example: 3x+2=11
o Types of Algebraic Equations
▪ Linear Equations (e.g., x+4=10)
 o Real-Life Applications of Algebraic Equations
▪ Age-related problems
▪ Money transactions
▪ Distance-speed-time calculations

Questions Ask students:

o Step 1: Word Association
o Step 2: Real-Life Connections (Pose scenarios and ask how they can be written as
Brainstorming equations)
o Step 3: Create & Solve Equations
o Step 4: Reflection Questions
▪ What did you learn about equations today?
. Explanation & Concept Development
o Defining Algebraic Equations
▪ Explain that an equation is a mathematical statement showing equality
(e.g., x+5=10).
▪ Discuss the parts of an equation (variable, constant, operator and equality
sign).
o Solving One-Step Equations
▪ Use the balancing method (whatever is done on one side must be done on
Methodology the other).
▪ Example: Solve x+4=10
▪ Subtract 4 from both sides → x=6
▪ Use inverse operations to isolate the variable.
o Solving Two-Step Equations
▪ Example: 2x+3=11
Subtract 3 → 2x=8
Divide by 2 → x=4

o Group Activity
▪ Give each group a real-world problem and ask them to form and solve an
Activity (if any) equation.
▪ Example: “A number is tripled and then increased by 5 to get 20. What is the
number?” 3x+5=20 → Solve for x
Quick quiz: Solve 3-4 equations individually.
Assessment

Reinforces students understanding and ensures they can apply the concepts learned
Wrap-up/plenary (Ex # 8.1, Question # 1,5 & 7 will be solved)

Homework (if any) Ex # 8.1 Do question 2,3&4

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 8.2
Topic
Linear equations in two variables
o Board
Resources o Marker
o Textbook Page 158
Links (video/ https://www.youtube.com/watch?v=skC8O86qbKY
websites)
o Understand the Concept of Linear Equations in Two Variables
▪ Define a linear equation in two variables (e.g., ax+by=c).
▪ Identify the variables, coefficients, and constants in an equation.
o Differentiate Between One-Variable and Two-Variable Equations
Objective of this ▪ Compare equations like 2x+3=7 (one variable) and 2x+3y=7
lesson (two variables).
o Find Solutions to Linear Equations in Two Variables
▪ Understand that a solution is a pair of values (x,y) that satisfies the
equation.
▪ Verify solutions by substituting values into the equation.
o Definition of Linear Equations in Two Variables
An equation of the form ax+by=c, where x and y are variables, and a,b,c are
constants.
▪ Examples:
2x+3y=6
x−y=4
o Solutions to Linear Equations in Two Variables
Advance organizer Unlike equations with one variable, these have infinite solutions represented
as ordered pairs (x, y).
▪ Example: If x=0 in 2x+y=4 then y=4, so one solution is (0,4)
▪ Real-Life Connections
o Discuss how two-variable equations are used in daily life
▪ Distance-Speed-Time problems
▪ Cost-Profit relationships
o Budgeting problems
 ▪ A taxi ride costs a fixed base fare plus a charge per kilometer
How can we represent this with an equation?
▪ Possible equation: Total fare=Base fare + Rate × Distance
▪ Example: y=5+2x, where x = distance traveled, and y = total fare.
Warm-Up Questions
o Start with some open-ended questions:
▪ Have you seen equations before? Where? (E.g., shopping, speed-time
calculations, finances)
▪ What happens when an equation has only one variable?
Can you solve it?
Brainstorming
▪ What do you think will change if we have two variables instead of one?
o Think-Pair-Share (Interactive Problem Solving)
▪ Give students an equation (e.g., 2x+3y=12) and ask:
What values of x and y can satisfy this equation?
Can we find more than one solution? Why?
▪ Have them discuss in pairs before sharing their ideas with the class.
o Defining Linear Equations in Two Variables
▪ Examples:
2x+3y=6
x−y=4
o Identifying Solutions
Methodology
▪ Explain that the solution of a linear equation in two variables is an
ordered pair (x,y).
▪ Demonstrate by substituting values:
o If x=0 in 2x+y=6, then y=6, so (0,6) is a solution.
o If x=2, then y=2, so (2,2)) is another solution.
o Guided Practice
▪ Solve step-by-step examples on the board.
▪ Example: Solve and plot 3x+2y=12.
o If x=0, y=6 → (0,6)
Activity (if any)
o If x=4, y=0 → (4,0)
o B. Pair & Group Work
▪ Each pair gets an equation to solve.
▪ Groups discuss and compare results.
o Oral Questions: Ask students to explain liner equations.
Assessment o Written Exercise: Assign problems from Exercise 8.2 in the textbook.
o Quiz: A quick 5-minute quiz with simple problems
Reinforces students understanding and ensures they can apply the concepts
Wrap-up/plenary learned (Ex # 8.2, Question # 1, will be solved)

Homework (if any) Ex # 8.2 question 2

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 8.3
Topic
Graphing a Linear equation
o Maths for 7th Grade
Resources
o Board marker
Links (video/ https://www.youtube.com/watch?v=p0gzgdFPh54
websites)
o Plot Graphs of Linear Equations
▪ Learn how to find at least two solutions for a given equation.
▪ Plot points on a Cartesian plane and draw a straight-line graph.
Objective of this o Interpret the Graph of a Linear Equation
lesson ▪ Understand that the graph of a linear equation in two variables is
always a straight line.
▪ Explain how different values of x and y affect the graph

o Definition of Graphing a Linear Equation

▪ A linear equation in two variables is written as: ax+by=c
▪ Graphing a linear equation means plotting all possible solutions on
a coordinate plane.
o Real-Life Connections (Why Do We Graph?) Ask students:
o Where do we use graphs in real life?
▪ Distance vs. time in a journey.
Advance Organizer ▪ Money earned vs. hours worked.
▪ Water level in a tank over time.
o Why is it useful to graph an equation?
▪ To see relationships between numbers.
▪ To predict trends.
▪ To compare different situations visually.
Students can brainstorm examples in small groups and share with the class

o Warm-Up Questions Start by asking:

Brainstorming ▪ What is an equation? Can you give an example?
▪ What does "linear" mean?
 ▪ Have you seen graphs before? Where? (e.g., weather charts,
stock market trends, maps, speed-time graphs)
▪ How do we represent two variables together?
Encourage students to discuss in pairs before sharing their answers.
o Step-by-Step Graphing
▪ Create a Table of Values
▪ Choose 2-3 values of x, solve for y, and make a table.
Ordered Pair
x y=5−x
(x, y)
0 5 (0,5)
2 3 (2,3)
Methodology
5 0 (5,0)
o Plot Points on the Cartesian Plane
▪ Draw the x-axis and y-axis.
▪ Mark the points on the graph.
o Draw a Straight Line
▪ Use a ruler to connect the points and extend the line in both
directions
o Guided Practice (Teacher-Led)
▪ Work through an equation together on the board.
▪ Example: Graph 2x+y=6 by finding points and plotting.
o Student Pair Work
Activity (if any)
▪ Divide students into pairs and assign different equations.
▪ Each pair:
o Finds at least two solutions.
o Plots the points and draws the line.
o Quick Quiz
Assessment ▪ Solve and graph 3 equations.
▪ Identify if given points are solutions to an equation.
o Question & Answer Session: Clear any doubts
Wrap-up/plenary o Question 1 part (i) & 2 part (II) (iv) will be solved

Homework (if any) Ex # 8.3 Do question 3

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 8.4
Topic
System of linear equation, Substitution & Elimination Method
o Board marker
Resources
o Textbook
Links (video/ websites) https://www.youtube.com/watch?v=oKqtgz2eo-Y&t=230s

By the end of this lesson, students will be able to:

o Understand Systems of Equations
Objective of this lesson o Solve Systems Using the Substitution Method
o Solve Systems Using the Elimination Method
o Compare and Choose the Best Method
o Substitution Method (When One Variable is Isolated)
o Elimination Method (When Terms Can Be Easily Eliminated)
o Application in Real Life: Real-Life Connections (Why Does This Matter?)
o Practical Applications
Advance organizer ▪ Shopping: Finding prices of two items given total costs from different
purchases.
▪ Speed and Distance: Solving for speed and time when two objects
travel at different rates.
▪ Finance: Determining expenses and savings based on given constraints
Warm-Up Questions (Activating Prior Knowledge)
o Start by asking:
Brainstorming ▪ What is an equation? Can you give an example?
▪ What does it mean when an equation has two variables?
o Making Predictions (Encouraging Critical Thinking)
o Substitution Method (When One Variable is Isolated)
▪ Solve one equation for one variable in terms of the other.
▪ Substitute the expression into the second equation.
Methodology ▪ Solve for the remaining variable.
▪ Use the found value to determine the second variable.
o Example: Solve using substitution:
x+y=10
 2x−y=4
o Step 1: Solve x+y=10 for y:
y=10−x
o Step 2: Substitute into the second equation:
2x−(10−x)=4
2x−10+x=4
3x=14
x=14/3
o Step 3: Substitute x=14/3 back into y=10−x.

o Elimination Method
▪ Arrange both equations in standard form ax+by=c.
▪ Multiply one or both equations if needed to make coefficients of
a variable equal.
▪ Add or subtract the equations to eliminate one variable.
▪ Solve for the remaining variable.
▪ Substitute back to find the second variable.
o Example: Solve using elimination:
2x+y=8
4x−y=10
o Step 1: Add both equations:
(2x+y)+(4x−y)=8+10
6x=18
x=3
o Step 2: Substitute x=3 into 2x+y=8
2(3) + y = 8
6+y=8
y=2

o Think-Pair-Share (Exploring Solution Methods)

o Step 1: Ask them to discuss in pairs how they might find values for x and y.
o Step 2: Guide them toward the two methods:
Activity (if any)
▪ Substitution: Express one variable in terms of the other.
▪ Elimination: Add/subtract equations to eliminate one variable.
o Step 3: Share solutions with the class.

Assessment Solve one system using substitution and one using elimination.

Wrap-up/plenary Question 1 part I,ii & 3vi m viii will be solved.

Homework (if any) Ex # 8.4 Do question 2 (part i to iv).

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 9.1
Topic
Unknown Angles in Triangle and Quadrilateral
o Board
Resources
o Marker and
o Geometry set
Links
https://youtu.be/DTfvLES3_ck?si=Y1Q0WW0A5R0-fqr0
(Video/Websites)
https://youtu.be/otKHuUWDIAY?si=rz57QIc9cQiTdoey

(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of this lesson:
Objectives of this
o Understand the sum of angles in a triangle and quadrilateral.
lesson
o Use angle properties to find unknown angles.
o Apply the concepts in real-life problem-solving.

o Activating Prior Knowledge (5min)

o Ask students: Where do we see triangles and quadrilaterals in real life?
(E.g.,road signs, buildings, kites).
Advance Organizer ▪ Show images of real-world structures and discuss their shapes.
▪ Recall types of triangles (equilateral, isosceles, scalene) and
quadrilaterals (square, rectangle, parallelogram).
o Key Concept Introduction (5min)
▪ Triangles: Sum of all interior angles = 180°
▪ Quadrilaterals: Sum of all interior angles = 360°
▪ Show a diagram of a triangle and quadrilateral with label angles.
o Asking Students Questions Like
▪ Where do we see triangles and quadrilaterals in daily life?
(E.g., buildings, road signs, kites).
Brainstorming
▪ Why are angles important in construction and design?
o Show Pictures of Real-Life Objects with Triangles and Quadrilaterals
o Recall Triangle Types
▪ Equilateral, Isosceles, Scalene
o Recall Quadrilaterals
 ▪ Square, Rectangle, Parallelogram
Methodology Explanation and Demonstration
Demonstrative Method
o Key Concepts:
▪ Triangle angles add up to 180°.
▪ Quadrilateral angles add up to 360°.
Show Examples on the Board:
o Triangle:
If two angles are 50° and 70°, the third is:
▪ 50°+70°+x=180°50° + 70° + x = 180°50°+70°+x=180°
▪ x=60°x = 60°x=60°
o Quadrilateral:
If three angles are 90°, 80°, and 100°, the fourth is:
▪ 90°+80°+100°+x=360°90° + 80° + 100° + x =
360°90°+80°+100°+x=360°
▪ x=90°x = 90°x=90°
Group Work:
o Give students triangles and quadrilaterals with missing angles.
Activity (If any)
o Use protractors to measure the given angles and calculate the missing one.
o Each group shares their answers.
Assessment (10 min):
o A triangle has angles xxx, 40°, and 55°. Find xxx.
x=180°−(40°+55°)
= 85°x = 180° - (40° + 55°)
= 85°x=180°−(40°+55°)
= 85°
Assessment
o A quadrilateral has angles 100°, 95°, 85°, and xxx. Find xxx.
x=360°−(100°+95°+85°)=80°x
= 360° - (100° + 95° + 85°)
= 80°x=360°−(100°+95°+85°)
=80°

Exit Question:
o A triangle has angles xxx, 50°, and 75°. Find xxx.
Wrap-up/plenary Discussion:
o Why do angles in a triangle always add up to 180°?
o Where do we use angles in real life?
Questions:
Homework (if any) o Question 1: Part 8 and 9
o Question 2: Part 5 and 6

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 9.2
Topic Interior Angles, Exterior Angles, Central Angles, and Number of Diagonals in Regular
Polygons
o Maths Book Grade 7
Resources
o Tools Needed: Board Marker and Geometry Set
o YouTube Resource: YouTube Playlist
Links https://youtube.com/playlist?list=PLKZV4l8iS9SmMstTmdezWt3rJfaJK1-
(Video/Websites) B4&si=HoHCaAIkuRwbVqvk
Key Knowledge and Skills Students Should Achieve at the End of the Lesson:
By the end of this lesson, students will be able to:
Objectives of this
o Understand the sum of angles in a triangle and quadrilateral.
Lesson
o Use angle properties to find unknown angles.
o Apply the concepts in real-life problem-solving
Activating Prior Knowledge
o Ask students: "Where do we see triangles and quadrilaterals in real life?"
Advance Organizer
(E.g., road signs, buildings, kites)
o Show images of real-world structures and discuss their shapes
o Recall types of triangles: Equilateral, Isosceles, Scalene
o Recall types of quadrilaterals: Square, Rectangle, Parallelogram
Key Concept Introduction
o Triangles: Sum of all interior angles = 180°
o Quadrilaterals: Sum of all interior angles = 360°
o Show a diagram of a triangle and quadrilateral with labeled angles.
Brainstorming
Ask Students:
o Where do we see regular polygons in real life?" (E.g., honeycombs, stop signs,
tiles).
o What makes a polygon regular? (All sides and angles are equal).
o Show images of hexagons, pentagons, and octagons in nature and architecture.
o Discuss the importance of angles in design and construction.
Demonstrative Method
Methodology
Key Concepts:
o Interior Angles: The sum of interior angles in an nnn-sided
 o Exterior Angles: The sum of all exterior angles of any polygon is always 360
degrees, ensuring shapes close perfectly.
▪ Each exterior angle of a regular polygon
▪ Central Angle: The angle formed at the center by two
adjacent sides
o Number of Diagonals:
▪ From one vertex: n−3n-3n−3
▪ Total number of diagonals
Group Work:
o Provide students with pre-drawn regular polygons (Triangle, Pentagon,
Hexagon, Octagon).
o Have them calculate:
▪ Interior Angles
▪ Exterior Angles
▪ Central Angles
Activity (if any) ▪ Number of Diagonals
o Each group presents their answers
Examples for Group Work:
o Hexagon (n=6):
▪ Find the Interior Angle, Exterior Angle, Central Angle, and
Number of Diagonals.
o Octagon (n=8):
▪ Find the same properties as above.
o Find the interior angle, exterior angle, central angle, and number of
Assessment diagonal sin a hexagon(n=6)
o Find the same for an octagon (n=8)
Exit Question:
o A regular heptagon (n=7)(n=7)(n=7) has interior angles xxx. Find xxx.
Wrap-up/plenary Discussion:
o "Why do exterior angles always add up to 360°?"
o "How do these angles help in construction and design?"
Questions:
Homework (if any) o Question 6: Part b
o Question 7: Part 5 and 6
o Question 8: Part 8 and 9

Signature (HOI):__________________
Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 9.3
Topic
Characteristics of Exterior Angles of Number of Diagonals in Regular Polygons
o Board
Resources
o Marker
o Geometry set
Links
https://youtube.com/playlist?list=PLKZV4l8iS9SmMstTmdezWt3rJfaJK1-
(Video/Websites)
B4&si=Q5wlbXwLOkpJdUkg

(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of this lesson, students will be able to:
Objectives of this
o Understand the sum of angles in a triangle and quadrilateral
lesson
o Use angle properties to find unknown angles
o Apply the concepts in real-life problem-solving
Activating Prior Knowledge
o Ask students: "Where do we see triangles and quadrilaterals in real life?"
(E.g., road signs, buildings, kites).
o Show images of real-world structures and discuss their shapes.
Advance Organizer
o Recall types of triangles (equilateral, isosceles, scalene) and quadrilaterals
(square, rectangle, parallelogram)
Key Concept Introduction
o Triangles: Sum of all interior angles = 180°
o Quadrilaterals: Sum of all interior angles = 360°
o Show a diagram of a triangle and quadrilateral with labeled angles
Ask students:
o Where do we see quadrilaterals in daily life?" (e.g., windows, books,
Brainstorming
road signs, tiles).
o What makes a shape a quadrilateral? (A four-sided closed shape)
o Show images of different quadrilaterals used in architecture and design.
o Recall the sum of interior angles in a quadrilateral (360°).
Methodology Key Concepts:
o Each quadrilateral has unique properties that define its use in real life
 o Square: All sides and angles are equal, making it strong and stable. Used in tiles,
floors, and windows.
o Rectangle: Opposite sides are equal, and all angles are right angles. Common in
books, doors, and screens.
o Parallelogram: Opposite sides are equal and parallel. Found in roof trusses and
bridges for weight distribution.
o Rhombus: All sides are equal, but angles may vary. Used in road signs and
decorations.
o Trapezium: Has only one pair of parallel sides. Found in bridge supports and
architectural designs.
o Kite: Two pairs of equal sides, creating a symmetrical shape. Used in kites, aircraft
wings, and window designs.
These properties help in architecture, construction, and design, ensuring stability and
efficiency.
Group Work:
o Provide students with cutouts of different quadrilaterals.
Activity (if any)
o Ask them to identify and list properties for each.
o Let each group present their observations.
o A quadrilateral has opposite sides equal, opposite angles equal, and diagonals
bisect each other. What is it? (Parallelogram)
Assessment
o A quadrilateral has 4 right angles, equal diagonals, but opposite sides are only
equal, not all four. What is it? (Rectangle)
Exit Question:
o Which quadrilateral has exactly one pair of parallel sides?" (Trapezium)
o Discuss:
Wrap-up/plenary
▪ Why are squares and rectangles commonly used in
construction?"
▪ "How do the properties of quadrilaterals help in design?"
Homework (if any) Question 7 - 11

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 9.4
Topic
Understanding Parts of a Circle
o Board
Resources
o Marker
o Geometry set
Links
https://youtube.com/playlist?list=PLKZV4l8iS9SmMstTmdezWt3rJfaJK1-
(Video/Websites)
B4&si=Q5wlbXwLOkpJdUkg

Key Knowledge and Skills Students Should Achieve at the End of the Lesson
By the end of this lesson, students will be able to:
Objectives of this
o Understand the sum of angles in a triangle and quadrilateral.
lesson
o Use angle properties to find unknown angles.
o Apply the concepts in real-life problem-solving.
Activating Prior Knowledge
o Ask students: "Where do we see triangles and quadrilaterals in real life?"
(E.g., road signs, buildings, kites).
o Show images of real-world structures and discuss their shapes.
o Recall types of triangles: Equilateral, Isosceles, Scalene.
Advance Organizer
o Recall types of quadrilaterals: Square, Rectangle, Parallelogram.
Key Concept Introduction
o Triangles: Sum of all interior angles = 180°
o Quadrilaterals: Sum of all interior angles = 360°
o Show a diagram of a triangle and quadrilateral with labelled angles
o Ask:
o "Where do we see circles in real life?" (E.g., wheels, clocks, coins).
Brainstorming o "What makes a circle unique?" (All points are equidistant from the
centre)
o Show images of circular objects and discuss their features.
Demonstrative Method (15 minutes)
Key Concepts: Circles are everywhere in daily life, from wheels to coins.
Methodology
Understanding their parts helps in engineering, mechanics, and art
o Center:
 ▪ The middle of the circle, from which all points are equally distant
▪ Essential in wheel and clock designs
o Radius:
▪ A line from the centre to the edge
▪ Used in measurement tools and gears
o Diameter:
▪ The longest line passing through the centre
▪ Used to find the size of circular objects like rings and plates
o Chord:
▪ A line joining any two points on the circle
▪ Found in bridge cables and dome structures
o Arc:
▪ A curved section of the circle
▪ Seen in railway tracks and roads
o Minor & Major Arc:
▪ Helps in designing curved pathways and stadium roofs
o Semi-circle:
▪ A half-circle, commonly seen in windows, tunnels, and sports
arenas.
Importance:
Circles provide smooth motion and efficiency, making them crucial in transport,
machinery, and design
Group Work
Activity (if any) o Label parts of a circle cutout (Center, Radius, Diameter, Chord, Arcs)
o Discuss findings in groups
Examples and Problem Solving
o Example 1:
o A quadrilateral has opposite sides equal, opposite angles equal, and 1.
Assessment o Example 2:
o How many diameters can a circle have?
▪ Answer: Infinite

Exit Question
o What’s the difference between a minor and major arc?
Wrap-up/plenary
Discussion
o Why are circles used in wheels and gears?
Questions:
Homework (if any) o Question 1: Part 3 and 4
o Question 2, 3, 4

Signature (HOI):__________________
Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 10.1
Topic
Construction of Triangles and Their Types (Based on Sides and Angles)
o Board
Resources
o Marker
o Geometry set
Links
https://www.youtube.com/playlist?list=PLFwLSVMKfyUZoWl61u8DNxfqdE7vdVm6z
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of this lesson, students will be able to:
Objectives of this
o Identify and classify triangles based on their sides and angles.
lesson
o Understand the importance of triangles in construction and design
o Construct different types of triangles using a ruler, compass, and protractor.
Connecting to Prior Knowledge:
o Ask: "Where do we see triangles in real life?" (E.g., roofs, road signs, bridges
o Show images of triangular structures and discuss why they are used
Advance Organizer Introducing New Concepts:
o Explain that triangles have different types based on sides and angles
o Highlight that triangles are strong and stable, making them essential in
architecture and engineering.
Ask students:
o Where do we see triangles in real life?"(e.g., bridges, pyramids, road signs)
Brainstorming o Why do triangles have different shapes?"(Different side lengths and angles)
o Show images of structures using triangles and discuss their strength and
stability in construction.
Demonstrative method:
Key Concepts:
Methodology Types of Triangles Based on Sides:
o All three sides are equal.
o Seen in road signs, company logos, and stable structures.
o Isosceles Triangle:
▪ Two sides are equal, and one is different
▪ Used in bridge supports and kite designs
 o Scalene Triangle:
▪ All sides are different lengths.
▪ Found in architectural structures for unique designs.
Types of Triangles Based on Angles:
o Acute Triangle:
▪ All angles are less than 90°
▪ Common in trusses and art work
o Right Triangle:
▪ One angle is exactly 90°
▪ Used in staircases, ramps, and building designs.
o Obtuse Triangle:
▪ One angle is greater than 90°
▪ Seen in roof structures and certain bridges.
Construction of Triangles: To construct a triangle, we need:
o Three sides, or
o Two sides and one angle, or
o Two angles and one side.
Using a ruler, compass, and protractor, students can draw accurate triangles for real-world
applications like map-making and engineering.

Group Work:
o Provide students with geometry tools.
Activity (if any)
o Have them construct different types of triangles.
o Each group explains their method and why their triangle fits a specific category.
o Identify the type of triangle with sides 5cm, 5cm,and 7cm
Assessment o Which triangle is used in ramps and stairs?
o Can a triangle have two right angles? Why or why not?
Exit Question:
Wrap-up/plenary o Why do engineers and architects use triangles in construction?
o Discuss how knowing triangle properties helps in real-life problem-solving.
Homework (if any)
Question7-10

Signature (HOI):__________________
Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 11.1
Topic
Circumference of a Circle
o Whiteboard and markers
o Chart showing parts of a circle
o String and circular objects (e.g., lids, bottle caps)
Resources
o Rulers and measuring tape
o Calculator (optional)
o Worksheet with practice problems
Links o Khan Academy
(Video/Websites) o Math is fun
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of the lesson, students will be able to:
Objectives of this o Define circumference and understand its relationship with diameter
lesson and radius.
o Use the formula for circumference:
o Solve real-world problems involving circumference.
o Introduce the term circumference as the perimeter of a circle.
o Define radius (r) and diameter (d) with a labeled diagram.
Advance Organizer
o Explain that diameter = 2 × radius and discuss the special number
π (pi) ≈ 3.14 or 22/7.
o A wheel has a diameter of 20 cm. What is its circumference?
o Finding Diameter from Circumference:
Brainstorming o The circumference of a circular track is 314 meters. What is its diameter
o A bike wheel has a radius of 35 cm. How far will it travel in one complete
rotation

o Concept Introduction (Direct Instruction):

Define Key Terms: Introduce circumference, radius, diameter, and pi (π) using a
Methodology labeled diagram.
o Explain the Relationship:
Show that the diameter is twice the radius and that π is the ratio of circumference
to diameter
 o Introduce the Formula:
(Circumference = pi × diameter)
(Circumference = 2 × pi × radius)
o Question: A circle has a radius of 7 cm. Find its circumference.
o Solution:
▪ C = 2×p×r
▪ C = 2 x 3.1416 x 7
▪ C = 43.98cm
o Give students string and circular objects.
o Have them wrap the string around the object to measure the circumference
o Then, measure the diameter using a ruler
Activity (if any)
o Have them divide circumference by diameter and observe how it is close to
3.14 (π)
o Discuss their observations
o What happens to the circumference if the diameter doubles?
Assessment
o Why do we use π in the formula?
o Example: Find the circumference of a circle with a radius of 8 cm
o Example: A circular park has a diameter of 14 m. What is its circumference?
Review key points:
o Ask students: Where might you use this in real life?
Wrap-up/plenary
o Give a quick exit ticket question: “Find the circumference of a circle with a
radius of 7 cm
o Define circumference in your own words
o Identify the radius and diameter of a given circle diagram
Homework (if any) o A bicycle wheel has a diameter of 50 cm. How far does it travel in one full
rotation?
o A circular park has a radius of 14 meters. Find its circumference using

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise #11.2
Topic
Area of a Circular Region
o Whiteboard & Markers
o Chart with a circle and labeled parts (radius, diameter, center)
Resources o Rulers & Compasses
o Graph Paper
o Circular objects (coins, lids, paper cutouts)
o Calculators (optional)
Links o Math Antics - Circles, Circumference and Area
(Video/Websites) o This video provides a clear explanation of circles, including how to calculate
their area.
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of the lesson, students will be able to:
Objectives of this
o Understand the concept of a circular region
lesson
o Derive and apply the formula for the area of a circle: A = πr².
o Solve real-world problems involving the area of a circular region.
o Begin with a warm-up question: “What shapes do you see around you?”
Advance Organizer Show images or real-world examples of circular objects (wheels, plates, clock
faces).
o Ask: “How do we measure the space inside a circle?”
Define radius (r), diameter (d), and circumference (C) and their relationships:
o Real-Life Connection: Where do we see circular shapes in daily life, and why
Brainstorming
might knowing their area be useful?
o Formula Understanding: Why do we use πr² for the area of a circle instead of
simple multiplication like a rectangle?
o Real-Life Connection: Begin by showing real-world examples of circular
objects (e.g., clock, pizza, coins).
o Ask students: "How do we measure the space inside a circle?"
Methodology
▪ Discussion: Define key terms:
▪ Radius (r): Distance from the center to the edge of the circle.
▪ Diameter (d): Twice the radius, d = 2r
▪ π (pi): Approximate value 3.14 or 22/7
 o Questioning: Ask students why squares and rectangles have straightforward
area formulas, but circles need a special one.
o Worked Examples: Solve simple problems using A = πr².
o Divide students into small groups
Activity (if any)
o Each group finds three circular objects in the classroom or from pre-selected
items
o They measure the diameter of each object and calculate the radius
Assessment
o Quick quiz with 3-5 questions on finding the area of circles.
o Exit ticket: “Explain in your own words how to find the area of a circular region.”

Recap the Key Concepts

Ask students to summarize what they learned today:
Wrap-up/plenary o What is the formula for the area of a circle? (A = πr²)
o What does "r" represent? (Radius)
o How is the diameter related to the radius? (d = 2r)
o Why do we use π (pi)? (It’s a constant ratio of a circle’s circumference to its
diameter.)
Homework (if any) o Practice problems from the textbook
o Find an object at home, measure its radius, and calculate its area

Signature (HOI): ______________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 11.3
Topic
Prisms
o Geometric prism models (physical or digital)
o Graph paper
Resources
o Rulers
o Markers or whiteboard
o Worksheets with practice problems
Links
o Khan Academy
(Video/Websites)
o Math for fun

By the end of the lesson, students will be able to:

Objectives of this o Define and identify prisms.
lesson o Describe the properties of prisms.
o Calculate surface area and volume of prisms.
o Begin with a real-life example of prisms (e.g., boxes, books, cereal containers).
o Ask: What do these objects have in common?
Advance Organizer
o Define a prism: A 3D shape with two identical polygonal bases and rectangular or
parallelogram sides.
o Show examples of different types of prisms (triangular, rectangular,
pentagonal, etc.).
o What do all prisms have in common?
Brainstorming
o How would you explain the difference between a prism and a pyramid to
someone younger than you?
o Can you think of any objects in nature that have the shape of a prism?
o Explain that a prism is a solid shape with two identical, parallel bases and
rectangular or parallelogram faces.
o Differentiate prisms based on their bases: triangular, rectangular, pentagonal,
Methodology etc.
o Use diagrams and physical models to show how the cross-section remains the
same throughout the length of the prism.
o Formulas and Calculations
▪ Surface Area Formula:
 SA = 2B + Ph
▪ Volume Formula:
V = B \times h
o Provide step-by-step worked examples on the board.
o rectangular prism has a length of 12 cm, width of 7 cm, and height of 5 cm.
Find its volume.
Solution:
▪ The volume of a prism is given by: V = Base Area×Height
▪ For a rectangular prism:
V = l ×w× h
V = 12 × 7 × 5
V = 420 cm
▪ Final Answer
The volume of the rectangular prism is 420 cm³
Activity (if any) o Group students and give each group a prism model
o Have them measure dimensions and calculate the surface area and volume
o Discuss their findings
o Worksheet/Quiz:
Assessment
▪ Label parts of a prism.
▪ Identify different types of prisms.
▪ Solve surface area and volume problems
Review Key Concepts
Wrap-up/plenary o Recap the definition of a prism and its characteristics (faces, edges, and
vertices)
o Discuss different types of prisms (rectangular, triangular, etc.)
o Reiterate the formulas for surface area and volume
o A rectangular prism has dimensions of length = 12 cm, width = 6 cm,
height = 4 cm. Find:
▪ The surface area
Homework (if any) ▪ The volume
o A triangular prism has a base area of 20 cm² and a height of 10 cm.
If its length is 15 cm, find the volume.
o 3.A juice box is shaped like a rectangular prism. It holds 300 cm³ of juice.
If the base area is 50 cm², what is its height?

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 11.4
Topic
Volume of Prism
o Whiteboard and markers
o Grid paper
Resources o Rulers
o 3D prism models (rectangular, triangular, etc.)
o Worksheets with practice problems
o Calculators
Links o Tes.Com
(Video/Websites) o Congruent math. Com
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of the lesson, students will be able to:
o Define a prism and identify its components.
Objectives of this
o Recall the formula for the volume of a prism.
lesson
o Calculate the volume of different types of prisms using the formula
o Solve real-world problems involving the volume of prisms.

o Show a 3D prism (rectangular box, triangular prism, etc.).

o Ask students: What do you notice about this shape? Where have you seen
similar shapes in real life?"
Advance Organizer
o Define a prism: A three-dimensional shape with two parallel, congruent bases
and rectangular or parallelogram lateral faces.
o Explain different types of prisms (rectangular, triangular, pentagonal, etc.)
o What does volume measure, and how is it different from area?
Brainstorming o Why do we multiply the base area by the height to find the volume of a prism?
o Can a prism have the same volume but different shapes? How?
o Begin by showing real-life examples of prisms (e.g., a shoebox, a juice carton,
a tent for a triangular prism
o Ask guiding questions like, "What do you notice about these shapes?" and
Methodology
"How do you think we can measure their capacity?"
o Define a prism and explain its characteristics (two parallel bases and uniform
cross-sections).
 o A storage box has a length of 10 cm, a width of 5 cm, and a height of 8 cm.
Find its volume.
o Solution: We use the formula for the volume of a prism:
▪ V = B ×h
▪ B= l×w
▪ Find the base area:
B = 10×5=50
▪ Multiply by the height:
V = 50 ×8=80
o Final Answer:
▪ The volume of the box is 400 cm³
o Provide students with worksheets containing different prisms
o Work through one problem together, then allow students to solve others in
Activity (if any)
pairs or small groups.
o Walk around to check their understanding and offer help as needed.
o What is a prism?
o What is the formula for volume?
Assessment o How do we find the base area?
o Quick formative assessment: Ask 2-3 students to explain a problem on
the board.
o What is the difference between calculating area and volume?
Wrap-up/plenary o How does knowing volume help in real life?
o Can you think of an object at home shaped like a prism?
o Find the volume of a rectangular prism with:
▪ Length = 12 cm, Width = 7 cm, Height = 5 cm.
o A swimming pool has a length of 15 m, a width of 6 m, and a depth of 2 m.
Homework (if any) How much water can it hold?
o A triangular prism has a base of 8 cm, a base height of 5 cm, and a prism
height of 10 cm. Find its volume.

Signature (HOI): _________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 11.5
Topic
Circular Cylinder
o Whiteboard and markers
o Chart or 3D model of a cylinder
Resources o Graph paper
o Ruler and compass
o Worksheets with practice problems
Links o Nagwa. Com
(Video/Websites) o Educators. Brainpop. Com
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of the lesson, students should be able to:
Objectives of this
o Define a circular cylinder and identify its key properties.
lesson
o Derive and apply formulas for surface area and volume.
o Solve real-life problems involving circular cylinders.
o Engage: Show a real-life example of a cylinder (e.g., a can, water bottle, or
pipe).
Advance Organizer Ask students where they have seen cylinders in daily life.
o Define: A circular cylinder is a 3D shape with two parallel circular bases and a
curved lateral surface.
o What makes a cylinder different from other 3D shapes like a cube or a sphere?
o How would a cylinder change if its radius doubled but the height stayed the
Brainstorming same?
o If you cut a cylinder vertically down the middle, what shapes will the two
halves be?
o Define a circular cylinder (two parallel circular bases + curved lateral surface)
o Discuss key parameters: radius (r), height (h), diameter (d = 2r).
o Visualize the Net: Show how a cylinder unfolds into a rectangle + two circles.
Methodology o Derive formulas:
▪ Surface Area (SA) = 2πr² + 2πrh
▪ Volume (V) = πr²h
o Use diagrams, animations, or 3D models to help with understanding.
 o Given a cylinder with r = 5 cm and h = 10 cm, find the surface area and volume.
o Surface Area = 2π(5²) + 2π(5)(10) = 50π + 100π = 150π cm²
o Volume = **π(5²)(10

o Observe a Cylinder: Provide each student with a cylindrical object.

o Ask them to describe its parts (two circular bases and a curved lateral surface)
o Unfold the Cylinder:
Cut a paper to match the curved surface and roll it into a cylinder. Then,
unroll it to see a rectangular lateral surface.
o Draw & Cut the Net:
Activity (if any) ▪ Draw two circles (for bases) using a compass.
▪ Draw a rectangle with width = circumference of the circle (2πr)
and height = h of the cylinder.
▪ Cut out the pieces and assemble them into a cylinder using
tape/glue.
o Calculate Surface Area: Ask students to apply the formula SA = 2πr² + 2πrh
using their measurements.
o Quick Questions: Ask students to describe real-life examples of cylinders.
o Think-Pair-Share: Have students explain the difference between surface area
Assessment and volume to a partner.
o Hands-on Check: Observe students as they create and measure their cylinder
nets in the activity.
Recap Key Concepts
o A circular cylinder has two parallel circular bases and a curved lateral surface
o Surface Area: The total area covering the outside of the cylinder is
Wrap-up/plenary
SA = 2πr² + 2πrh
o Volume: The space inside the cylinder is V = πr²h
o The lateral surface is a rectangle when "unrolled."
o A cylinder has a radius of 7 cm and a height of 12 cm. Calculate:
▪ The lateral surface area.
▪ The total surface area.
▪ The volume.
Homework (if any)
o The volume of a cylinder is 785 cm³ and its height is 10 cm. Find the radius.
o A juice can has a diameter of 10 cm and a height of 15 cm.
How much juice can it hold in cubic centimeters?

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 11.6
Topic
Volume of a cylinder
o Whiteboard & Markers
o Graph Paper
o Rulers
Resources
o Cylindrical objects (cans, tubes, etc.)
o Calculators
o Student worksheets
Links o Math with Mr. j.
(Video/Websites) o Khan Academy
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of the lesson, students will be able to:
Objectives of this
o Understand the formula for the volume of a cylinder.
lesson
o Apply the formula to solve problems involving real-life cylindrical objects.
o Develop problem-solving skills using volume calculations.
Show students a cylindrical object (e.g., a soda can) and ask:
o How much liquid do you think fits inside?
o Explain that today they will learn how to calculate the volume of a cylinder
Advance Organizer
o Review Prerequisite Knowledge:
o Recap the area of a circle: A = πr²
o Discuss what volume means
o If you double the radius of a cylinder but keep the height the same,
how does the volume change?
o If you double the height but keep the radius the same, how does the volume
Brainstorming
change?
o If two cylinders have the same volume but different heights,
what can you say about their radii?
o Start with a real-life example: Show objects like a water bottle, a can, or a pipe and
o Ask students what shape they have in common (cylinder).
Methodology o Ask: "How do we measure how much space is inside these objects?"
To introduce the concept of volume.
o Define the Formula
 ▪ Write the volume formula on the board:
V = πr²h
▪ Where:
V = Volume
r = Radius of the base
h = Height
π (Pi) = 3.1416 (approximately)
o Explain that the volume is found by multiplying the base area (πr²) by the
height (h).
o Given: A cylinder with r = 5 cm and h = 10 cm
o Calculation:
o V = 3.14 × (5)² × 10
o V = 3.14 × 25 × 10 = 785 cm³
o Distribute cylindrical objects and ask students to measure the radius and height.
Activity (if any) o Have them calculate the volume using the formula
o Compare answers and discuss any mistakes
o A water pipe has a radius of 5 cm and a height of 20 cm.
Calculate its volume using
o Explain what happens to the volume of a cylinder if the radius is tripled
Assessment but the height remains the same.
o Real-World Application
o A cylindrical fuel tank has a diameter of 8 meters and a height of 15 meters.
How much fuel can it hold?
o Recap key points: formula, importance of radius and height.
o Ask students to think of real-life applications (e.g., water tanks, pipes, cans)
Wrap-up/plenary
o Exit question: "If two cylinders have the same height but different radii, how
does that affect the volume?"
o Find the volume of a cylinder with a radius of 7 cm and a height of 10 cm.
(Use π ≈ 3.14)
o A cylindrical water bottle has a diameter of 8 cm and a height of 15 cm.
Homework (if any)
Find its volume.
o 3. The base of a cylinder has a radius of 5 inches, and its volume is 785 in³.
Find its height

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Topic Exercise # 12.1 Frequency distribution
Resources Maths book Grade 7 – Board Marker & Graph Paper
Links
https://youtu.be/ce88FTGL8uQ?si=13nk4GRA7jaj-Gs9
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of the lesson, students will be able to:
Objectives of this o Understand the concept of data handling.
lesson o Define and explain frequency distribution.
o Organize raw data into a frequency distribution table.
o 4Interpret and analyze data using tables.
o Data handling is the process of collecting, organizing, and interpreting information.
o Frequency distribution is a way to organize data into tables to make it easy to
understand.
o Give an example: A survey on favorite fruits among students.
Advance Organizer ▪ | Fruit| Tally | Frequency|
▪ |--------|-------|-----------|
▪ | Apple | |||| | 4 |
▪ | Mango| ||| | 3 |
▪ | Banana| |||| | 5 |
Introduce the current topic by posing some questions.
Activity:
o Ask students questions like:
o What is data?
o Where do we see data in everyday life?
Brainstorming
o Can you give examples of situations where data is collected?
o Discuss real-life examples such as school attendance, survey results, and sports
scores.
o Discuss real-life examples such as school attendance, survey results, and sports
scores.
Explanation and demonstration.
Methodology o Step 1: Explanation (10 minutes)
▪ Define data handling as collecting and organizing data.
 ▪ Introduce frequency distribution, where frequency means "how
many times something occurs."
▪ Explain tally marks as a way to record data quickly.
o Step 2: Demonstration (5 minutes)
▪ Conduct a classroom activity
▪ Ask students their favorite colors and record responses on the
Board.
▪ Show how to create a frequency table with tally marks.
o Step 3: Practice (5 minutes)
▪ Give students a small dataset (e.g., number of siblings of
▪ classmates) and ask them to create their own frequency
distribution table.
Break session into bite size chunks e.g. Give and /or demonstrate necessary information
Activity (if any)
o Make frequency distribution of Maths marks of class.
o Observe students' participation in discussions and activities.
o Check frequency tables created by students.
Assessment o Short quiz in the next class on frequency distribution.
o This lesson plan ensures an interactive and structured approach to
understanding data handling and frequency distribution.
Recap key points:
o What is data handling?
o What is frequency distribution?
o How do we organize data in a table?
Wrap-up/plenary
o Ask students to think about where they see frequency distribution in daily life (e.g.,
survey results, marks in exams).
o Assign a homework task: Collect data from family members
(e.g., favorite TV shows) and create a frequency distribution table.
Homework (if any) Solve Examples of this chapter

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Topic Exercise # 12.2 Mean, Media & Mode
Resources Maths book Grade 7 – Board Marker & Graph Paper
Links
https://youtu.be/sS6t-2j11Xs?si=ejI8hYbWsLybCawg
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of the lesson, students will be able to:
Objectives of this
o Understand the concepts of mean, median, and mode.
lesson
o Calculate the mean, median, and mode of a given data set.
o Apply these measures of central tendency to real-life situations.
o Explain that Mean, Median, and Mode are measures of central tendency,
which help summarize data into a single representative value
o Write the definitions on the board:
Advance Organizer ▪ Mean (Average): Sum of all values divided by the total number
of values.
▪ Median: The middle value when numbers are arranged in order
▪ Mode: The number that appears most frequently in a data set
Introduce the current topic by posing some questions.
Activity:
o Ask students:
▪ "Have you ever calculated the average of your marks?"
Brainstorming ▪ "How do you find the middle value of a group of numbers?"
▪ "Can you think of a number that appears most frequently in a
group?"
o Discuss students' responses and introduce the terms Mean, Median, and
Mode as ways to summarize data
Explanation and demonstration.
o Step 1: Teaching Mean (10 minutes)
o Formula:
Methodology ▪ Mean = sum of all values/total number of values
▪ Sum = 4 + 6 + 8 + 10 + 12 = 40
▪ Mean = 40 ÷ 5 = 8
o Class Activity:
 o Provide 5 different numbers and let students calculate the mean
o Step 2: Teaching Median (7 minutes) (Steps to find the Median)
▪ Arrange the data in ascending order.
▪ If the number of values is odd, the middle number is
the median.
▪ If the number of values is even, the median is the average
of the two middle numbers.
o Example 1 (Odd set): Find the median of 3, 7, 9, 12, 15.
▪ Ordered: 3, 7, 9, 12, 15
▪ Middle number = 9
o Example 2 (Even set): Find the median of 2, 5, 7, 10, 12, 14.
▪ Ordered: 2, 5, 7, 10, 12, 14
▪ Middle numbers: 7, 10
▪ Median = (7 + 10) ÷ 2 = 8.5
o Class Activity:
▪ Give students a list of numbers to arrange and find the median
o Step 3: Teaching Mode (5 minutes)
▪ The mode is the number that appears most frequently.
▪ Example: Find the mode of 3, 5, 7, 5, 9, 5, 11.
o Mode = 5 (since it appears the most times)
o Class Activity: Ask students to find the mode of a given set of numbers
Break session into bite size chunks e.g. Give and /or demonstrate necessary
Activity (if any) information
Make frequency distribution of Maths marks of class.
Assessment Short worksheet with 3-5 problems on mean, median, and mode
Summarize the key points:
o Mean gives the average.
o Median is the middle value.
o Mode is the most frequently occurring value.
o Quick Quiz:
Wrap-up/plenary ▪ Find the mean of 2, 4, 6, 8, 10.
▪ Find the median of 5, 15, 25, 35, 45.
▪ Find the mode of 6, 8, 10, 8, 12, 8, 14.
o Real-Life Application:
o Discuss how these concepts are used in daily life (e.g., average marks, median
salaries, popular trends)
Find the mean, median, and mode of the following data set:
Homework (if any)
3, 8, 12, 15, 18, 18, 20, 25, 30

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 12.3
Topic
Pie Graph & Bar Graph
Resources
Maths book Grade 7 – Board Marker & Graph Paper

Links
https://youtu.be/sS6t-2j11Xs?si=ejI8hYbWsLybCawg
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of the lesson, students will be able to:
Objectives of this o Understand the importance of data handling.
lesson o Learn how to represent data using bar graphs and pie charts
o Interpret and analyze data from given bar graphs and pie charts
o Apply data representation techniques in real-life situations
o Explain that data handling is a method of collecting, organizing, and
representing information visually
o Introduce the two main types of graphs:
▪ Bar Graph: Uses bars to show comparisons between categories
Advance Organizer
▪ Pie Chart: Represents data as portions of a whole using a
circular graph
o Write key points on the board and show real-life examples (sports statistics,
election results, sales reports)
Introduce the current topic by posing some questions.
Activity:
o Ask students: Where do we see graphs in daily life?" (e.g., newspapers, sports
statistics, business reports)
Brainstorming
o Why do we use graphs instead of just listing numbers?
o Can you think of ways to represent information visually?
o Discuss their answers and introduce bar graphs and pie charts as two common
ways to represent data visually.
Explanation and demonstration.
o Step 1: Teaching Bar Graph
Methodology
o Definition: A bar graph represents data using rectangular bars of equal width. The
height of the bar indicates the value.
 o Steps to draw a bar graph:
▪ Choose a title for the graph.
▪ Draw two axes: X-axis (categories) and Y-axis (values).
▪ Label the axes properly.
▪ Draw bars for each category, ensuring equal spacing.
o Example: Represent the number of students in different houses in a school:
o Class Activity: Give students a similar dataset and ask them to draw a bar
graph
o Step 2: Teaching Pie Chart (10 minutes)
Definition: A pie chart shows data as a circle divided into sectors, where each
sector represents a percentage of the whole.
o Steps to draw a pie chart:
▪ 1. Calculate the total value of all data points.
▪ 2. Find the fraction of each category.
▪ 3. Convert fractions into angles
o Example: Represent the monthly expenses of a family: Total = 23,000
o Calculate angles:
▪ Food:
▪ Rent:
▪ Education:
▪ Transport:
o Class Activity: Provide a simple dataset and ask students to calculate angles
and draw a pie chart
Break session into bite size chunks e.g. Give and /or demonstrate necessary
Activity (if any) information
Make frequency distribution of Maths marks of class.
Assessment A worksheet with questions on drawing and interpreting bar graphs and pie charts.
Summarize key points:
o Bar Graphs compare different categories.
o Pie Charts show proportions of a whole.
o Both help in data interpretation and decision-making.
o Quick Quiz:
▪ What is a bar graph used for?
Wrap-up/plenary
▪ How do you calculate the angle for a pie chart?
o Give one real-life example where pie charts are used.
o Real-Life Application Discussion:
▪ How companies use bar graphs to compare sales
▪ How government agencies use pie charts to show budget
distribution
Collect data about the favorite sports of your classmates and represent it using a bar
Homework (if any)
graph and a pie chart.

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 13.1
Topic
Probability
o Dice (one or two)
o Coins
o Playing cards
Resources
o Spinners (optional)
o Chart paper or whiteboard
o Markers
Links
https://youtu.be/iLaSpfgVmCA?si=fuoOltKzFByAOlEs
(Video/Websites)
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of the lesson, students should be able to:
Objectives of this o Understand the concept of probability experiments.
lesson o Identify possible outcomes of an experiment.
o Define and determine the sample space of an experiment

o Definition: Probability is the measure of the likelihood of an event occurring

Advance Organizer o Importance: Used in real life for decision-making, risk assessment, and
predictions.
o “A bag contains 3 red balls, 2 blue balls, and 5 green balls
o If you randomly pick one ball from the bag, what is the probability that it is either
red or blue?"
Brainstorming
o What does "probability" mean in real life?
o Can you give an example of something that is certain, impossible, or likely to
happen?
Methodology Explanation method and Demonstration method
Teacher will explain
o Introduction
o Define probability: Probability is the measure of how likely an event is to occur.
o Explain that probability experiments are activities where outcomes are uncertain,
but we can list all possible results.
Explanation of Key Concepts
 o Probability Experiment: A probability experiment is an action or trial that
results in one or more possible outcomes.
o Examples:
▪ Tossing a coin (outcomes: Heads or Tails)
▪ Rolling a die (outcomes: 1, 2, 3, 4, 5, or 6)
▪ Drawing a card from a deck (52 possible outcomes)

o Possible Outcomes: The different results that can occur in a probability

experiment.
o Example: When rolling a die, the possible outcomes are 1, 2, 3, 4, 5, or 6.
o Sample Space (S): The set of all possible outcomes of an experiment.
▪ Example:
▪ Tossing a coin → S = {Heads, Tails}
▪ Rolling a die → S = {1, 2, 3, 4, 5, 6}
o Activity 1: Tossing a Coin
▪ Ask students to flip a coin 10 times and record the outcomes.
▪ Discuss how the possible outcomes remain the same
Activity (if any) regardless of how many times they flip the coin.
o Activity 2: Rolling a Die
▪ Have students roll a die and record the outcomes.
▪ Ask: What is the probability of rolling a 4?
o Distribute a worksheet with probability questions (e.g., spinners, dice,
colored balls in a bag).
Assessment
o Recap key points and clarify doubts.
o Exit Ticket: "What is one thing you learned about probability today?"
o Probability Scale: Ranges from 0 (impossible event) to 1 (certain event)
o Types of Probability:
▪ Theoretical Probability: Based on mathematical reasoning
Wrap-up/plenary (e.g., rolling a fair die).
▪ Experimental Probability: Based on actual experiments or
observations.
▪ Subjective Probability: Based on intuition or personal judgment.
o write about a real-life situation where probability is used (e.g., sports, weather,
insurance).
Homework (if any)
o Create their own probability problem and solve
o Solve exercise 13.1

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 13.1
Topic
Probability of equally likely events
o Dice
o Coins
Resources
o Deck of playing cards
o Worksheets
o Whiteboard & markers
Links https://youtu.be/eHJ40sSkYLE?si=pII4XRCr9XdfR2kO
(Video/Websites) https://youtu.be/2tKC55XfYMA?si=lVvMoYwoN2I806aF
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of the lesson, students will be able to:
Objectives of this
o Define probability and equally likely events.
lesson
o Calculate the probability of equally likely events using the formula.
o Apply the concept to real-world example
What You Already Know (Prior Knowledge)
o Basic counting (e.g., number of sides on a die, number of cards in a deck).
o Concept of fairness in games (e.g., a fair coin has two equally likely outcomes:
heads or tails).
o Simple fractions and ratios.
Key Concept: Probability of Equally Likely Events
o Definition: If all possible outcomes of an experiment have the same chance of
Advance Organizer occurring, they are called equally likely events.
o Formula:
Number of favorable outcomes
▪ P(E) = Total number of possible outcomes

o Examples to Connect With: Tossing a fair coin:

▪ Rolling a fair six-sided die
▪ Drawing a red card from a standard
Brainstorming o What does probability mean to you?
o Define probability as the measure of the likelihood of an event occurring.
Methodology Explanation Method and Demonstration method
 Teacher will explain
o Introduce the concept of equally likely events, explaining that these are events with
the same chance of happening.
o Examples:
▪ Tossing a fair coin (Heads or Tails, both have a 50% chance).
▪ Rolling a fair six-sided die (Each number from 1 to 6 has the same
probability).

o Explanation & Concept Development: Introduce the probability formula for

equally likely events:
Number of favorable outcomes
LP(E) = Total number of possible outcomes
o Coin Toss:
o Rolling a Die: (since any of the 6 sides could land)
o Drawing a Red Card from a Deck of 52 Cards
o Activity 1: Students roll a die 10 times, record the outcomes, and compare
Activity (if any) experimental vs. theoretical probability.
o Activity 2: In pairs, students toss a coin 20 times and analyze the results.
o If you roll a fair die, what is the probability of getting a number greater than 4?
o A bag contains 5 red balls, 3 blue balls, and 2 green balls. What is the
Assessment
probability of picking a blue ball?
o Why is flipping a fair coin considered an equally likely event?
o Equally Likely Events: Each outcome has the same chance of occurring.
(e.g., rolling a fair die, flipping a fair coin).
o Probability Values: Always between 0 and 1, where 0 means impossible, and 1
Wrap-up/plenary
means certain.
o Sum of Probabilities: The total probability of all possible outcomes in an
experiment is always 1.
Homework (if any) Solve exercise 13.1

Signature (HOI): __________________

Week: ___________ Developed By: FG Public School Girl Daryabad, Rawalpindi Date: ______________
Class: 7th Subject: Mathematics Duration: 40 Mins
Exercise # 13.2
Topic
Tree Diagram
Resources o Whiteboard and markers
o Work sheet
Links https://youtu.be/yxJi5vuO_wU?si=mDjDsqtXSsg-UiF3
(Video/Websites) https://youtu.be/Z5BX-LbG7mI?si=AFIRlSegmm7frFsf
(Key Knowledge and Skills students should achieve at the end of the lesson)
By the end of the lesson, students will be able to:
Objectives of this
o Understand and construct tree diagrams for probability problems.
lesson
o Calculate probabilities using tree diagrams

o What is a Tree Diagram?

A tree diagram is a visual representation of all possible outcomes of a
probability experiment. It uses branches to show different paths and assigns
probabilities to each branch.
Advance Organizer
o Why Use a Tree Diagram?
▪ Helps systematically list all possible outcomes
▪ Makes it easier to calculate probabilities
▪ Useful for multi-step probability problems
o A bag contains 3 red balls and 2 blue balls. A ball is drawn at random, its color
is recorded, and it is replaced in the bag. Then, a second ball is drawn.
o Questions Based on This Scenario:
Brainstorming ▪ What is the probability of drawing two red balls?
▪ What is the probability of drawing one red and one blue
(in any order)?
▪ What is the probability of drawing at least one red ball?
Methodology Explanation and Demonstration Method
Teacher will explain
o Introduction:
Engage: Ask students a real-life probability question, e.g.,"If you flip a coin
twice, what are all the possible outcomes?"
Introduce tree diagrams as a way to systematically display all possible
 outcomes.
o Explanation & Modeling
Define a tree diagram and explain how it branches out.
o Steps to Construct a Tree Diagram
▪ Identify the events involved in the experiment.
▪ Draw branches for each possible outcome of the first event.
▪ Add subsequent branches for the next stages, considering
conditional probabilities if necessary.
▪ Label each branch with its probability.
▪ Find final probabilities by multiplying along each path

o Example 1: Flipping a coin twice (Draw a tree diagram showing outcomes: HH, HT,
TH, TT)
Calculate probabilities.
o Example 2: Drawing a marble from a bag (with and without replacement).
Show how probabilities change when replacement is not allowed.

o Guided Practice
o Students work in pairs to create a tree diagram for:
A bag contains 3 red and 2 blue balls. One ball is drawn, replaced,
then another ball is drawn.
Find the probability of getting two reds.
o Discuss answers and correct misconceptions
Activity:
o Coin Flip Probability
Materials: A coin
Have students flip a coin twice and create a tree diagram to show all possible
Activity (if any) outcomes (HH, HT, TH, TT).
Ask: What is the probability of getting at least one heads?
o Dice Roll Outcomes
Materials: A six-sided die
Roll a die twice and construct a tree diagram showing the outcomes.
Assessment Observation during guided practice, worksheet with tree diagram problems.
o How to construct a tree diagram.
Wrap-up/plenary
o How to calculate probabilities from it
Homework (if any) Solve exercise 13.2

Signature (HOI): __________________