CLASS 7 MATHEMATICS SCHEMES OF WORK TERM 1-3
Mathematics schemes of work for standard __7____TERM___1____YEAR________
| WEEK | LESSON | TOPIC | SUB-TOPIC | OBJECTIVES | LEANING/ TEACHING ACTIVITIES | LEARNING/ TEACHING RESOURCES | REFERENCES | ||
| 1
2 |
1 | PRE-NUMBERS | Place value | By the end of the lesson the learner should be able to identify the place value of a given numbers
|
-Grouping
– Explanation -Working out -demonstration -Discussion |
-Objects like tins, books, pencils, cups, pictures, etc
-place value chart |
PM PB7 Pg2
TG 7Pg1 NPM PB7 Pg3 TG b7Pg2 |
||
| 2 | Total value | By the end of the lesson the learner should be able to identify total value of a given number | -Grouping objects
– arranging -Labelling and matching objects according to common features. |
place value chart | PM PB7 Pg4
TG 7Pg3 NPM PB7 Pg6 TG b7Pg4 |
||||
| 3 | Reading numbers | By the end of the lesson the learner should be able to read and write numbers in words and in symbols | — Explanation
-Working out -demonstration -reading |
place value chart | PM PB7 Pg7
TG 7Pg4 NPM PB7 Pg8 TG b7Pg5 |
||||
| 4 | Writing numbers | By the end of the lesson the learner should be able to read and write numbers in words and in symbols | — Explanation
-Working out -demonstration -writing |
place value chart+ | PM PB7 Pg7
TG 7Pg4 NPM PB7 Pg8 TG b7Pg4 |
||||
| 5 | Squares of numbers | By the end of the lesson the learner should be able to work out squares of numbers
|
– Explanation
-Working out -demonstration -Discussion |
Rectangles, circles, triangles
of different sizes and colours
|
PM PB7 Pg8
TG 7Pg5 NPM PB7 Pg8 TG b7Pg5 |
||||
| 6 | Square roots of numbers | By the end of the lesson the learner should be able to workout the square root of numbers
|
– Explanation
-Working out -demonstration -Discussion |
Rectangles, circles, triangles
of different sizes and colours
|
PM PB7 Pg8
TG 7Pg5 NPM PB7 Pg9 TG b7Pg6 |
||||
| 7 | Square and square root of numbers | By the end of the lesson the learner should be able to work out square numbers and square root of perfect squares
|
– Explanation
-Working out -demonstration -Discussion |
Objects like tins, books, bottles, pictures, of different size
|
PM PB7 Pg8
TG 7Pg5 NPM PB7 Pg8 TG b7Pg5 |
||||
| 3 | 1 | Divisibility test for 11 | By the end of the lesson the learner should be able to determine numbers divisible by eleven | – Explanation
-Working out -demonstration -Divide |
Objects like tins, books, bottles, pictures, of different size | PM PB7 Pg7
TG 7Pg7 NPM PB7 Pg8 TG b7Pg5 |
|||
| 2 | Divisibility test | By the end of the lesson the learner should be able to work out a problem involving divisibility test of eleven
|
– Explanation
-Working out -demonstration -Divide |
Objects that have smooth or rough texture like wood,
paper, glass, soil, mirror, leaves, etc. |
PM PB7 Pg7
TG 7Pg6 NPM PB7 Pg8 TG b7Pg6 |
||||
| 3 | Fractions | Square of fractions | By the end of the lesson the learner should be able to work out square of fraction
|
• Identifying
• Matching • Comparing- Explanation -Working out -demonstration -Discussion |
Objects that have smooth or rough texture like wood,
paper, glass, soil, mirror, Leaves, etc. |
PM PB7 Pg10
TG 7Pg8 NPM PB7 Pg12 TG b7Pg 7 |
|||
| 4 | Square root of fractions | By the end of the lesson the learner should be able to workout square root of a fraction | – Explanation
-Working out -demonstration -Discussion |
Chart | PM PB7 Pg11
TG 7Pg NPM PB7 Pg12 TG b7Pg7 |
||||
| 5 | Perfect squares | By the end of the lesson the learner should be able to work out squawroot of fraction involving perfect squares | – Explanation
-Working out -demonstration -Discussion |
Chart | PM PB7 Pg11
TG 7Pg NPM PB7 Pg12 TG b7Pg8 |
||||
| 6 | Decimals | Place value | By the end of the lesson the learner should be able to identify place value of digits in decimals | – Explanation
-Working out -demonstration -Discussion |
place value chart | PM PB7 Pg12
TG 7Pg9 NPM PB7 Pg14 TG b7Pg11 |
|||
| 7 | Total value | By the end of the lesson the learner should be able to identify total value of digits in decimals | – Explanation
-Working out -demonstration -Discussion |
place value chart | PM PB7 Pg12
TG 7Pg NPM PB7 16Pg14 TG b7Pg |
||||
| 4 | 1 | Conversion of decimal to fraction | By the end of the lesson the learner should be able to convert non-recurring decimal to fraction | – Explanation
-Working out -demonstration -Conversion |
place value chart | PM PB7 Pg15
TG 7Pg NPM PB7 Pg18 TG b7Pg |
|||
| 2 | By the end of the lesson the learner should be able to convert fraction to decimal
|
– Explanation
-Working out -demonstration -Discussion |
place value chart | PM PB7 Pg17
TG 7Pg13 NPM PB7 Pg TG b7Pg20 |
|||||
| 3 | By the end of the lesson the learner should be able to convert fraction to decimal involving non-recurring and recurring decimals
|
– Explanation
-Working out -demonstration -Discussion |
place value chart | PM PB7 Pg22
TG 7Pg NPM PB7 Pg32 TG b7Pg22 |
|||||
| 4 | By the end of the lesson the learner should be able to work out square of decimals
|
– Explanation
-Working out -demonstration -Discussion |
place value chart | PM PB7 Pg25
TG 7Pg NPM PB7 Pg TG b7Pg |
|||||
| 5 | By the end of the lesson the learner should be able to work out square root of decimals involving perfect squares
|
– Explanation
-Working out -demonstration -Discussion |
place value chart | PM PB7 Pg30
TG 7Pg NPM PB7 Pg34 TG b7Pg |
|||||
| 6 | Percentages | Conversion | By the end of the lesson the learner should be able to convert percentage into fraction
|
– Explanation
-Conversion -demonstration -Discussion |
Conversion chart
Chalk board layout |
PM PB7 Pg34
TG 7Pg27 NPM PB7 Pg35 TG b7Pg |
|||
| 7 | By the end of the lesson the learner should be able to convert fraction into percentage. | – Explanation
-Working out -demonstration -Discussion |
Multiplication table | PM PB7 Pg37
TG 7Pg27 NPM PB7 Pg38 TG b7Pg |
|||||
| 5 | 1 | By the end of this topic, the
pupils should be convert decimal into percentage
|
– Explanation
-Working out -demonstration -Discussion |
Multiplication table | PM PB7 Pg40
TG 7Pg NPM PB7 Pg45 TG b7Pg |
||||
| 2 | By the end of this topic, the
pupils should be able to convert percentage into decimals
|
– Explanation
-Working out -demonstration -Discussion |
Multiplication table | PM PB7 Pg42
TG 7Pg32 NPM PB7 Pg TG b7Pg |
|||||
| 3 | OPERATION | Whole numbers
Addition |
By the end of this topic, the
pupils should be able to add whole numbers by whole numbers correctly
|
– Explanation
-Addition -demonstration -Discussion |
Multiplication table | PM PB7 Pg42
TG 7Pg32 NPM PB7 Pg46 TG b7Pg36 |
|||
| 4 | subtraction | By the end of this topic, the
pupils should be able to subtract whole numbers by whole numbers correctly
|
– Explanation
-Subtraction -demonstration -Discussion |
Multiplication table | PM PB7 Pg41
TG 7Pg33 NPM PB7 Pg47 TG b7Pg |
||||
| 5 | Multiplication | By the end of this topic, the
pupils should be able to multiply whole number by whole numbers correctly
|
– Explanation
-Multiplication -demonstration -Discussion |
Multiplication table | PM PB7 Pg41
TG 7Pg NPM PB7 Pg47 TG b7Pg36 |
||||
| 6 | Division | By the end of this topic, the
pupils should be able to divide whole numbers by up to 3-digit numbers
|
– Explanation
-Division -demonstration -Discussion |
Multiplication table | PM PB7 Pg42
TG 7Pg33 NPM PB7 Pg48 TG b7Pg36 |
||||
| 7 | Mixed exercise | By the end of the lesson the learner should be able to do a revision exercise on the work covered. | – Explanation
-Working out -demonstration -Discussion |
Multiplication table | PM PB7 Pg42
TG 7Pg33 NPM PB7 Pg TG b7Pg |
||||
| 6 | 1 | Combined operation | By the end of this topic, the
pupils should be able to work out problems involving combined operation in whole numbers
|
– Explanation
-Working out -demonstration -Discussion |
Multiplication table | PM PB7 Pg43
TG 7Pg34 NPM PB7 Pg TG b7Pg38 |
|||
| 2 | Number sequence | By the end of this topic, the
pupils should be able to recognize and identify number sequence involving whole numbers
|
– Explanation
-addition -demonstration -Discussion |
Multiplication table | PM PB7 Pg43
TG 7Pg33 NPM PB7 48Pg48 TG b7Pg |
||||
| 3 | Fraction | Addition | By the end of this topic, the
pupils should be able to work out addition of fraction by fraction
|
– Explanation
-Working out -demonstration -Discussion |
Place value table | PM PB7 Pg32-43
TG 7Pg23 NPM PB7 Pg TG b7Pg22 |
|||
| 4 | Subtraction | By the end of this topic, the
pupils should be able to work out subtraction of fraction by fraction
|
– Explanation
-Working out -demonstration -Discussion |
Chalkboard layout | PM PB7 Pg38
TG 7Pg NPM PB7 Pg36 TG b7Pg |
||||
| 5 | Multiplication | By the end of this topic, the
pupils should be able to work out multiplication of fraction by fraction
|
– Explanation
-Working out -Multiplication -Discussion |
Place value table | PM PB7 Pg37
TG 7Pg NPM PB7 Pg38 TG b7Pg29 |
||||
| 6 | Division | By the end of this topic, the
pupils should be able to work out division of fraction by fraction
|
– Explanation
-Working out -demonstration -Division |
Chalkboard layout | PM PB7 Pg42
TG 7Pg NPM PB7 Pg42 TG b7Pg29 |
||||
| 7 | Combined operation | By the end of this topic, the
pupils should be able to work out combined operation involving fraction
|
– Explanation
-Working out -demonstration -Discussion |
Place value table | PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
||||
| 8 | 1 | Number sequence | By the end of this topic, the
pupils should be able to work out number sequence involving fraction
|
– Explanation
-Working out -demonstration -Discussion |
Chalkboard layout | PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
|||
| 2 | Revision | By the end of the lesson the learner should be able to do a revision exercise on the work covered. | – Explanation
-Working out -demonstration -revision |
Place value table | PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
||||
| 3 | Decimals | Addition | By the end of the lesson the learner should be able to work out addition involving decimal and decimals
|
– Explanation
-Working out -demonstration -Discussion |
Place value table | PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
|||
| 4 | Subtraction | By the end of the lesson the learner should be able to work out subtraction involving decimal and decimals | – Explanation
-subtraction -demonstration -Discussion |
Chalkboard layout | PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
||||
| 5 | Multiplication | By the end of the lesson the learner should be able to work out multiplication involving decimal and decimals | – Explanation
-multiplication -demonstration -Discussion |
Place value table | PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
||||
| 6 | Division | By the end of the lesson the learner should be able to work out division involving decimal and decimals | – Explanation
-dividing -demonstration -Discussion |
Chalkboard layout | PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
||||
| 7 | By the end of the lesson the learner should be able to work out combined operation involving decimal | – Explanation
-Working out -demonstration -Discussion |
Place value table | PM PB7 Pg33
TG 7Pg24 NPM PB7 Pg34 TG b7Pg |
| WEEK | LESSON | TOPIC | SUB-TOPIC | OBJECTIVES | LEANING/ TEACHING ACTIVITIES | LEARNING/ TEACHING RESOURCES | REFERENCES | ||
| 9
10 |
1 | Percentage | Percentage increase | By the end of the lesson the learner should be able to work out problems involving percentage increase
|
— Explanation
-Working out -demonstration -Discussion |
-Objects like tins, books, pencils, cups, pictures, etc | PM PB7 Pg37
TG 7Pg26 NPM PB7 Pg36 TG b7Pg37 |
||
| 2 | Percentage decrease | By the end of the lesson the learner should be able to work out problems involving percentage decrease
|
– Explanation
-Working out -demonstration -Discussion |
-Objects like tins, -books, pencils, -cups, pictures, etc | PM PB7 Pg38
TG 7Pg NPM PB7 Pg43 TG b7Pg26 |
||||
| 3 | Measurements | Decimetre | By the end of the lesson the learner should be able to recognize and identify decimetre (dm) as a unit of measuring length | – Explanation
-Working out -Drawing -Discussion -measuring |
Coloured Manila cards
(squares, triangles, circles), books, beads, |
PM PB7 Pg37
TG 7Pg26 NPM PB7 Pg TG b7Pg |
|||
| 4 | Decametre | By the end of the lesson the learner should be able to recognize and identify decametre (Dm) as a unit of measuring length | -Identifying Explanation
-Working out -Drawing -Discussion measuring |
Coloured Manila cards
(squares, triangles, circles), books, beads, |
PM PB7 Pg43
TG 7Pg30 NPM PB7 Pg43 TG b7Pg45 |
||||
| 5 | Hectometre | By the end of the lesson the learner should be able to recognize and identify hectometre (hm) as a unit of measuring length | Identifying
Explanation -Working out -Drawing -Discussion |
Rectangles, circles, triangles
of different sizes and colours
|
PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
||||
| 3-6 | Converting units of measurement | By the end of the lesson the learner should be able to convert units of measurement from one to another
|
Explanation
-Working out -Drawing -Discussion measurement |
Rectangles, circles, triangles
of different sizes and colours |
PM PB7 Pg37
TG 7Pg32 NPM PB7 Pg43 TG b7Pg |
||||
| 7 | Perimeter | By the end of the lesson the learner should be able to work out perimeter involving circles
|
Explanation
-Working out -Drawing -Discussion |
Objects like tins, books, bottles, pictures, of different size
|
PM PB7 Pg45
TG 7Pg NPM PB7 Pg TG b7Pg |
||||
| 11 | 1 | Perimeter of triangle | By the end of the lesson the learner should be able to work out perimeter involving triangles | Explanation
-Working out -Drawing -Discussion |
Objects like tins, books, bottles, pictures, of different size | PM PB7 Pg45
TG 7Pg NPM PB7 Pg44 TG b7Pg |
|||
| 2 | By the end of the lesson the learner should be able to work out perimeter involving quadrilateral
|
• Identifying the texture of an Explanation
-Working out -Drawing -Discussion • Matching objects according |
Objects that have smooth or rough texture like wood,
paper, glass, soil, mirror, leaves, etc. |
PM PB7 Pg47
TG 7Pg NPM PB7 Pg43 TG b7Pg34 |
|||||
| 3 | By the end of the lesson the learner should be able to work out problems involving units of length in real life
|
Explanation
-Working out -Drawing -Discussion |
Objects that have smooth or rough texture like wood,
paper, glass, soil, mirror, Leaves, etc. |
PM PB7 Pg34
TG 7Pg NPM PB7 Pg TG b7Pg48 |
|||||
| 4 | Area | By the end of the lesson the learner should be able to workout the area of a circle | Explanation
-Working out -Drawing -Discussion |
Rectangles, circles, triangles
of different sizes and colours
|
PM PB7 Pg48
TG 7Pg NPM PB7 49Pg47 TG b7Pg |
||||
| 5 | By the end of the lesson the learner should be able to work out problems involving area of a circle using the formulae | Explanation
-Working out -Drawing -Discussion |
PM PB7 Pg49
TG 7Pg345 NPM PB7 Pg54 TG b7Pg |
||||||
| 6 | Trapezium | By the end of the lesson the learner should be able to calculate the area of the of a trapezium | Explanation
-Working out -Answering -Discussion |
PM PB7 Pg52
TG 7Pg NPM PB7 Pg TG b7Pg |
|||||
| 7 | Parallelogram | By the end of the lesson the learner should be able to calculate the area of parallelograms | Explanation
-Working out -Answering -Discussion |
PM PB7 Pg56
TG 7Pg45 NPM PB7 Pg TG b7Pg |
|||||
| 12 | 1 | Area of a border | By the end of the lesson the learner should be able to work out problems involving area of a border | Explanation
-Working out -Answering -Discussion |
PM PB7 Pg99-110
TG 7Pg67-77 NPM PB7 Pg107-114 TG b7Pg70-75 |
||||
| 2 | Combined shape | By the end of the lesson the learner should be able to work out problems involving area combined shape | Explanation
-Working out -Answering -Discussion |
PM PB7 Pg99-110
TG 7Pg67-77 NPM PB7 Pg107-114 TG b7Pg70-75 |
|||||
| 3 | Surface area of cuboids | By the end of the lesson the learner should be able to work out problems involving surface area of cuboids | Explanation
-Working out -Answering -Discussion |
PM PB7 Pg99-110
TG 7Pg67-77 NPM PB7 Pg107-114 TG b7Pg70-75 |
|||||
| 4 | Surface area of cylinder | By the end of the lesson the learner should be able to work out problems involving surface area of cylinders | Explanation
-Working out -Answering -Discussion |
PM PB7 Pg99-110
TG 7Pg67-77 NPM PB7 Pg107-114 TG b7Pg70-75 |
|||||
| 5 | Revisions | By the end of the lesson the learner should be able to do a revision exercise on the work covered. | Explanation
-Working out -Answering Revision |
PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
|||||
| 6 | Revisions | By the end of the lesson the learner should be able to do a revision exercise on the work covered. | Explanation
-Working out -Answering Revision |
PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
|||||
| 7 | Revisions | By the end of the lesson the learner should be able to do a revision exercise on the work covered. | Explanation
-Working out -Answering Revision |
PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
|||||
| 13 | 1 | Revisions | Revisions | By the end of this topic, the
pupils should be able to revise and answer question of the work covered in the term
|
Explanation
-Working out -Answering Revision |
PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
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| 3 | |||||||||
| 4 | |||||||||
| 5 | |||||||||
| 6 | |||||||||
| 7 | |||||||||
| 14 | 1 | Examinations | By the end of this topic, the
pupils should be able to revise and answer question of the work |
Explanation
-Working out -Answering
|
PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
||||
| 2 | |||||||||
| 3 | |||||||||
| 4 | |||||||||
| 5 | |||||||||
| 6 | |||||||||
| 7 |
Mathematic schemes of work for standard __7____TERM___2____YEAR________
| WEEK | LESSON | TOPIC | SUB-TOPIC | OBJECTIVES | LEANING/ TEACHING ACTIVITIES | LEARNING/ TEACHING RESOURCES | REFERENCES | ||
| 1
2 |
1 | Volume | Cross section | By the end of the lesson the learner should be able to identify the cross-section are of a regular solid
|
Explanation
Explanation -Working out -Answering -calculating – |
-Objects like tins, books, pencils, cups, pictures, etc | PM PB7 Pg1102-122
TG 7Pg70-80 NPM PB7 100Pg120 TG b7Pg76-79 |
||
| 2 | Volume of cubes | By the end of the lesson the learner should be able to work out volume of cubes | -Working out
Explanation – -Answering -calculating -measuring ring |
-Objects like tins, -books, pencils, -cups, pictures, etc | PM PB7 Pg1102-122
TG 7Pg70-80 NPM PB7 100Pg120 TG b7Pg76-79 |
||||
| 3 | Volume of cuboids | By the end of the lesson the learner should be able to work out volume of cuboids | Explanation
Measuring Working out |
Coloured Manila cards
(squares, triangles, circles), books, beads, |
PM PB7 Pg1102-122
TG 7Pg70-80 NPM PB7 100Pg120 TG b7Pg76-79 |
||||
| 4 | By the end of the lesson the learner should be able to work out volume of cylinder through pilling | -Working out | Coloured Manila cards
(squares, triangles, circles), books, beads, |
PM PB7 Pg1102-122
TG 7Pg70-80 NPM PB7 100Pg120 TG b7Pg76-79 |
|||||
| 5 | By the end of the lesson the learner should be able to work out volume of cylinder using the formulae | Explanation
-Working out -Answering -calculating -measuring |
Rectangles, circles, triangles
of different sizes and colours
|
PM PB7 Pg1102-122
TG 7Pg70-80 NPM PB7 100Pg120 TG b7Pg76-79 |
|||||
| 6 | Capacity | By the end of the lesson the learner should be able to workout problems involving capacity of cubes
|
Explanation
-Working out -Answering -calculating -measuring |
Rectangles, circles, triangles
of different sizes and colours
|
PM PB7 Pg1102-122
TG 7Pg70-80 NPM PB7 100Pg120 TG b7Pg76-79 |
||||
| 7 | Capacity of cuboids | By the end of the lesson the learner should be able to workout problems involving capacity of cuboids
|
Identifying sizes of objects.
group objects according to size Matching objects according to size |
Objects like tins, books, bottles, pictures, of different size
|
PM PB7 Pg1102-122
TG 7Pg70-80 NPM PB7 100Pg120 TG b7Pg76-79 |
||||
| 3 | 1 | Capacity cylinder | By the end of the lesson the learner should be able to workout problems involving capacity of cylinders
|
Explanation
-Working out -Answering -calculating -measuring |
Objects like tins, books, bottles, pictures, of different size | PM PB7 Pg1102-122
TG 7Pg70-80 NPM PB7 100Pg120 TG b7Pg76-79 |
|||
| 2 | Capacity and volume | By the end of the lesson the learner should be able to recognize and identify the relationship between capacity and volume
|
Explanation
-Working out -Answering -calculating -measuring |
Objects that have smooth or rough texture like wood,
paper, glass, soil, mirror, leaves, etc. |
PM PB7 Pg1102-122
TG 7Pg70-80 NPM PB7 100Pg120 TG b7Pg76-79 |
||||
| 3 | Mass | Mass in
Grams |
By the end of the lesson the learner should be able to workout problems involving mass in grams
|
• Explanation
-Working out -Answering -calculating -measuring |
Objects that have smooth or rough texture like wood,
paper, glass, soil, mirror, Leaves, etc.
|
PM PB7 Pg1102-122
TG 7Pg70-80 NPM PB7 100Pg120 TG b7Pg76-79 |
|||
| 4 | Kilograms | By the end of the lesson the learner should be able to workout problems involving mass in kilograms
|
Explanation
-Working out -Answering -calculating -measuring |
Travel tables | PM PB7 Pg1102-122
TG 7Pg70-80 NPM PB7 100Pg120 TG b7Pg76-79 |
||||
| 5 | Tonnes | By the end of the lesson the learner should be able to workout problems involving mass in tonnes
|
Explanation
-Working out -Answering -calculating -measuring |
Travel tables | PM PB7 Pg1102-122
TG 7Pg70-80 NPM PB7 100Pg120 TG b7Pg76-79 |
||||
| 6 | Money | Discount | By the end of the lesson the learner should be able to workout problems involving discounts
|
Explanation
-Working out -Answering -calculating |
Travel tables | PM PB7 Pg1102-122
TG 7Pg70-80 NPM PB7 100Pg120 TG b7Pg76-79 |
|||
| 7 | Percentage discount | By the end of the lesson the learner should be able to workout problems involving percentage discount
|
Explanation
-Working out -Answering -calculating |
Scale | PM PB7 Pg1102-122
TG 7Pg70-80 NPM PB7 100Pg120 TG b7Pg76-79 |
||||
| 4 | 1 | Commission | By the end of the lesson the learner should be able to workout problems involving commission | Explanation
-Working out -Answering -calculating |
PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
||||
| 2 | Percentage commission | By the end of the lesson the learner should be able to workout problems involving percentage commission
|
Explanation
-Working out -Answering -calculating |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
||||
| 3 | Simple interest | By the end of the lesson the learner should be able to workout problems involving simple interest
|
Explanation
-Working out -Answering -calculating |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
||||
| 4 | Simple interest | By the end of the lesson the learner should be able to workout problems involving simple interest
|
Explanation
-Working out -Answering -calculating |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
||||
| 5 | Hire purchase | By the end of the lesson the learner should be able to workout problems involving hire purchase
|
Explanation
-Working out -Answering -calculating |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
||||
| 6 | Hire purchase | By the end of the lesson the learner should be able to workout problems involving hire purchase
|
Explanation
-Working out -Answering -calculating |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
||||
| 7 | bills | By the end of the lesson the learner should be able to workout problems involving bills in buying and selling
|
Explanation
-Working out -Answering -calculating |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
||||
| 5 | 1 | Bills | By the end of the lesson the learner should be able to workout problems involving bills in buying and selling
|
Explanation
-Working out -Answering -Discussion Demonstration |
Multiplication table
Bill |
PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
|||
| 2 | Postal charges | Inland postal charges | By the end of the lesson the learner should be able to workout problems involving inland postal charges
|
Explanation
-Working out -Answering -Discussion Demonstration |
Multiplication table
Postal order |
PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
|||
| 3 | International postal charges | By the end of the lesson the learner should be able to workout problems involving international postal charges
|
Explanation
-Working out -Answering -Discussion Demonstration |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
||||
| 4 | International postal charges | By the end of the lesson the learner should be able to workout problems involving international postal charges
|
Explanation
-Working out -Answering -Discussion Demonstration |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
||||
| 5 | Money order | By the end of the lesson the learner should be able to workout problems involving money order
|
Explanation
-Working out -Answering -Discussion Demonstration |
Multiplication table
Money order |
PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
||||
| 6 | Postal orders | By the end of the lesson the learner should be able to workout problems involving postal orders
|
Explanation
-Working out -Answering -Discussion Demonstration |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
||||
| 7 | Telegram | By the end of the lesson the learner should be able to write a telegram
|
Explanation
-Working out -Answering -Discussion Demonstration |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
||||
| 6 | 1 | Telegram | By the end of the lesson the learner should be able to workout problems involving telegrams
|
Explanation
-Working out -Answering -Discussion Demonstration |
Multiplication table
telegram |
PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
|||
| 2 | Time and speed | Time | By the end of the lesson the learner should be able to workout problems involving time
|
Explanation
-Working out -Answering -Discussion Demonstration |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
|||
| 3 | Air flight | By the end of the lesson the learner should be able to workout problems involving air flight
|
Explanation
-Working out -Answering -Discussion Demonstration |
Multiplication table
Travel tables |
PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
||||
| 4 | Fare tables | By the end of the lesson the learner should be able to workout problems involving bus fare tables
|
Explanation
-Working out -Answering -Discussion Demonstration |
Multiplication table
Travel tables |
PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
||||
| 5 | Fare tables | By the end of the lesson the learner should be able to workout problems involving train fare ,time and distance tables
|
Explanation
-Working out -Answering -Discussion Demonstration |
Multiplication table
Travel tables |
PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
||||
| 6 | By the end of the lesson the learner should be able to workout problems involving converting units of speed
|
Explanation
-Working out -Answering -Discussion conversion |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
|||||
| 7 | T | Conversion | By the end of the lesson the learner should be able to workout problems involving converting units of speed
|
Explanation
-Working out -Answering -Discussion conversion |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
|||
| 8 | 1 | Temperature | Direct comparison | By the end of this topic, the
pupils should be able to compare temperature using hotter, warmer, colder and same as
|
Comparing
-Answering -Discussion Demonstration |
Multiplication table
thermometer |
PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
||
| 2 | By the end of the lesson the learner should be able to do a revision exercise on the work covered. | Explanation
-Working out -Answering -Discussion Demonstration |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
|||||
| 3 | Degree Celsius (oC) | By the end of the lesson the learner should be able to recognise and identify degree Celsius as a unit of measuring temperature
|
Explanation
-Working out -Answering -Discussion Demonstration |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
||||
| 4 | Geometry | Parallel line | By the end of the lesson the learner should be able to recognize and identify angles properties of parallel line | Explanation
-Working out -Construction -Discussion Demonstration |
Multiplication table
Wood cutting |
PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg36-45 |
|||
| 5 | By the end of the lesson the learner should be able to recognize and identify angles properties of quadrilateral | Explanation
-Working out -Construction -Discussion Demonstration |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg 36-45 |
|||||
| 6 | Transversal | By the end of the lesson the learner should be able to work out division involving angle properties of a parallel lines | Explanation
-Working out -Construction -Discussion Demonstration |
Multiplication table
Drawing on a chart |
PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg 36-45 |
||||
| 7 | By the end of the lesson the learner should be able to construct a right angled triangle using a ruler and a pair of compasses | Explanation
-Working out -Construction -Discussion Demonstration |
Multiplication table | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg 36-45 |
| WEEK | LESSON | TOPIC | SUB-TOPIC | OBJECTIVES | LEANING/ TEACHING ACTIVITIES | LEARNING/ TEACHING RESOURCES | REFERENCES | ||
| 9
10 |
1 | Percentage | Construction of triangle | By the end of the lesson the learner should be able to construct an isosceles triangle using a ruler and a pair of compasses | – Explanation
-Working out -Construction -Discussion Demonstration |
-Objects like tins, books, pencils, cups, pictures, etc | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg 36-45 |
||
| 2 | Construction of triangle | By the end of the lesson the learner should be able to construct a equilateral triangle using a ruler and a pair of compasses | Explanation
-Working out -Construction -Discussion Demonstration |
-Objects like tins, -books, pencils, -cups, pictures, etc | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg 36-45 |
||||
| 3 | Circumscribe | By the end of the lesson the learner should be able to construct a circles passing through vertices using a ruler and a pair of compasses | — Explanation
-Working out -Construction -Discussion Demonstration |
Coloured Manila cards
(squares, triangles, circles), books, beads, |
PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg 36-45 |
||||
| 4 | Pythagorean relationship | By the end of the lesson the learner should be able to recognise and identify Pythagorean relation ship | – Explanation
-Working out -solving equation -Discussion Demonstration |
Coloured Manila cards
(squares, triangles, circles), books, beads, |
PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg 36-45 |
||||
| 5 | By the end of the lesson the learner should be able to recognise and identify Pythagorean relation ship | – Explanation
-Working out -solving equation -Discussion Demonstration |
Rectangles, circles, triangles
of different sizes and colours
|
P PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg 36-45 |
|||||
| 3-6 | Model | By the end of the lesson the learner should be able to make a model of a cube
|
Identifying shapes of objects
Matching objects according to shapes
|
Rectangles, circles, triangles
of different sizes and colours
|
PM PB7 Pg46 | ||||
| 7 | By the end of the lesson the learner should be able to make a model of a cuboids
|
Identifying sizes of objects.
group objects according to size Matching objects according to size |
Objects like tins, books, bottles, pictures, of different size
|
TG 7Pg38 | |||||
| 11 | 1 | By the end of the lesson the learner should be able to make a model of a cylinder
|
Identifying sizes of objects.
group objects according to size Matching objects according to size |
Objects like tins, books, bottles, pictures, of different size | PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg 36-45 |
||||
| 2 | Pattern s | By the end of the lesson the learner should be able to make pattern using rectangles
|
• Identifying the texture of an object as rough and smooth
Grouping things According to texture. object as rough or smooth • Matching objects according |
Objects that have smooth or rough texture like wood,
paper, glass, soil, mirror, leaves, etc. |
PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg 36-45Pg TG b7Pg |
||||
| 3 | By the end of the lesson the learner should be able to make pattern using triangles
|
• Identifying the texture of an object as rough and smooth
object as rough or smooth • Matching objects according texture • Comparing the texture of objects. |
Objects that have smooth or rough texture like wood,
paper, glass, soil, mirror, Leaves, etc.
|
PM PB7 Pg46-65
TG 7Pg38-44 NPM PB7 Pg42-67 TG b7Pg 36-45 |
|||||
| 4 | Algebra | Forming | By the end of the lesson the learner should be able to form a simple algebraic equation
|
Rectangles, circles, triangles
of different sizes and colours Explanation -Working out -solving equation -simplifying |
Pg50-64
TG 7Pg NPM PB7 Pg42-60 TG b7Pg40-51 |
||||
| 5 | By the end of the lesson the learner should be able to form a simple algebraic equation
|
Explanation
-Working out -solving equation -simplifying |
Pg50-64
TG 7Pg NPM PB7 Pg42-60 TG b7Pg40-51 |
||||||
| 6 | Simplifying | By the end of the lesson the learner should be able to simplify an algebraic equation | Explanation
-Working out -solving equation -simplifying |
Pg50-64
TG 7Pg NPM PB7 Pg42-60 TG b7Pg40-51 |
|||||
| 7 | By the end of the lesson the learner should be able to simplify an algebraic equation | Explanation
-Working out -solving equation -simplifying |
Pg50-64
TG 7Pg49-50 NPM PB7 Pg42-60 TG b7Pg40-51 |
||||||
| 12 | 1 | By the end of this topic, the
pupils should be able to revise and answer question of the work covered in the term
|
Explanation
-Working out -solving equation -simplifying |
Pg50-64
TG 7Pg40-50 NPM PB7 Pg42-60 TG b7Pg40-51 |
|||||
| 2 | |||||||||
| 3 | |||||||||
| 4 | |||||||||
| 5 | |||||||||
| 6 | |||||||||
| 7 | |||||||||
| 13 | 1 | Revisions | By the end of this topic, the
pupils should be able to revise and answer question of the work covered in the term
|
Explanation
-Working out -revision
|
PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
||||
| 2 | |||||||||
| 3 | |||||||||
| 4 | |||||||||
| 5 | |||||||||
| 6 | |||||||||
| 7 | |||||||||
| 14 | 1 | Examinations | By the end of this topic, the
pupils should be able to revise and answer question of the work |
Explanation
-Working out -answering |
PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
||||
| 2 | |||||||||
| 3 | |||||||||
| 4 | |||||||||
| 5 | |||||||||
| 6 | |||||||||
| 7 |
Mathematic schemes of work for standard __7____TERM___3____YEAR________
| WEEK | LESSON | TOPIC | SUB-TOPIC | OBJECTIVES | LEANING/ TEACHING ACTIVITIES | LEARNING/ TEACHING RESOURCES | REFERENCES | ||
| 1
2 |
1 | Algebra | Form and Simplifying | By the end of the lesson the learner should be able to form and simplify an algebraic equation | -Grouping objects
-Naming objects – Explanation -Working out -solving equation -simplifying |
-Objects like tins, books, pencils, cups, pictures, etc | Pg50-64
TG 7Pg NPM PB7 Pg42-60 TG b7Pg40-51 |
||
| 2 | Substitution | By the end of the lesson the learner should be able to work out the value of algebraic equation through substitution | -Grouping objects
– arranging – Explanation -Working out -solving equation -simplifying |
-Objects like tins, -books, pencils, -cups, pictures, etc | Pg50-64
TG 7Pg NPM PB7 Pg42-60 TG b7Pg40-51 |
||||
| 3 | Substitution | By the end of the lesson the learner should be able to work out the value of algebraic equation through substitution | – Explanation
-Working out -solving equation -simplifying |
Coloured Manila cards
(squares, triangles, circles), books, beads, |
Pg50-64
TG 7Pg NPM PB7 Pg42-60 TG b7Pg40-51 |
||||
| 4 | Solving | By the end of the lesson the learner should be able to form and solve algebraic expression with one unknown | Explanation
-Working out -solving equation -simplifying |
Coloured Manila cards
(squares, triangles, circles), books, beads, |
Pg50-64
TG 7Pg NPM PB7 Pg42-60 TG b7Pg40-51 |
||||
| 5 | By the end of the lesson the learner should be able to form and solve algebraic expression with one unknown | Explanation
-Working out -solving equation -simplifying |
Rectangles, circles, triangles
of different sizes and colours
|
Pg50-64
TG 7Pg NPM PB7 Pg42-60 TG b7Pg40-51 |
|||||
| 6 | Simplifying in equalities | By the end of the lesson the learner should be able to simplify inequality with one unknown
|
Explanation
-Working out -solving equation -simplifying |
Rectangles, circles, triangles
of different sizes and colours
|
Pg150-164
TG 7Pg NPM PB7 Pg142-160 TG b7Pg94-96 |
||||
| 7 | By the end of the lesson the learner should be able to simplify inequality with one unknown
|
Explanation
-Working out -solving equation -simplifying |
Objects like tins, books, bottles, pictures, of different size
|
Pg150-164
TG 7Pg NPM PB7 Pg142-160 TG b7Pg94-96 |
|||||
| 3 | 1 | Tables and graphs | Linear Scale | By the end of the lesson the learner should be able to determine the appropriate scale for the graphs | Identifying linear scale
Explanation -Working out -representing data Drawing graph |
Objects like tins, books, bottles, pictures, of different size | Pg150-164
TG 7Pg NPM PB7 Pg142-160 TG b7Pg94-96 |
||
| 2 | By the end of the lesson the learner should be able to determine the appropriate scale for the graphs | • Identifying the texture of an object as rough and smooth
Explanation -Working out -representing data Drawing graph |
Objects that have smooth or rough texture like wood,
paper, glass, soil, mirror, leaves, etc. |
PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
|||||
| 3 | Interpreting tables | By the end of the lesson the learner should be able to read and interpret tables in real life situation
|
• Explanation
-Working out -representing data Drawing graph |
Objects that have smooth or rough texture like wood,
paper, glass, soil, mirror, Leaves, etc.
|
Pg150-164 | ||||
| 4 | By the end of the lesson the learner should be able to read and interpret tables in real life situation
|
Explanation
-Working out -representing data Drawing graph |
TG 7Pg | ||||||
| 5 | Bar graph | By the end of the lesson the learner should be able to represent data on a bar graph | Explanation
-drawing Representing data |
NPM PB7 Pg142-160 | |||||
| 6 | By the end of the lesson the learner should be able to interpreting data on a graph | -Discussion
-interpreting data -drawing |
TG b7Pg94-96 | ||||||
| 7 | Pie chart | By the end of the lesson the learner should be able to represent data on a pie chart | -Working out
-representing data Drawing pie chart |
Pg150-164
TG 7Pg NPM PB7 Pg142-160 TG b7Pg94-96 |
|||||
| 4 | 1 | By the end of the lesson the learner should be able to interpret data on a pie chart | -Conversion
-Working out -representing data Drawing pie chart |
Pg150-164
TG 7Pg NPM PB7 Pg142-160 TG b7Pg94-96 |
|||||
| 2 | Travel graph | By the end of the lesson the learner should be able to read and interpret data on a travel graph | Explanation
-Working out -representing data Drawing graph |
Pg150-164
TG 7Pg NPM PB7 Pg142-160 TG b7Pg94-96 |
|||||
| 3 | By the end of the lesson the learner should be able to
Present data on a travel graph |
– Explanation
-Working out -representing data Drawing graph |
PM PB7 Pg
TG 7Pg NPM PB7 Pg TG b7Pg |
||||||
| 4 | Line graph | By the end of the lesson the learner should be able to read and interpret data on a line graph | – Explanation
-Working out -representing data Drawing graph |
PM PB7 Pg150-164
TG 7Pg NPM PB7 Pg142-160 TG b7Pg94-96 |
|||||
| 5 | By the end of the lesson the learner should be able to
Present data on a line graph |
-Explanation
-demonstration -Discussion -Working out
|
PM PB7 Pg150-164
TG 7Pg NPM PB7 Pg142-160 TG b7Pg94-96 |
||||||
| 6 | Arithmetic mean | By the end of the lesson the learner should be able to work out problems involving arithmetic mean
|
Explanation
-demonstration -Discussion -Working out
|
PM PB7 Pg150-164
TG 7Pg NPM PB7 Pg142-160 TG b7Pg94-96 |
|||||
| 7 | The mode | By the end of the lesson the learner should be able to work out problems involving arithmetic mode | -Explanation
-demonstration -Discussion -Working out -Conversion |
PM PB7 Pg150-164
TG 7Pg NPM PB7 Pg142-160 TG b7Pg94-96 |
|||||
| 5 | 1 | By the end of the lesson the learner should be able to work out problems involving arithmetic mean and mode in real life situation
|
Explanation
-Discussion -Working out -Conversion -Observation |
PM PB7 Pg150-164
TG 7Pg NPM PB7 Pg142-160 TG b7Pg94-96 |
|||||
| 2 | Scale drawing | Linear scale in ratio form | By the end of this topic, the
pupils should be able to read and write linear scale in ratio form
|
-Explanation
-Discussion -drawing -Working out -Conversion |
PM PB7 Pg150-164
TG 7Pg NPM PB7 Pg142-160 TG b7Pg94-96 |
||||
| 3 | Conversion | By the end of this topic, the
pupils should be able to convert linier scale from statement to ratio form
|
Explanation
-Discussion -Demonstration -Working out -Conversion |
PM PB7 Pg150-164
TG 7Pg NPM PB7 Pg142-160 TG b7Pg94-96 |
|||||
| 4 | By the end of this topic, the
pupils should be able to convert linier scale from ratio form to statement
|
-Explanation
-Discussion -Demonstration -Working out -Conversion |
PM PB7 Pg150-164
TG 7Pg NPM PB7 Pg142-160 TG b7Pg94-96 |
||||||
| 5 | By the end of this topic, the
pupils should be able to convert linier scale from statement to ratio form and vice versa
|
Explanation
-Discussion -Working out -Conversion |
PM PB7 Pg150-164
TG 7Pg NPM PB7 Pg142-160 TG b7Pg94-96 |
||||||
| 6 | Making scale drawing | By the end of this topic, the
pupils should be able to make a scale drawing
|
-Explanation
-Discussion -Working out -Conversion |
PM PB7 Pg162
TG 7Pg NPM PB7 Pg142 TG b7Pg |
|||||
| 7 | . By the end of this topic, the
pupils should be able to work out problems involving scale drawing
|
Explanation
-Discussion -Working out -Conversion -Observation |
PM PB7 Pg143
TG 7Pg97 NPM PB7 Pg143 TG b7Pg95 |
||||||
| 7 | 1 | Mixed exercise | By the end of the lesson the learner should be able to do a revision exercise on the work covered | Explanation
-Discussion -Working out -answering |
PM PB7 Pg162
TG 7Pg NPM PB7 Pg162 TG b7Pg97 |
||||
| 2 | Ratio and proportion | Ratio as a fraction | By the end of this topic, the
pupils should be able to recognize and identify ratio as a fraction
|
Explanation
-Discussion -Working out -Conversion |
PM PB7 Pg163
TG 7Pg98 NPM PB7 Pg161 TG b7Pg99 |
||||
| 3 | Fraction | Ratio sharing | By the end of this topic, the
pupils should be able to interpret and use ratio on sharing
|
-Explanation
-Discussion -Working out -Conversion |
PM PB7 Pg163
TG 7Pg103 NPM PB7 Pg161 TG b7Pg99 |
||||
| 4 | By the end of this topic, the
pupils should be able to interpret and use ratio on sharing
|
PM PB7 Pg164
TG 7Pg NPM PB7 Pg162 TG b7Pg100 |
|||||||
| 5 | By the end of this topic, the
pupils should be able to work out problems involving ratio using unitary method
|
-Explanation
-Discussion -Working out -Conversion |
PM PB7 Pg
TG 7Pg NPM PB7 Pg163 TG b7Pg102 |
||||||
| 6 | Ratio increase | By the end of this topic, the
pupils should be able to interpret and use ratio in increase
|
PM PB7 Pg163
TG 7Pg NPM PB7 Pg162 TG b7Pg |
||||||
| 7 | By the end of this topic, the
pupils should be able to interpret and use ratio in increase
|
-Explanation
-Discussion -Working out -Conversion |
PM PB7 Pg164
TG 7Pg NPM PB7 161Pg102 TG b7Pg |
||||||
| 8 | 1 | Ratio decrease | By the end of this topic, the
pupils should be able to interpret and use ratio in decrease
|
PM PB7 Pg163
TG 7Pg NPM PB7 Pg163 TG b7Pg103 |
|||||
| 2 | By the end of this topic, the
pupils should be able to interpret and use ratio in decrease
|
-Explanation
-Discussion -Working out -Conversion |
PM PB7 Pg164
TG 7Pg NPM PB7 Pg162 TG b7Pg |
||||||
| 3 | By the end of the lesson the learner should be able to do a revision exercise on the work covered. | PM PB7 Pg
TG 7Pg NPM PB7 Pg163 TG b7Pg104 |
|||||||
| 4 | Direct proportion | By the end of the lesson the learner should be able to recognize and identify simple direct proportion | -Explanation
-Discussion -Working out -Conversion |
PM PB7 Pg
TG 7Pg NPM PB7 Pg164 TG b7Pg103 |
|||||
| 5 | By the end of the lesson the learner should be able to work out problems involving simple direct proportion | PM PB7 Pg
TG 7Pg NPM PB7 Pg165 TG b7Pg |
|||||||
| 6 | Indirect proportion | By the end of the lesson the learner should be able to recognize and identify indirect proportion | -Explanation
-Discussion -Working out -Conversion |
PM PB7 168Pg162
TG 7Pg NPM PB7 Pg106 TG b7Pg105 |
|||||
| 7 | By the end of the lesson the learner should be able to work out problems involving simple indirect proportion | -Explanation
-Discussion -Working out -Conversion |
PM PB7 Pg160
TG 7Pg NPM PB7 160Pg169 TG b7Pg106 |
| WEEK | LESSON | TOPIC | SUB-TOPIC | OBJECTIVES | LEANING/ TEACHING ACTIVITIES | LEARNING/ TEACHING RESOURCES | REFERENCES | ||
| 9
10 |
1 | Revision | By the end of the lesson the learner should be able to do a revision exercise on the work covered. | PM PB7 Pg
TG 7Pg107 NPM PB7 Pg169 TG b7Pg106 |
|||||
| 2 | |||||||||
| 3 | |||||||||
| 4 | |||||||||
| 5 | |||||||||
| 3-6 | |||||||||
| 7 | Revision | By the end of the lesson the learner should be able to do a revision exercise on the work covered. | PM PB7 Pg180
TG 7Pg112 NPM PB7 Pg22-170 TG b7Pg2-107 |
||||||
| 11 | 1 | Revision | By the end of the lesson the learner should be able to do a revision exercise on the work covered. | PM PB7 Pg
TG 7Pg180 NPM PB7 Pg171 TG b7Pg107 |
|||||
| 2 | |||||||||
| 3 | |||||||||
| 4 | |||||||||
| 5 | |||||||||
| 6 | |||||||||
| 7 | |||||||||
| 12 | 1 | Examination | By the end of the lesson the learner should be able to do a revision exercise on the work covered. | ||||||
| 2 | |||||||||
| 3 | |||||||||
| 4 | |||||||||
| 5 | |||||||||
| 6 | |||||||||
| 7 |
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