Blended Scheme of Works For 2023

BLENDED CURRICULUM FOR 2023/2024 ACADEMIC SESSION
FIRST TERM MATHEMATICS SCHEME OF WORKS FOR GRADE 7 STUDENTS

WEEK TOPIC SUB- TOPIC
1 DEVELOPMENT OF NUMBER  Counting and symbols for numbers
SYSTEMS AND PLACE VALUES Use of place value to:
 Addition, subtraction, multiplication and division of whole
numbers.
 Rounding off numbers to a given number of decimal places.
 Mental skills for adding and subtracting numbers
2 POSITIVE AND NEGATIVE  Reading and writing of large numbers
NUMBERS AND THEIR  Reading and writing of small numbers [ Decimal fractions]
CALCULATIONS  Estimations
 Order of operations
3 MULTIPLES AND FACTORS  Factors and Prime factors
 Multiples and Lowest common multiple [L.C .M ]
 Highest common factors [ H.C.F ]
 Squares and square roots
 Relationship between squares and Squares roots
 Cubes and Cube roots
 Relationship between cubes and cube roots
4 FRACTION 1  Type of fractions
 Basic operations in fractions
 The equivalence of fractions, decimals and percentages
 Conversions of fractions
5 BODMAS / PEDMAS of fractions  Order of Operations
 Removing brackets
 Negative sign before a bracket
6 MANIPULATING ALGEBRA  Use of letters to represents unknown numbers., variable or
constant
 4 basic operations in algebra.
 Applying the distributive law with a constant.
7 ALGEBRAIC PROCESS  Multiplying and dividing algebraic terms
 Order of operations and removing brackets
 Representing a situation with an algebraic expression.
 Representing a situation with a formula{single operation}
 Representing a situation with an equation {with unknown on one
side}
8 APPROXIMATION AND  Round whole numbers to a positive integer power of 10.E.g 1000
ESTIMATION  Decimal to the nearest whole number or one or decimal places.
 Rounding numbers to a given significant figures.
9 BASE TWO ARITHMETIC  Number base
 Binary numbers
 Operations with binary numbers { Addition, subtraction and
multiplication}
10 Revision  Revision
11 Examinations  Examinations
12 Examinations  Examinations
13 Vacation  Vacation

SECOND TERM MATHEMATICS SCHEME OF WORKS FOR GRADE 7 STUDENTS
WEE TOPIC SUB TOPIC
K
1 BASE TWO ARITHMETIC  Number base
 Binary numbers
 Operations with binary numbers { Addition, subtraction and
multiplication}
2 APPROXIMATION AND  Round whole numbers to a positive integer power of 10.E.g
ESTIMATION 1000
 Decimal to the nearest whole number or one or decimal places.
 Rounding numbers to a given significant figures.
3 PROBABILITY  Probability and the like hood of events.
 Probability and outcome.
 Probability experiments.
4 PLANE SHAPES 1: {  Properties of two dimensional shapes.
 Triangles, Rectangle, Circle and squares.
TWO DIMENSIONAL}  Triangle, polygons and circles e.t.c.
PROPERTITES  Finding missing angles in a triangle.
 Parts of Circle (Centre, radius, circumference, e.t.c).
3 DIRECTED NUMBERS:  The number line.
 Directed numbers.
 Addition and subtraction of positive numbers.
 Addition and subtraction of negative numbers.
6 PLANE SHAPES 2: PERIMETERS  Measuring perimeter.

 Manipulating algebraic expression.
 Using formulae to calculate perimeter.
 Perimeter of circles.
7 PLANE SHAPES 3 : AREAS  Area of 2D shapes (Triangle, Rectangle and circle).
 Finding the areas of triangle and compound shapes. Made
from triangles and Rectangles.
 Comparing and converting between metric units of areas.
8 STATISTIICS :1&2  Purpose and data collections.

 Data collection and sampling.
 Types of presentation.
 Organizing and presenting data.
9  Drawing of parallel lines.

ANGLES AND PARALLEL LINES  Properties of angles on parallel lines and transversals,
perpendicular lines, intersection lines.
 Sum of angles around a point is 3600.
10 REVISION  REVISION
11 EXAMINATIONS  EXAMINATIONS
12 VACATION  VACATION

THIRD TERM MATHEMATICS SCHEME OF WORKS FOR Grade 7 STUDENTS
WEEK TOPIC SUB TOPIC
1 STATISTIICS :1&2  Purpose and data collections.
2  Mean, median and mode with frequency

STATISTIICS 3  Bar chart
 Pie- chart
3 ANGLES AND PARALLEL LINES  Drawing of parallel lines.
 Properties of angles on parallel lines and
transversals, perpendicular lines,
intersection lines.
 Sum of angles around a point is 3600.
 Angles in a triangle
 Angles formed within parallel lines
 Calculating the sizes of angles
4 SIMPLE EQUATIONS  Equations
 Solutions of an equation
 Introduction to inequalities
5 SEQUENCES  Sequences and pattern
 Sequences in diagram
 The nth term
6 SOLIDS 2 : THREE DIMENSIONAL  Volume of three dimensional shapes
SHAPES { VOLUME}  Volume of cuboids and cubes
 Cuboids and cube
 Cylinders and prisms
 Cones and pyramids
 Spheres, naming vertices, edges and
faces.
7 INTRODUCTION TO FUNCTIONS AND  Functions
LINEAR FUNCTIONS  Constructing function machines
 Graphs of linear functions
 Horizontal and vertical lines.
8 GEOMETRICAL CONSTRUCTIONS  Construction

 Constructing parallel lines
 Bisecting straight lines
 Constructing angles. E.g 600, 900.
9  COORDINATES AND TWO  Coordinates and shapes
DIMENSIONAL SHAPES  Coordinates and translation of 2D
 SQUARES, SQUARE ROOTS, shapes
CUBES AND CUBE ROOTS  Squares and square root
10 REVISION AND EXAMINATIONS  REVISION
11 EXAMINATIONS  REVISION
12 RECORDING AND VACATION  RECORDING AND VACATION
13 VACATION  RECORDING AND VACATION
FIRST TERM, 2022/2023 ACADEMIC SESSION

WEEK: ONE
DATE: September, 19th - 23th, 2022.
SUBJECT: Mathematics
Topic Period Sub-topics
Development of number 1  Counting and symbols for numbers
systems and place values
2 Use of place value to:
 Addition, subtraction, multiplication
and division of whole numbers.
3  Rounding off numbers to a given

number of decimal places
4  Mental skills for adding and

subtracting numbers
CLASS: Grade 7
DURATION: 40 Minutes
RESOURSES TEXTS:
 New General Mathematics for JSS, by Macrae etc.

 Cambridge Checkpoint lower Secondary Mathematics for grade 7. By Ric Pimcentel and co
TEACHING AIDS: Data, tables, matches, large seeds smoo

th stones. e.t.c
BEHAVIORAL / LEARNING OBJECTIVES: By the end of this topic, all the students should be
able to:
( i ) Count in tens and other numbers groupings ( e.g
twenties
( ii ) Write Roman and Hindus Arabic numerals.
( iii) use simple codes for phrases and sentences.
( iv ) State the place values of digits in whole numbers
and
decimals fractions
( v ) Use mental skills method for adding and
subtracting
Numbers.
ENTRY BEHAVIOUR / PREVIOUS KNOWLEDGE: Students have been taught counting of

numbers in their
early education.
PRESENTATIONS
PERIOD: 1ST
(i) Scheme of work
(ii) Introduction to the topic
SUB- TOPICS: COUNTING AND SYMBOLS FOR NUMBERS

SPECIFIC OBJECTIVE: By the end of this lesson, all students should be able to:
( i) Count in tens and other numbers groupings ( e.g twenties .seventy)
( ii ) Write Roman and Hindus Arabic numerals.
STARTER ACTIVITY: Teacher asks the students who invented numbers and Roman Numerals?
PROCEDURES
STEP 1: The teacher presents the topic to the students. He gives short note on the
keywords
COUNT: Simply means find the quantity or numbers of items

EXAMPLE 1
Find the total of 1 week 5days, 6 days and 3 weeks 4 days. Give the answer in ( a ) weeks and days ( b)
just days
SOLUTION
5+ 6 + 4= 15 DAYS
= 2 X 7 + 1 day
2 weeks + 1 day
Also, 1+ 3 + 2 = 6 weeks
Therefore we have, 6 weeks and 1 day.
( b ) 6 weeks 1 day = 6 x 7 days + 1 = 43 days
EXAMPLE 2
Add the following times together .Give the answer in hours and minutes. 3h 40 mins, 2h 25 mins,1h 35 mins
SOLUTION
40 + 25 + 28 + 35 = 128 MINS
= 2 X 60 min + 8 mins
2 h + 8 mins
H min
3 40
2 25
28
1 35
8h 8mins
The answer is 8 hrs 8 mns
STEP 2 : He gives them class work on the topic

Page 2 exercise 1b qn. 1-3 NGM book 1.
STEP 3: The teacher collects and marks their note books and give correction to the problem
ASSIGNMENT
NGM, Page 1 exc., 1b, questions 4-8
REMARK:
PERIOD: 2nd
DURATION: 40 minutes.
SUB- TOPICS SYMBOLS FOR NUMBERS
GENERAL OBJECTIVE: By the end of this topic, the students should be able:
 Write Roman and Hindus Arabic numerals.
 Use simple codes for phrases and sentences.
SPECIFIC OBJECTIVE: By the end of this topic, the students should be able: to write numbers in
Roman
numerals and also change the Roman numerals back to numbers
PROCEDURE
STEP 1: The teacher presents the topic to the students. He writes short note on the
topic.
SYMBOLS: Simply means signs used for writing languages.
Consider the table below
NUMBER ROMAN NUMERALS

1 I
2 Ii
3 Ii
4 Iv
5 V
6 Vi
7 Vii
8 Viii
9 Ix
20 XX
30 XXX
40 XL
50 L
60 LX
90 XC
100 C
400 CD
500 D
900 CM
1000 M
EXAMPLE 1
What number does MDCLXXVIII represent?
SOLUTION
M= 1000
D= 500
C= 100
L= 50
XX = 20
V= 5
III = 3
MDCLXXVIII = 1678
EXAMPLE 2
Write the year 1934 in Roman numeral
Solution
1934 = 1000 + 900 + 30 + 4
1000 = M
900 =CM
30 =XXX
4 = IV
1934 = MCMXXXIV

Page 4 exercise 1d, qn. 1j and 2k NGM book 1.
REMARK:
3RD PERIOD
SUB -TOPIC: ROUNDING OFF NUMBERS TO A GIVEN NUMBER OF DECIMAL PLACES
State the place values of digits in whole numbers and decimals
fractions
SPECIFIC OBJECTIVE: By the end of this topic, the students should be able: to round off
decimal fractions to specific places.
PRESENTATION
STEP1: The teacher gives short note on the topic (key words}
Place value system: This simply means the value of a numeral according to its position in a number.
Hundred tens Unit decimal point tenths hundredths thousandth
3 7 6 . 5 2 1
EXAMPLE1
Round off 3425.2678 to the nearest:
( a ) Tenths ( b) hundredths ( c ) the place of the 4 ( d ) The place of 6
SOLUTION
3425. 2678 = 3425 .3 to the nearest tenths
3425. 2678 = 3425. 27 to the nearest hundredths
The place of value of 4 is hundred
The place of value of 6 is hundredths
EXAMPLE 2
The numbers below have been set out carelessly. Set them out correctly and simplify.
60.9 1
+ 3.1
SOLUTION
60 .91
+3 .1
64 .01
STEP 2: He gives them class work on the topic

NGM, Page 8 exc1g, questions 3a and 4a
ASSIGNMENT
NGM, Page 8 exc., 1h , questions 1 and 2
REMARK:
4th PERIOD
SUB -TOPIC: MENTAL SKILLS FOR ADDING AND SUBTRACTING NUMBERS
Estimate, add and subtract integers, recognizing generalizations
SPECIFIC OBJECTIVE: By the end of this topic, the students should be able: to carry out
calculations without the help of a calculator
PRESENTATION
STEP1: The teacher introduces the topic to the students
EXAMPLE 1
Without using a calculator add the two numbers 52 + 68
SOLUTION
The units 2 and 8 form a number bond to 10
Therefore the calculation can be done by adding together 50 + 60 + 10 = 120
OR USING NUMBER LINE
40 50 60 70 80 90 100 110 120 130
EXAMPLE 2
Without using a calculator subtract the following numbers146 – 36
SOLUTION
The units of both numbers are the same, so 6 – 6 = 0.
Therefore the calculation is done by using the remaining digits i.e 140 – 30 = 110
OR
USING NUMBER LINE
110 120 130 140 146 150

Checkpoint grade 7, Page 4 exc1.1, questions 1a -1d
ASSIGNMENT
Checkpoint grade 7, Page 4 exc1.1, questions 3a -3e
REMARK:
WEEK: TWO
DATE: September, 26th - 30th, 2022.
SUBJECT: Mathematic
s
NEGATIVE NUMBERS 1  Estimation
AND CALCULATIONS
2  Large and small numbers
 Reading and writing large numbers
3  Small numbers{ decimal fractions}
4  Order of operations
 Weekly test
CLASS: Grade 7
RESOURSES TEXTS:

TEACHING AIDS: Bring a newspaper articles that uses large numbers to

school.
able to:
( i) use estimation method to add and subtract numbers
( i ) Count, read and write large numbers ( millions,
billions )
( ii ) Write and read small numbers and express them
accurately.
( iii) solve problems expressed in large and small
numbers.
ENTRY BEHAVIOUR / PREVIOUS KNOWLEDGE: Students have been taught counting of
numbers in their
early education.
PRESENTATIONS
PERIOD: 1ST
SUB- TOPICS: ESTIMATION

SPECIFIC OBJECTIVE: By the end of this lesson, all students should be able to: use
estimation method
to add and subtract numbers
STARTER ACTIVITY: Teacher asks the students to differentiate between small and large
numbers
PROCEDURES
keywords
ESTIMATION: The process of making an estimate is called estimation.

EXAMPLE 1
Estimate the answer to the number 286 + 407
SOLUTION
Rounding 286 to the nearest hundred becomes =300
Rounding 407 to the nearest hundred becomes = 400
Therefore, the estimation value is 400+ 300 = 700
EXAMPLE 2
A pupil does the following in his head 1021 + 788 - 210- ( - 592) and says that this answer must be incorrect.
Explain why this answer must be in correct.
SOLUTION
Rounding the numbers to nearest hundred we have = 1000 + 800 - 200 +600 =2200
The estimation gives an answer of 2600. As 1291 is just over half this amount. Hence 1219 is not correct.

Page 4 exercise .1.1 qn. 3a-c Checkpoint book 1.
ASSIGNMENT
Checkpoint book 1, Page 4 exc. 1.1, questions 4-6
REMARK:
PERIOD: 2nd
SUB- TOPICS LARGE NUMBERS
 Count, read and write large numbers ( millions, billions )
SPECIFIC OBJECTIVE: By the end of this topic, the students should be able: to differentiate
between small and large numbers
PROCEDURE
topic.
Examples of large numbers are : Thousand, million, billion trillion e t c
NAME VALUE
Thousand 1000
Million 1000 thousand = 1 000 000
Billion 1000 million =1 000 000 000
Trillion 1000 billion = 1 000 000 000
EXAMPLE 1
Write the numbers 8702614235 correctly then express it in words
SOLUTION
Grouping the digits in 3s we have: 8 702 614 235

In words
Eight billion
Seven hundred and two million
Six hundred and fourteen million
Two hundred and thirty five
EXAMPLE 2
Express the following in a mixture of digits and words
( a) #3 000 000 ( b) 6 8000 000 ( c) 240 000 000
Solution
#3 000 000 = #3 x 1 000 000
#3 x million
#3 million
(b) 6 8000 000 = 68 x 1000 000
= 68 x million
= 68 million
(c) 240 000 000 = 240 x 1000 000
= 240 x 1 million
= 240 million

Page 12 exercise 2c, qns 2a – e NGM book 1.
REMARK:
3RD PERIOD
SUB -TOPIC: SMALL NUMBERS
Write and read small numbers and express them accurately.
SPECIFIC OBJECTIVE: By the end of this topic, the students should be able: solve problems
expressed in large and small numbers.
PRESENTATION
STEP1: The teacher gives short note on the topic (key words}
Small numbers are decimal fractions. Examples of decimal fractions are:
8 tenths = 0.8
8 hundredths= 0.08
8 thousandths = 0.008
8 ten thousandth =0.0008
EXAMPLE1
Write the following as decimal fractions
( a )28 Thousandths ( b)350 millionths ( c ) 865 / 100 000 ( d ) 400 /10 000
SOLUTION
28 thousandths = 1 thousandth x 28
= 0.001 x 28
= 0.028
350 millionths = 1 millionth x 350

= 0. 000001 x 350
= 0. 000350
865 /100 000 = 1 /100000 x 865

= 0.00001 x 865
= 0.00865
400 / 10 000 = 1 /10000 x 400

= 0.0001 X 400
= 0.04

NGM, Page 13 exc2d, questions 1-4
ASSIGNMENT
NGM, Page 13 exc., 2d, questions 5-10
REMARK:
4th PERIOD
TOPIC: WEEKLY TEST
GENERAL OBJECTIVE: The teacher evaluates the students on everything he has taught them for
the week.
PRESENTATION
STEP1: The teacher gives selected questions from NGM book1
STEP2 : The teacher collects and marks their note books and give correction to the problem
ASSIGNMENT
NGM, Page 13 exc., 2d , questions 5-15
REMARK:

WEEK: THREE
DATE: October, 3rd - 7th, 2022.
s
MULTIPLES AND 1  Factors and Prime factors
FACTORS
2  Multiple and lowest common multiple ( LCM)
 Highest common factors ( HCF)
3  Squares and square roots
 Relationship between squares and squares roots
4  Cubes and cube roots

 Relationship between cubes and cubes roots
CLASS: Grade 7
RESOURSES TEXTS:

TEACHING AIDS: 1 to 100 number square chart on poster.
able to:
( i) Find the factors of a given whole number.
( i ) Define and identify prime numbers
( ii ) Express a number as a product of its factors in
index form.
( iv) Find the HCF of two or more whole numbers
(v) Write down two or more multiples of a given

number.
( vi ) Find the lowest common multiple ( LCM ) of two

or more
whole numbers
ENTRY BEHAVIOUR / PREVIOUS KNOWLEDGE: Students have been taught how to find LCM
and HCF when they were in Junior School.
PRESENTATIONS
PERIOD: 1ST
DATE: Monday 3rd of October 2022
PUBLIC HOLIDAY (OCTOBER 1ST)
PERIOD: 2nd
DATE: 4th. of October,
SUB- TOPICS FACTORS AND PRIME FACTORS
 Find the factors of a given whole number.
SPECIFIC OBJECTIVE: By the end of this topic, the students should be able to:
 Lists the factors of numbers,
 Find the prime factors of numbers.
PROCEDURE
topic.
FACTORS: A number that divides into another number without any remainder.
PRIME NUMBER; A whole number with only two factors (itself and 1)
EXAMPLE 1
Write 40 as a product of two factors in eight ways.
SOLUTION
1 x 40 = 2 x 20 = 4 x 10 =5 x 8 = 40 x 1 = 20 x2 = 10 x4 =8 x 5 =
EXAMPLE 2
Express 15288 as a product of prime factors.
Solution
2 15288
2` 7644
2 3822
3 1911
7 637
7 91
13 13
1 1
Thus 15288 = 2 x 2x 2 x3 7x 7 x13 = 23 x 31 x7x 131 in index form.

Page 16 exercise 3c, qns 3and 8 NGM book 1.
ASSIGNMENT
NGM, Page 136 exc., 3c, questions 5-10
REMARK:
3RD PERIOD
SUB -TOPIC: HIGHEST COMMON FACTORS AND LOWEST COMMON
MULTIPLES
 Express a number as a product of its factors in index form.
 Find the HCF of two or more whole numbers
 Write down two or more multiples of a given number
 Find the lowest common multiple ( LCM ) of two or more
whole numbers
SPECIFIC OBJECTIVE: By the end of this topic, the students should be able: to find factors,
HCF and LCM of numbers.
PRESENTATIONS
keywords
COMMON FACTOR: This is a factor of more than one number
STEP1: The teacher gives example on the topic.

EXAMPLE 1
Find the common factors of the following numbers 28 , 42 and 70
Solution
28 = 1, 2, 4, 7, 14, 28
42 = 1, 2, 3, 6, 7, 21, 42
70 = 1, 2 ,5, 7 ,10, 35, 70
Therefore the common factors are 2 and 7 =2 x 7 = 14.
EXAMPLE2
Find the HCF of the following numbers 18 , 24 and 42
SOLUTION
2 18 24 42
3 9 12 21
3 4 7
Therefore HCF = 2 x 3 = 6
EXAMPLE 3
Find the LCM of the following numbers 18 , 24 and 42
Solution
2 18 24 42
2 9 12 21
2 9 6 21
3 9 3 21
3 3 1 7
3 1 1 7
7 1 1 1
Therefore LCM = 2 x 2 x 2 x 3 x 3x3 x7 =540

NGM, Page 18 exc3f, questions 2a-b
Cambridge checkpoint lower secondary mathematics for grade 7 exc.9.1 qns 1c -d
REMARK:
4th PERIOD
TOPIC: WEEKLY TEST
GENERAL OBJECTIVE: The teacher evaluates the students on everything he has taught them for
the week.
PRESENTATION
STEP2 : The teacher collects and marks their note books and give correction to the problem
ASSIGNMENT
NGM, Page 18 exc., 3f , questions 2g-h , 4f-g
REMARK:

WEEK: FOUR
DATE: October, 10th - 14th, 2022.
MULTIPLES AND TEST 1  Multiples
OF DIVISIBILITY
2  Divisibility rules
3  Squares and square roots

 Relationship between squares and squares roots
4  Cubes and cube roots

 Relationship between cubes and cubes roots
CLASS: Grade 7
RESOURSES TEXTS:

TEACHING AIDS: 1 to 100 number square chart on poster.
able to:
( i) Find the multiples of a given whole number.
( ii ) Use the knowledge of tests of divisibility to find
the factors
of numbers greater than 100
( ii ) Understand the relationship between Squares and
corresponding Square roots and cubes and
corresponding cube roots
ENTRY BEHAVIOUR / PREVIOUS KNOWLEDGE: Students have been taught how to find factors,
LCM and HCF in the previous classes
PRESENTATIONS
PERIOD: 1ST
DATE: Monday 10th of October 2022
PUBLIC HOLIDAY (EIL-DIL MALOUD)
PERIOD: 2nd
DATE: 11th of October,
SUB- TOPICS MULTIPLES AND DIVISIBILITY
 Find the multiples of a given whole number.
SPECIFIC OBJECTIVE: By the end of this topic, the students should be able to:
 Lists the multiples of numbers,
 Knows the divisibility rules
PROCEDURE
STEP 1: The teacher presents the topic to the students. He writes short note on the topic.
MULTIPLES of a .number are all the whole numbers which are in that number’s times table. For
example the multiples of 3 are all the numbers in the 3 multiplication table. Eg the first five are : 3, 6 ,
9 , 12 and 15.
COMMON MULTIPLE: This is a multiple of two or more numbers. E.g 12 is a multiple of 6 and 4.
EXAMPLE 1
Write 4 multiples of 6
SOLUTION
Multiples of 6 are: 12, 18 , 24 and 30
EXAMPLE 2
Give common multiples of ( a ) 2 and 11. ( b ) 4, 5 and 6
Solution
The common multiples of 6 and 11 are: 33 , 66 and 99
The common multiples of 4, 5 and 6 are 120, 240 and 360
Page 19 exercise 3g, qns 9 and 10 NGM book 1.
STEP 3 : ASSIGNMENT
NGM, Page 19 exc., 3h , questions 2-8
3RD PERIOD
SUB -TOPIC: HIGHEST COMMON FACTORS AND LOWEST COMMON
MULTIPLES
 Express a number as a product of its factors in index form.
 Find the HCF of two or more whole numbers
 Write down two or more multiples of a given number
 Find the lowest common multiple ( LCM ) of two or more
whole numbers
SPECIFIC OBJECTIVE: By the end of this topic, the students should be able: to find factors,
HCF and LCM of numbers.
PRESENTATIONS
keywords
COMMON FACTOR: This is a factor of more than one number
STEP1: The teacher gives example on the topic.

EXAMPLE 1
Find the common factors of the following numbers 28 , 42 and 70
Solution
28 = 1, 2, 4, 7, 14, 28
42 = 1, 2, 3, 6, 7, 21, 42
70 = 1, 2 ,5, 7 ,10, 35, 70
Therefore the common factors are 2 and 7 =2 x 7 = 14.
EXAMPLE2
Find the HCF of the following numbers 18 , 24 and 42
SOLUTION
2 18 24 42
3 9 12 21
3 4 7
Therefore HCF = 2 x 3 = 6
EXAMPLE 3
Find the LCM of the following numbers 18 , 24 and 42
Solution
2 18 24 42
2 9 12 21
2 9 6 21
3 9 3 21
3 3 1 7
3 1 1 7
7 1 1 1
Therefore LCM = 2 x 2 x 2 x 3 x 3x3 x7 =540

Cambridge checkpoint lower secondary mathematics for grade 7 exc.9.1 qns 1c –d
REMARK:
3RD PERIOD
DATE: 12th of October,
SUB -TOPIC: DIVISIBILITY
GENERAL OBJECTIVE: By the end of this topic, the students should be able: Use the knowledge
of tests
of divisibility to find the factors of numbers greater than 100
SPECIFIC OBJECTIVE: By the end of this topic, the students should be able: to applies the rules
of
divisibility
PRESENTATIONS
keywords
DIVISIBILITY: This is useful to be able to check whether a number is divisible by any of the
numbers from 2 to 10 without having to use a calculator.
RULES OF DIVISIBILITY
There are quick methods that can be used to check for divisibility.
(a). Rules for 2 ,5 or 10
 Multiples of 2 all end with either a 0, 2, 4 ,6 or 8. Examples 24 , 18 20 e t c
 Multiples of 5 all end with 0 or 5 Example 10 , 55, 60 e.t.c
 Multiples of 10 ends with 0. Example 20 , 30 ,40 etc
(b). Rules for 3 or 9
 Adding the digits of each number together gives a total that is divisible by 3
e.g 54 = 5 + 4 = 9 is divisible by 3
372 = 3+ 7 + 2 =12 is divisible by 3
 Adding all the digits of each number together to gives a total that is divisible by 9
Example 99 = 9 + 9 = 18 is divisible by 9
Example 5877 = 5+8 +7 +7 = 27 and 27 is divisible by 9
(c) Rule for 4
 A number is divisible by 4 if the last two digits of the number are divisible by 4
Example 128 is divisible by 4 as the last two digits 28 is divisible by 4.
Example 2 : 246 is not divisible by 4 because the last two digits 46 is not divisible by
4.
(d) Rule for 8
 A number is divisible by 8 if the last three digits of the number is divisible by 8.
Example 2432 is divisible by 8 as the last three digits 432 is divisible by 8.
(e) Rule for 6
 For a number to be divisible by 6 it must be divisible by both 2 and 3
Example 1104 is divisible by 6 (as the last digit 4 is divisible by 2) Also divisible by 3
as the sum of the digits ( 1+1+0+4=6 is divisible by 3) . Therefore 1104 is divisible by
6.
(f) Rule for 7
 Divisibility by 7 involves the following steps
 Take the last digit off the number and double it, then subtract it from the remaining
digits. If the answer is divisible by 7, therefore the original number is divisible by 7.
Example: Test whether 1078 is divisible by 7
(8 x 2 )= 16
107 – 16 =91. Therefore 91 is divisible by 7. Hence 1078 is divisible by 7.
ASSIGNMENT
The teacher asks the students to master the rules
REMARK:

WEEK: FIVE
DATE: October, 17th – 21st, 2022.
CLASS: Grade 7
.
MID TERM TEST
PRESENTATIONS
STEP 1: The teacher gives test on selected questions on every topics he has taught them from week
one to week four.
STEP 2: The teacher marks their note books and gives correction to the questions
STEP 3: The teacher gives week end assignment from their text books.

Cambridge checkpoint lower secondary mathematics for grade 7 exc.9.2 qns 1a –e
REMARK:
LESSON NOTE TEMPLATE
CLASS: GRADE 7 SUBJECT: MATHEMATICS

DATE: November 7th -11th 2022
WEEK : 8
TOPIC: FRACTIONS AND PERCENTAGES SUB TOPICS:
 Types of fractions
 Basic operations in fraction
 The equivalence of fractions, decimals and percentages
 Conversions of fractions
TEACHING AIDS: Paper plates, Analog Clock, Fraction stripes/Circle, pattern block.
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to:
 Express quantities in terms of common fractions and mixed
numbers where appropriate.
 Change mixed numbers to improper fractions and vice versa.
 Recognize that fractions, terminating decimals and
percentages have equivalent values.
 Estimate, multiply and divide proper fractions.
 Use knowledge of common factors, laws of arithmetic and
order of operations to simplify calculations containing
decimals or fractions.
LESSON FOCUS During focus lessons, teacher leads instruction as students observe.
i.e (“I do it”, “we do it”. “You do it together”, “you do it alone”.
PREVIOUS KNOWLEDGE The students have been taught elementary stage of fractions when
they were in middle school.
PLAN
LESSON PLANNNED ACTIVITIES NOTES

Instruction STEP 1: The teacher introduces the topic to the students.
STEP 2: The teacher explains the topic and gives examples.
STEP 3: The teacher gives class work on the topic.
STEP4: The teacher gives assignment after the correction to the class work has
been done
MAIN 1ST PERIOD RESOURCES

ACTIVITIE FRACTIONS Cambridge
S Types of fractions Checkpoint lower
 Proper fractions Secondary
 Improper fractions Mathematics
 Mixed fractions grade 7.
 Decimal fractions By Ric Pimentel
Examples of proper fractions are: ½ , 2/3 , 2/5 e.t.c and co.
Examples of improper fractions are : 5/2, 7/6 , 8/3 etc
Examples of mixed fractions are: 4 ½, 3 ½ e.t.c New General
Examples of decimal fractions are: o.2 , 0.003 ,3.5 e.t.c mathematics for
junior secondary
EXAMPLE 1 School bk 1. By
(a) Express 4 ½ as an improper fraction. MF Macrea and
(b) Express 19/8 as a mixed number. co.
Solution
( a) 4 ½ = 4 + ½ = 8/2 + ½ = 9/2
( b) 19/8 =19÷ 8=2 withremainder 3
= but the remainder is also divided by 8
3
= 19÷ 8=2+ =23 /8
8
EXAMPLE 2
Express (a) 42/70 ( b) 26 / 78 in their lowest terms
Solution
42/70 = 42÷ 7=3
70 ÷ 7=5
( b) 26 /78 = 26 ÷ 2 = 13 = 1
78 ÷ 2 39 3
STEP 2 : CLASS WORK

PAGE 23 NGM BOOK1. Exercise 4a qns 1a-c and 2a-c
ASSIGNMENT
STEP 3: Cambridge checkpoint grade 7.Excercise 15.1, page 118.
REFLECTION:
2ND PERIOD
STEP 1: The teacher introduces sub- topic to the students.
been done
SUB-TOPIC:
THE EQUIVALENCE OF FRACTIONS, DECIMALS AND PERCENTAGES
Consider the fractions 1/3, 2/6, 3/9, 4/12 5/15 all represent the same fractions.
Therefore, fractions of this type are equivalent fractions.
Also,
½ = 0.5 = 50%
EXAMPLE1
( a) write the decimal 0.7 as a fraction in its lowest term.
( b) convert 19/100 as a decimal
( c) convert the percentage 134.5% to both fractions and decimal.
SOLUTION
( a) By entering 0.7 into a lace value table we get:
UNITS TENTHS
0 7
The “7” is worth seven- tenths As a fraction this can therefore written as 7/10.
(b) As 19 is being divided by 100. Therefore, 19/100 can be written as 0.19.
( c) 134.5% can be written as 134.5/100

To eliminate the decimal, both numerator and denominator can be doubled
134.5/100 = 269/200.
EXAMPLE 2
Write the decimal fraction0.625as a fraction in its simplest form.
Solution
By entering 0.625 into a place value table we get
Unit Tenths Hundredths Thousandths
s
0 6 2 5
i.e Six-tenths, two- hundredths and five thousandths = 625thousandths
=625/1000
STEP 2; CLASS WORK

Cambridge checkpoint grade 7.Excercise 15.1, page 118.qns 2
STEP 3: ASSIGNMENT
Cambridge checkpoint grade 7.Excercise 15.1, page 118. Qns 4 and 5
REFLECTION:
3RD PERIOD
SUB TOPIC:
ADDITION, SUBTRACTION MULTIPLICATION AND DIVISION OF FRACTIONS
PRESENTATIONS
been done
EXAMPLE 1
Find the value of 1/8 +3/8

Solution
1/8 + 3/8 = 4/8 =1/2
VISUALLY:
That is simply add the numerators together and keep the denominator as it is
EXAMPLE 2
Visually this can be shown as follows
MULTIPLICATION AND DIVISION OF FRACTIONS
Half of an amount is the same as multiplying that amount by half or dividing by 2.
EXAMPLE 1
Half of $20 can be written as either 20 x ½ or 20/2.
Similarly, a quarter of an amount is the same as multiplying that amount by 4 or
dividing by 4.
EXAMPLE 2
From the shapes above, calculate quarter of half of the shape.
Solution
A quarter of ½ can be written as either ½ x ¼ or ½ /4. Therefore the answer to
the calculation above is 1/8 and is visualized above
EXAMPLE 3
Multiply 3/7 x 1/5 =3 x 1 = 3 /35
7x 5
STEP 2 : CLASS WORK
PAGE 26 NGM BOOK1. Exercise 4e qns 1-4
ASSIGNMENT
STEP 3: 128. Cambridge checkpoint grade 7.Excercise 15.5, page
REFLECTION:
4th PERIOD
TOPIC: WEEKLY TEST
GENERAL OBJECTIVE: The teacher evaluates the students on
everything he has taught them for the week.
PRESENTATION
STEP1: The teacher gives selected questions from NGM book1 page 26
exercise 4e and Cambridge checkpoint grade 7.Excercise 15.5, page 128.
STEP2 : The teacher collects and marks their note books and give
correction to the problem.
ASSIGNMENT
NGM, Page 26 exc., 4e , questions 2g-h , 4f-g
Cambridge checkpoint grade 7.Excercise 15.5, page 128.qns 5-6.
:
REFLECTION:

DATE: JANUARY 9th -13th 2023
WEEK : 1
TOPIC: BASE TWO ARITHMETIC SUB TOPICS:
 Number base
 Binary numbers
 Operations with binary numbers { Addition, subtraction and
multiplication}
TEACHING AIDS: Counters e.g matchsticks, bottle tops, pebbles.

 Expand numbers expressed in various bases.
 Express base ten numbers in base two.
 Convert binary (base two) numbers to base ten.
 Add, subtract and multiply binary numbers.
.
PREVIOUS KNOWLEDGE The students have been taught elementary stage of addition and
subtraction of numbers when they were in junior school.
PLAN

Instruction STEP 1: The teacher gives the scheme of works to the students.
STEP 2: The teacher introduces the topic to the students.
STEP 5: The teacher gives assignment after the correction to the class work
has been done
ACTIVITIE STEP 1: The teacher gives the scheme of works to the students. Cambridge Checkpoint
S lower Secondary
Mathematics
REFLECTION: grade 7.
By Ric Pimentel and
co.
New General
mathematics for
junior secondary
School bk 1. By MF
Macrea and co.
2ND PERIOD
STEP 1: The teacher introduces topic to the students.
STEP 4: The teacher gives assignment after the correction to the class work
has been done
NUMBER BASES
A number base is the number of digits or combination of digits that a
system of counting uses to represent numbers. A base can be any number
greater than 0.
EXAMPLE
Digit position : 5 4 3 2 1 0
Base 10 : 7 2 9 4 3 5
7x 105 2x104 9x103 4 x102 3 x101 5 x100
EXAMPLE 1
Expand the following in the powers of their bases.

(a) 25024six ( b) 1001two
SOLUTION
( a) 25024six = 2 x64 + 5 x 63 + 0 x 62 + 2 x 61 + 4 x60
(b) 1001two = 1 x23 +0 x22 +0 x21 + 1 x20
STEP 2: CONVERTING BETWEEN BASES TEN AND TWO
EXAMPLE 1
Convert 30ten to a base two number.
SOLUTION:
Express 30 as a multiples of 2
2 30
2 15 R 0
2 7 R 1
2 3 R 1
2 1 R1
2 0 R1
30ten = 11110 two
EXAMPLE 2
Convert 11001two to a base ten number
SOLUTION:
11001two = 1 x 24 + 1 x 23 + 0 x22 + 0 x 21 +1 x 20
= 16 + 8 + 0 + 0 +1= 25ten
STEP 3; CLASS WORK

PAGE 196 NGM BOOK1. Exercise 24c qns 6a – c and 7a –c.
STEP 3: ASSIGNMENT
PAGE 196 NGM BOOK1. Exercise 24c qns 6d – d and 7d –h
REFLECTION:
3RD PERIOD
SUB TOPIC:
OPERATIONS WITH BINARY NUMBERS
PRESENTATIONS
STEP4: The teacher gives assignment after the correction to the class work
has been done
ADDITION AND SUBTRACTION OF BINARY NUMBERS
EXAMPLE 1
Simplify the following

a. 1011 + 1101
b. 101 +101 +111
c. 1110 -1011
d. 10101- 111
Solution
a. 1011 c. 1011
+ 11 01 - 1 011
1 1000 0000
b. 1 0 1 d. 10101
101 - 111
+ 111 01110
10001
MULTIPLICATION OF BINARRY NUMBERS

EXAMPLE 1
Calculate the following
a. 101 x 11
b. 1110 x101
Solution
a. 1 0 1
1 1
1 0 1
+ 1 0 1
1 1 1 1
b. 1 1 1 0
x 1 0 1
1 1 1 0
0 0 0 0
+ 1 1 1 0
1 0 0 0 1 1 0
STEP 3 : CLASS WORK

PAGE 196 NGM BOOK1. Exercise 24c qns 6a-c and 7a-c
ASSIGNMENT
STEP 4: PAGE 196 NGM BOOK1. Exercise 24c qns 6d-h and 7c-h
REFLECTION:
4th PERIOD
TOPIC: WEEKLY TEST
everything he has taught them for the
week.
PRESENTATION
STEP1: The teacher gives selected questions from NGM book1.
STEP2: The teacher collects and marks their note books and give
ASSIGNMENT
NGM, Page 197 exc., 24d , questions 2a-l
:

DATE: JANUARY 8th -12th 2024
WEEK : 1
TOPIC: PROBABILITY AND THE SUB TOPICS:
LIKELIHOOD OF EVENTS  Definition of probability.
 Types of probability.
 Applications of probability to human life.
TEACHING AIDS: Matchsticks, Play cards, Dice, Coin.

 Understand and explain that probabilities range from 0 to 1,
and can be represented as proper fractions, decimals and
percentages.
 Use the language associated with probability and proportion
to describe, compare, order and interpret the likelihood of
outcomes.
PREVIOUS KNOWLEDGE The students have been taught division and multiplication of
numbers when they were in junior school.
PLAN

Instruction STEP 1: The teacher gives the scheme of works to the students.
STEP 5: The teacher gives assignment after the correction to the class work has
been done

ACTIVITIE STEP 1: The teacher introduce the topic to the students. Cambridge
S Checkpoint lower
PROBABILITY AND THE LIKELIHOOD OF EVENTS Secondary
Probability is the study of chance, or the likelihood of an event happening. Mathematics
In everyday language, we use word that associated with probability. Examples are grade 7.
: I might see the film, I’m definitely going to win the race, it is unlikely that I will By Ric Pimentel
pass the exams e.t.c and co.
Probability is divided into two :
( a) Theoretical probability New General
( b) Experimental probability mathematics for
Theoretical probability is dealing with what is happen in theory junior secondary
School bk 1. By
Therefore Probability is define as = Number of required outcomes MF Macrea and
Total number of possible outcome co.
EXAMPLE1
A con is flipped or tossed once, what is the probability of getting (a) a head
( b) a tail
SOLUTION
Probability of getting a head = ½
( b) Probability of getting a tail = ½
2ND PERIOD
Step 1: The teacher gives more examples on the topic.
EXAMPLE 2
500 balls numbers from 1 to 500 are placed in a large container. A ball is picked at
random.
(a) Are the numbers an example of equally likely outcomes? Justify your
answer.
(b) Calculate the probability that the ball:
(i) has the numbers 1 on it

(ii) has one of the numbers 1 – 50 on it
(iii) has one of the numbers 1 – 500 on it
(iv) has one of the numbers 501 on it
SOLUTION
(a) It might likely equally outcomes.
(bi) Pr. that the ball has the number 1 on it = 1/500
(bii) Pr. that the ball has the number 1 – 50 on it = 50/500 =1 /10
(biii) Pr. that the ball has the number 1-500 on it = 500/500 =1
(biv) Pr. That the ball has the number 501 on it = 0/500 =0
STEP 2; CLASS WORK

Cambridge checkpoint grade 7 page 71.Excercise 10.1 qn 5
STEP 3: ASSIGNMENT
Cambridge checkpoint grade 7. page 71Excercise 10.1, qns 3-6
REFLECTION:
3rd PERIOD
been done
EXPERIMENTAL PROBABILITY
Note that the only way to find the probability of heads or tails with the coin
would be by experiment. This is called experimental probability
EXAMPLE1
A coin is flipped ten times and it shows heads four times. Based on this result,
estimate the experimental probability of getting heads.
SOLUTION
Experimental probability = 4/10 =0.4
EXAMPLE 2
A coin is flipped 1000 times and it shows heads 426 times. Calculate the
experimental probability
SOLUTION
STEP 2; CLASS WORK

Cambridge checkpoint grade 7 page 71.Excercise 10.1 qn 4
STEP 3: ASSIGNMENT
Cambridge checkpoint grade 7. page 71Excercise 10.1, qns 1-2
REFLECTION:
4th PERIOD
TOPIC: WEEKLY TEST
PRESENTATION
STEP1: The teacher gives selected questions from NGM book1 and
Cambridge checkpoint grade 7
STEP2: The teacher collects and marks their note books and gives
STEP 3: ASSIGNMENT
Cambridge checkpoint grade 7. page 71 Exercise 19.1, qns 1 -2
:
THIRD TERM LESSON NOTE TEMPLATE

DATE: MAY 2nd -5h 2023
WEEK : 1
TOPIC: STATISTICS 1 &2 SUB TOPICS:
 Purpose and data collections.
TEACHING AIDS: Counters e.g matchsticks, bottle tops, pebbles.

 Present statistical data in rank order.
 Construct a frequency table from given data
 Present statistical data graphically in pictograms, bar charts
and /or pie charts.
 Interpret statistical data presented numerically and
graphically
PREVIOUS KNOWLEDGE The students have been taught elementary stage of addition and
subtraction of numbers when they were in junior school.
PLAN

instruction STEP 1: The teacher gives the scheme of works to the students.
been done
ACTIVITIES STEP 1: The teacher gives the scheme of works to the students. Cambridge
Checkpoint lower
Secondary
REFLECTION: Mathematics
grade 7.
By Ric Pimentel and
co.
New General
mathematics for
junior secondary
School bk 1. By MF
Macrea and co.
2ND PERIOD
been done
PRESENTATION OF DATA
TYPES OF PRESENTATIONS
(1). Presentation of numbers or values in lists and tables
(2). Presentation using graphs.
LIST: This is basic information arranged in a row or column.

TABLE: This is information arranged in rows and columns.
EXAMPLE 1
A die is tossed 25 times and the following numbers are obtained.
4 6 4 3 2 5 5 5 1 3 3 4 3 5 1 2 3 3 4 5 5 2 4 3 5
(a) Represent the information in a frequency table.
(b) Which numbers occur most often?
SOLUTION
( a)
NUMBER FREQUENCY
1 2
2 3
3 7
4 5
5 7
6 1
(b) Most often numbers are 3 and 5
STEP 2: GRAPHICAL REPRESENTATION

Examples of graphical representation are Pictogram, Bar chart, Pie chart e.t.c
PICTOGRAM: This is a graph with pictures showing frequencies.
EXAMPLE 1
GRADE A B C D E F
FREQUENCY 3 5 3 1 2 1
Use the information above to draw a pictogram
SOLUTION:
GRADE PICTOGRAM
GRADE A βββ
GRADE B βββ ββ
GRADE C βββ
GRADE D β
GRADE E ββ
GRADE F β
STEP 3; CLASS WORK

PAGE 147 NGM BOOK1. Exercise 18A qn 1a – K
STEP 3: ASSIGNMENT
PAGE 146 NGM BOOK1. Exercise 18A qns 2a – e and 3a –h
REFLECTION:
The teacher asks the students the meaning of the following words:
(a) List
(b) Table
(c) Pictogram
(d) Presentation.
3RD PERIOD
SUB TOPIC:
BAR CHART AND AVERAGE
BAR CHART: This is a graph where the length of a bar or column shows frequency.
PRESENTATIONS
been done
EXAMPLE 1
GRADE A B C D E F
FREQUENCY 3 5 3 1 2 1
Use the information above to draw a bar chart
A BAR CHART SHOWING GRADES OF STUDENTS
7
0
Category 1 Category 2 Category 3 Category 4 category 5 category 6
Series 1 Series 2 Series 3
STEP 2: The teacher introduces another sub topic to the students
AVERAGES
AVERAGE: This is simply means the arithmetic mean. There are three common
averages, the Mean, Median and Mode
THE MEAN: This is sometimes called the arithmetic mean. If there are n numbers
in a set, then,
MEAN = Sum of numbers in the set

N
EXAMPLE 1
In five tests, a student’s marks were 13, 17,18, 8 and 10. What is the average
marks?
SOLUTION
Average mark( mean) = 13+ 17 + 18+ 8 + 10 =66
5 5
13.2
THE MEDIAN: This is the middle value when all the numbers are arranged in order
of size.
EXAMPLE 1
Find the median of 17, 34, 13, 22 , 27 ,44, 8, 31, 13
SOLUTION
Arrange the numbers in order of sizes, 8, 13, 13, 17, 22, 27, 31, 34, 44
Therefore, the 5th number is in the middle. Hence, the median is 22.
THE MODE: This is the value with the highest frequency.

EXAMPLE
Find the mode of the set of the following numbers 17, 34, 13, 22 , 27 ,44, 8, 31,
13.
Solution
Therefore, mode is 13.
RANGE: Highest value – Smallest value

Eg. Find the mode of the set of the following numbers 17, 34, 13, 22 , 27 ,44, 8,
31, 13.
Solution
Range= 44 – 8 = 36
STEP 3 : CLASS WORK

PAGE 182 NGM BOOK1. Exercise 22d qns 1a-c
ASSIGNMENT
STEP 4: PAGE 182 NGM BOOK1. Exercise 22d qns 2a-e
REFLECTION: M
The teacher reflects his teaching by asking the students the following
questions
Differentiate between the following terms
(a ). The mean
( b) The median
( c ) The mode
( c ) Range
4th PERIOD
STEP 1: The teacher continues with the topic
EXAMPLE 2
Shoe size 5 6 7 8 9
Frequenc 2 3 5 3 1
y
Use the table above to calculate:
(a) The mean
( b) The median
( c ) The mode
( c ) Range
SOLUTION
SHOE SIZE ( x) FREQUENCY FX
5 2 10
6 3 18
7 5 35
8 3 24
9 1 9
∑F = 14 ∑FX =96
MEAN = ∑FX = 96
∑F = 14
MEAN = 6.86
( b) Median = 7+ 7 = 14
2 4
=7
( c) Mode = 7
( d) Range = 9- 5
PAGE 183 NGM BOOK1. Exercise 22d qns 5
ASSIGNMENT
NGM, Page 183 exc., 22d , questions 4 &6
GRADE 7
DATE: MAY
7th -12h 2023
WEEK : 2
TOPIC: SUB TOPICS:
STATISTICS 3  Purpose and data collections.
Counters e.g matchsticks, bottle tops, pebbles.

TEACHING
AIDS:
LEARNING By the end of the lesson, the students should be able to:
OBJECTIVES: Present statistical data in rank order.
Construct a frequency table from given data
Present statistical data graphically in pictograms, bar charts and /or pie charts.
Interpret statistical data presented numerically and graphically
LESSON FOCUS During focus lessons, teacher leads instruction as students observe. i.e (“I do it”, “we do it”. “Y
do it together”, “you do it alone”.
PREVIOUS The students have been taught elementary stage of addition and subtraction of numbers whe
KNOWLEDGE they were in junior school.
PLAN
Instruction STEP 1: The teacher gives the scheme of works to
the students.
STEP 2: The teacher introduces the topic to the
students.
STEP 3: The teacher explains the topic and gives
examples.
STEP 5: The teacher gives assignment after the
correction to the class work has been done
ACTIVITIES STEP 1: The teacher continues with the topic Cambridge Checkpoint
lower Secondary
REFLECTION: Mathematics
grade 7.
By Ric Pimentel and co.
New General mathematics

for junior secondary
School bk 1. By MF Macrea and co.
Consider the table below,
Shoe size 5 6 7 8 9 10
frequency 1 2 5 4 3 1
Use the table above to draw a bar chart

STEP 3: The teacher collects and marks their note books and give
correction to the problem
PERIOD: 3rd
TOPIC; STATISTICS ( 3)
SUB- TOPICS PIE CHART
RESOURSES TEXTS:
 New General Mathematics for JSS2, by Macrae etc.

 New Junior Secondary Mathematics for JSS2 by Tuttuh Adegun etc.
LEARNING PREAMBLE: Students have been taught how statistical

information can be written in table
TEACHING AIDS: Data, tables, charts, graphs

newspaper e.t.c
STARTER ACTIVITY: Teacher asks the students the sum of
angles at a point
PROCEDURES
STEP 1: The teacher presents the topic to the students.
EXAMPLE 1
The table below gives the grades of students in a test.
Grade A B C D E F
Frequency 3 6 3 1 2 7
(a) Use the information above to draw a pie chart

SOLUTION
GRADE FREQUENCY SECTORIAL ANGLE
A 3 3/15 X360 =72
X 6 6 / 15 X 360 =144
C 3 3/15 X360 =72
D 1 1 / 15 X 360 =24
E 2 2 / 15 X 360 =48
TOTAL = 15

Consider the table below,
Shoe size 5 6 7 8 9 10
frequency 1 2 5 4 3 1
Use the table above to draw a pie chart

STEP 3: The teacher collects and marks their note books and give
REMARK:
4th PERIOD
TOPIC: WEEKLY TEST
PRESENTATION
STEP2 : The teacher collects and marks their note books and give
ASSIGNMENT
NGM, Page 150 exc., 18b, questions 11&12
REMARK:
REFLECTION
The teacher asks the students questions on bar chart, pie chart .

Blended Scheme of Works For 2023

Uploaded by

Blended Scheme of Works For 2023

Uploaded by

BLENDED CURRICULUM FOR 2023/2024 ACADEMIC SESSION

FIRST TERM MATHEMATICS SCHEME OF WORKS FOR GRADE 7 STUDENTS

BLENDED CURRICULUM FOR 2022/2023 ACADEMIC SESSION

6 PLANE SHAPES 2: PERIMETERS  Measuring perimeter.

8 STATISTIICS :1&2  Purpose and data collections.

9  Drawing of parallel lines.

BLENDED CURRICULUM FOR 2022/2023 ACADEMIC SESSION

2  Mean, median and mode with frequency

8 GEOMETRICAL CONSTRUCTIONS  Construction

FIRST TERM, 2022/2023 ACADEMIC SESSION

3  Rounding off numbers to a given

4  Mental skills for adding and

 New General Mathematics for JSS, by Macrae etc.

TEACHING AIDS: Data, tables, matches, large seeds smoo

ENTRY BEHAVIOUR / PREVIOUS KNOWLEDGE: Students have been taught counting of

SUB- TOPICS: COUNTING AND SYMBOLS FOR NUMBERS

COUNT: Simply means find the quantity or numbers of items

The answer is 8 hrs 8 mns

STEP 2 : He gives them class work on the topic

Consider the table below

NUMBER ROMAN NUMERALS

STEP 2 : He gives them class work on the topic

Hundred tens Unit decimal point tenths hundredths thousandth

STEP 2: He gives them class work on the topic

OR USING NUMBER LINE

40 50 60 70 80 90 100 110 120 130

110 120 130 140 146 150

STEP 2: He gives them class work on the topic

 New General Mathematics for JSS, by Macrae etc.

TEACHING AIDS: Bring a newspaper articles that uses large numbers to

SUB- TOPICS: ESTIMATION

ESTIMATION: The process of making an estimate is called estimation.

STEP 2 : He gives them class work on the topic

Grouping the digits in 3s we have: 8 702 614 235

STEP 2 : He gives them class work on the topic

350 millionths = 1 millionth x 350

865 /100 000 = 1 /100000 x 865

400 / 10 000 = 1 /10000 x 400

STEP 2: He gives them class work on the topic

FIRST TERM, 2022/2023 ACADEMIC SESSION

4  Cubes and cube roots

 New General Mathematics for JSS, by Macrae etc.

TEACHING AIDS: 1 to 100 number square chart on poster.

(v) Write down two or more multiples of a given

( vi ) Find the lowest common multiple ( LCM ) of two

Thus 15288 = 2 x 2x 2 x3 7x 7 x13 = 23 x 31 x7x 131 in index form.

STEP1: The teacher gives example on the topic.

Therefore LCM = 2 x 2 x 2 x 3 x 3x3 x7 =540

STEP 2: He gives them class work on the topic

FIRST TERM, 2022/2023 ACADEMIC SESSION

3  Squares and square roots

4  Cubes and cube roots

 New General Mathematics for JSS, by Macrae etc.

TEACHING AIDS: 1 to 100 number square chart on poster.

STEP1: The teacher gives example on the topic.

Therefore LCM = 2 x 2 x 2 x 3 x 3x3 x7 =540

STEP 2: He gives them class work on the topic

FIRST TERM, 2022/2023 ACADEMIC SESSION

NGM, Page 18 exc3f, questions 3a-b

LESSON NOTE TEMPLATE

CLASS: GRADE 7 SUBJECT: MATHEMATICS

LESSON PLANNNED ACTIVITIES NOTES

MAIN 1ST PERIOD RESOURCES

STEP 2 : CLASS WORK

(b) As 19 is being divided by 100. Therefore, 19/100 can be written as 0.19.

( c) 134.5% can be written as 134.5/100

STEP 2; CLASS WORK

Find the value of 1/8 +3/8

LESSON NOTE TEMPLATE

CLASS: GRADE 7 SUBJECT: MATHEMATICS

TEACHING AIDS: Counters e.g matchsticks, bottle tops, pebbles.

LESSON PLANNNED ACTIVITIES NOTES

7x 105 2x104 9x103 4 x102 3 x101 5 x100

Expand the following in the powers of their bases.

(b) 1001two = 1 x23 +0 x22 +0 x21 + 1 x20

STEP 2: CONVERTING BETWEEN BASES TEN AND TWO