MATHEMATICS  GRADE 7  TEACHER GUIDE

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Mathematics
Grade 7
Teacher Guide

Developed and funded as an ongoing project by the Sasol Inzalo Foundation in partnership with the Ukuqonda Institute

DRAFT 31 October 2016


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Contents
Term 1
Chapter 1: Working with whole numbers ..................................................................... 3
Chapter 2: Exponents.................................................................................................. 39
Chapter 3: Geometry of straight lines .......................................................................... 55
Chapter 4: Construction of geometric figures ............................................................. 63
Chapter 5: Geometry of 2D shapes ............................................................................. 85
Term 2
Chapter 6: Fractions .................................................................................................. 105
Chapter 7: The decimal notation for fractions ........................................................... 123
Chapter 8: Functions and relationships 1 .................................................................. 139
Chapter 9: Perimeter and area of 2D shapes .............................................................. 147
Chapter 10: Surface area and volume of 3D objects. ................................................... 161
Term 3
Chapter 11: Numeric and geometric patterns ............................................................. 177
Chapter 12: Functions and relationships 2 .................................................................. 189
Chapter 13: Algebraic expressions 1 ........................................................................... 195
Chapter 14: Algebraic equations1 ............................................................................... 201
Chapter 15: Graphs..................................................................................................... 207
Chapter 16: Transformation geometry ........................................................................ 219
Chapter 17: Geometry of 3D objects ........................................................................... 239
Term 4
Chapter 18: Integers ................................................................................................... 257
Chapter 19: Numeric patterns ..................................................................................... 269
Chapter 20: Functions and relationships 3 .................................................................. 275
Chapter 21: Algebraic expressions 2 ........................................................................... 281
Chapter 22: Algebraic equations 2 .............................................................................. 287
Chapter 23: Collect, organise and summarise data ..................................................... 295
Chapter 24: Represent data ......................................................................................... 313
Chapter 25: Interpret, analyse and report on data ....................................................... 329
Chapter 26: Probability ............................................................................................... 337
Resources: Copiable graph paper ............................................................................. 343


Term 1

Chapter 1: Working with whole numbers ..................................................... 3

1.1 Revision .......................................................................................................... 4
1.2 Ordering and comparing whole numbers ...................................................... 16
1.3 Factors, prime numbers and common multiples ............................................ 19
1.4 Properties of operations ................................................................................. 23
1.5 Basic operations ............................................................................................. 27
1.6 Problem solving ............................................................................................. 35

Chapter 2: Exponents ................................................................................... 39

2.1 Quick squares and cubes ............................................................................... 40
2.2 The exponential notation ............................................................................... 42
2.3 Squares and cubes ......................................................................................... 45
2.4 The square root and the cube root ................................................................. 47
2.5 Comparing numbers in exponential form ...................................................... 50
2.6 Calculations ................................................................................................... 52

Chapter 3: Geometry of straight lines .......................................................... 55

3.1 Line segments, lines and rays ......................................................................... 56
3.2 Parallel and perpendicular lines ..................................................................... 59

MATHEMATICS GRADE 7 TEACHER GUIDE [TERM 1] 1

Chapter 4: Construction of geometric figures .............................................. 63
4.1 Angles revision .............................................................................................. 64
4.2 The degree: a unit for measuring angles ........................................................ 66
4.3 Using the protractor ...................................................................................... 68
4.4 Using a protractor to construct angles ........................................................... 72
4.5 Parallel and perpendicular lines ..................................................................... 73
4.6 Circles are very special figures ....................................................................... 75
4.7 Using the compass ........................................................................................ 76
4.8 Using circles to draw other figures ................................................................. 79
4.9 Parallel and perpendicular lines with circles ................................................... 83

Chapter 5: Geometry of 2D shapes ............................................................... 85

5.1 Triangles, quadrilaterals, circles and others .................................................... 86
5.2 Different types of triangles ............................................................................. 88
5.3 Different types of quadrilaterals ..................................................................... 92
5.4 Circles ............................................................................................................ 96
5.5 Similar and congruent shapes ........................................................................ 98

MATHEMATICS GRADE 7 TEACHER GUIDE [TERM 1] 2

Grade 7 Term 1 Chapter 1 Working with whole numbers

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
1.1 Revision Building up and breaking down whole numbers; multiples of numbers and Pages 1 to 13
powers of 10; doubling and halving; using multiplication to do division
1.2 Ordering and comparing whole numbers Ordering whole numbers; rounding to 5s, 10s, 100s and 1 000s Pages 13 to 16
1.3 Factors, prime numbers and common Different ways to produce the same whole number; prime numbers; prime Pages 16 to 20
multiples factors; common factors and HCF; common multiples and LCM
1.4 Properties of operations Mathematical conventions on order of operations; associative property; Pages 20 to 24
commutative property of addition and multiplication; distributive property
1.5 Basic operations Addition; subtraction; multiplication; long division Pages 24 to 32
1.6 Problem solving Rate and ratio; financial mathematics (interest; profit; loss; discount) Pages 32 to 35

CAPS time allocation 9 hours If natural numbers are added, the answer is also a natural number.
CAPS content specification Pages 39 to 42 We say: The set of natural numbers is closed under addition.

Mathematical background
• The illustration on the right shows how the set of real numbers has developed from the set of natural numbers. As additional
sets of numbers are added to the natural numbers, the advantages of each new set of numbers increase and its disadvantages
decrease.
• The set of natural numbers is defined by the set N = {1; 2; 3; 4; 5; …}.
o Advantages: N is closed under addition and multiplication; N contains the identity element for multiplication (1).
o Disadvantages: N is not closed under subtraction or division; N does not contain the identity element for addition (0).
• The set of whole numbers N0 = {0; 1; 2; 3; 4; 5; …} is formed by adding 0 to the set of natural numbers.
o Additional advantage: N0 contains the identity element for addition (0).
• The set of integers Z = {…; –3; –2; –1; 0; 1; 2; 3; …} is formed by adding the set {…; –4; –3; –2; –1} to the set of whole numbers.
o Additional advantage: Z is closed under subtraction.
• The set of rational numbers Q is formed by adding common fractions (and therefore mixed numbers), decimal fractions
(and therefore decimal numbers), percentages and ratios to the set of integers.
o Additional advantage: Q is closed under division (but division by 0 is undefined).
• The set of real numbers R is formed by adding the set of irrational numbers Q ¢ (surds and numbers like p) to the set of
rational numbers. This chapter focuses on features of and basic operations on whole numbers.

MATHEMATICS GRADE 7 TEACHER GUIDE 3

1.1 Revision
BUILD NUMBERS UP AND BREAK NUMBERS DOWN
Background information
There is a difference between the place value of a digit in a number and the value
of that digit in the number.
• The place value of a digit in a number is determined by the position
of the digit in that number. For example, in the 5-digit number 12 345:
o the place value of the digit 1 is ten thousands
o the place value of the digit 2 is thousands
o the place value of the digit 3 is hundreds
o the place value of the digit 4 is tens
o the place value of the digit 5 is units
Expressed in terms of the place value of its digits:
12 345 = 1 ten thousand + 2 thousands + 3 hundreds + 4 tens + 5 units
• The value of a digit in a number is equal to the product of that
digit and its place value. For example, in the 5-digit number 12 345:
o the value of the digit 1 is 1 × 10 000 = 10 000
o the value of the digit 2 is 2 × 1 000 = 2 000
o the value of the digit 3 is 3 × 100 = 300
o the value of the digit 4 is 4 × 10 = 40
o the value of the digit 5 is 5 × 1 = 5
Expressed in terms of the values of its digits:
12 345 = 10 000 + 2 000 + 300 + 40 + 5
Teaching guidelines
Illustrate the difference between the place value of a digit in a number and the
value of that digit in the number:
• Expand a number using the place value of its digits: 27 = 2 tens + 7 units
• Expand the same number using the values of its digits: 27 = 20 + 7
Discuss the notes provided on LB page 1.

MATHEMATICS GRADE 7 TEACHER GUIDE 4

An important note
Learners easily lose sight of what written numbers actually mean when they just
say the digits in their minds, for example “three”, “five”, “four” and not the
proper number name “three hundred and fifty-four”. A simple and highly
effective classroom activity to promote understanding of numbers in terms of
their component parts is when the teacher says numbers out loud (using the
proper number names) and learners write the numbers in symbols.
Answers
1. (a) 4 865 (b) 8 307 (c) 49 203
(d) 873 902 (e) 8 708 (f) 480 490
2. 8 024
3. (a) 8 thousands + 7 hundreds + 6 units
(b) 4 hundred thousands + 4 ten thousands + 9 thousands + 2 hundreds
+ 3 units
(c) 8 ten thousands + 3 thousands + 4 hundreds + 9 tens
(d) 8 hundred thousands + 7 ten thousands + 3 thousands + 9 tens + 2 units
4. 8 706; 83 490; 449 203; 873 092
5. (a) 400 000 + 90 000 + 3 000 + 20 (b) 400 000 + 9 000 + 300 + 2
(c) 400 000 + 90 000 + 30 + 2 (d) 400 000 + 900 + 30 + 2
6. 493 020; 490 032; 409 302; 400 932
7. (a) 667 154 (b) 368 685 (c) 787 508 (d) 580 695
8. (a) 376 486 (b) 422 513 (c) 547 366 (d) 897 898 (e) 422 513
9. (a) 700 000 + 90 000 + 8 000 + 900 + 90 + 9 798 999
(b) 900 000 + 60 000 + 9 000 + 800 + 70 + 9 969 879
(c) 900 000 + 20 000 + 3 000 + 800 + 50 + 2 923 852
(d) 1 000 000 + 200 000 + 70 000 + 4 000 + 300 + 80 + 4 1 274 384
10. (a) 475 385 (b) Yes (c) 46 027
11. (a) 6 (b) 30 (c) 210 (d) 420 (e) 840
12 (a) 10 000 (b) 5 × 200 (c) 50 × 20
(d) 25 × 40 (e) 10 000 (f) 10 000
13. See LB page 2 alongside.
14. See LB page 3 on the next page.

MATHEMATICS GRADE 7 TEACHER GUIDE 5

MULTIPLES
Background information
A multiple is a number made by multiplying together two other numbers. For
example, if 2 × 3 = 6 then:
• 6 is a multiple
• 6 is a common multiple of 2 and 3.
A number is a multiple of any of its factors. For example, the factors of 12 are
1, 2, 3, 4, 6 and 12. This means that 12 is a multiple of 1, 2, 3, 4, 6 and 12 because:
• 12 = 1 × 12
• 12 = 2 × 6
• 12 = 3 × 4
To find the multiples of a number, multiply that number by the set of
natural numbers {1; 2; 3; 4; 5; 6; 7; 8; 9; 10; …}. For example:
• The multiples of 1 are {1; 2; 3; 4; 5; 6; 7; 8; 9; 10; …}
• The multiples of 2 are {2; 4; 6; 8; 10; 12; 14; 16; 18; 20; …}
• The multiples of 3 are {3; 6; 9; 12; 15; 18; 21; 24; 27; 30; …}
• The multiples of 4 are {4; 8; 12; 16; 20; 24; 28; 32; 36; 40; …} and so on.
Teaching guidelines
Start counting at 0.
• Count forwards in 1s. The answers 1, 2, 3, … are multiples of 1.
All are products of 1 and another number: 1 = 1 × 1; 2 = 1 × 2; 3 = 1 × 3; …
• Count forwards in 2s. The answers 2, 4, 6, … are multiples of 2.
All are products of 2 and another number: 2 = 2 × 1; 4 = 2 × 2; 6 = 2 × 3; …
• Count forwards in 3. The answers 3, 6, 9, … are multiples of 3.
All are products of 3 and another number: 3 = 3 × 1; 6 = 3 × 2; 9 = 3 × 3; …
• Count forwards in 4. The answers 4, 8, 12, … are multiples of 4.
All are products of 4 and another number: 4 = 4 × 1; 8 = 4 × 2; 12 = 4 × 3; …
Answers
1. (a) Count the groups of blue and multiply the answer with 5.
(b) 30 × 5 = 150

MATHEMATICS GRADE 7 TEACHER GUIDE 6

Answers
2. Accept any appropriate answer.
3. See LB page 4 alongside.
4. Accept any appropriate answer describing the method used, such as:
3 × 10 = 30 groups of red dots 30 × 7 = 210 red dots
5. (a) See LB page 4 alongside. (b) 35, 70 and 105
Additional notes on multiples
Flow diagrams can be used to find the multiples of a chosen number:

Number lines can be used to find multiples of a chosen number:

Number blocks can be used to identify patterns formed by some multiples:

MATHEMATICS GRADE 7 TEACHER GUIDE 7

Answers
6. Accept any appropriate answer describing the method used, such as:
3 × 10 = 30 groups of yellow dots 30 × 9 = 270 yellow dots
7. (a) Refer to question 3 on LB page 4.
(b) 63
8. (a) The number in the red row is multiplied by the number in the blue
column.
(b) See LB page 5 alongside.
9. See LB page 5 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 8

Answers
10. See answers on LB page 6 alongside.
11. Refer to question 8 on the previous page.
12. 270 yellow dots ➝ 270 × 10 = 2 700 black spots
MULTIPLES OF 10, 100, 1 000 AND 10 000
Background information
1 2 3 4
The powers of 10 are 10 = 10, 10 = 100, 10 = 1 000, 10 = 10 000 and so on.
• Multiplication by 10 moves the position of each digit in a number one
place value to the left.
• Multiplication by 100 moves the position of each digit in a number two
2
place values to the left because 100 = 10 × 10 = 10 .
• Multiplication by 1 000 moves the position of each digit in a number
3
three place values to the left because 1 000 = 10 × 10 × 10 = 10 .
• Multiplication by 10 000 moves the position of each digit in a number
4
four place values to the left because 10 000 = 10 × 10 × 10 × 10 = 10 .
Teaching guidelines
Learners should understand the effect of multiplication by powers of 10 on the
place value of the digits as well as the values of the digits in a number.
• Every time a number is multiplied by 10, its digits move one place
value position to the left.
• The value of each digit increases tenfold.
Answers
1. 10 × 10 × 10 = 1 000 or 20 × 50 = 1 000 or 5 × 20 × 10 = 1 000
Accept any appropriate answer.
2. Accept any appropriate answer.
1 000 × number of learners in the class
3. (a) 10 × 1 000 = 10 000
(b) 10 000 × number of learners in the class
4. 10 × 10 000 = 100 000
5. (a) 10 × 100 000 = 1 000 000 (b) 100 × 100 000 = 10 000 000

MATHEMATICS GRADE 7 TEACHER GUIDE 9

Answers
6. (a) 7 684
(b) 70 000 + 6 000 + 800 + 40; 76 840
(c) 700 000 + 60 000 + 8 000 + 400; 768 400
7. (a) 700 + 40 + 6
(b) 7 000 + 400 + 60
(c) 70 000 + 4 000 + 600
(d) 700 000 + 40 000 + 6 000
(e) 7 000 000 + 400 000 + 60 000
Additional notes on multiplication by powers of 10
Flow diagrams can be used to illustrate the effect of multiplication by 10, 100,
1 000 and 10 000 on a number:

By using larger numbers as input values, learners should realise that,

multiplication by:
• 10 moves each digit one place value position to the left;
10 increases the value of each digit tenfold
• 100 moves each digit two place value positions to the left;
100 increases the value of each digit hundredfold
• 1 000 moves each digit three place value positions to the left;
1 000 increases the value of each digit thousandfold
• 10 000 moves each digit four place value positions to the left;
10 000 increases the value of each digit ten thousandfold.

MATHEMATICS GRADE 7 TEACHER GUIDE 10

Answers
8. (a) 10 × 1 000 (b) 100 × 100
(c) 10 × 10 000 (d) 1 000 × 100
(e) 1 000 × 1 000
9. See LB page 8 alongside.
10. See LB page 8 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 11

Answers
11. (a) 24 (learners’ estimate)
(b) 10; 20; 30; 40; 50; 60; 70; 80; 90; 100; 110; 120; 130; 140;
150; 160; 170; 180; 190; 200; 210; 220; 230; 240 ∴ 24 multiples
12. (a) 24
100; 200; 300; 400; 500; 600; 700; 800; 900; 1 000; 1 100; 1 200; 1 300;
1 400; 1 500; 1 600; 1 700; 1 800; 1 900; 2 000; 2 100; 2 200; 2 300; 2 400
(b) 9
250; 500; 750; 1 000; 1 250; 1 500; 1 750; 2 000; 2 250
(c) 4
500; 1 000; 1 500; 2 000
(d) 1
2 000
13. (a) 30; 60; 90; 120; 150; 180; 210; 240
(b) 300; 600; 900; 1 200; 1 500; 1 800; 2 100; 2 400
Total value: R2 400
14. (a) 8 × 3 × R10 = R240 8 × 3 × R20 = R480 or 30 + 60 + 300 + 600
8 × 3 × R100 = R2 400 8 × 3 × R200 = R4 800 = 990 × 8 = R7 920
R240 + R480 + R2 400 + R4 800 = R7 920
(b) Learners’ own answers.
15. (a) Learners’ own answers.
(b) Answer depends on learners’ own experiences and views, for example:
Multiples of 50 have a repetitive pattern and you get to multiples of 100
at every second step.
16. Answer depends on learners’ own experience and findings, for example:
To count in forties is to count in double twenties, which has an easy pattern,
because it is repeated over an interval of two decades. There is no easy
pattern when counting in 70s. Counting in 90s is like counting in nines, like
counting backwards 9; 8; 7; 6; …

MATHEMATICS GRADE 7 TEACHER GUIDE 12

Note on question 17
Make sure that learners understand how to use multiples of 100 as “stepping
stones” when they count in multiples of 40, 60, 70, 80 and 90.
Answers
17. (a) 40 → 80 + 20 → 100 + 20 → 120 → 160 → 200 → 240 → 280 + 20 → 300 + 20
→ 320 → 360 → 400 → 440 → 480 + 20 → 500 + 20 → 520 ... 920; 960; 1 000
(b) 80; + 20 → 100 + 60 → 160; 240; 320; 400; 480; 560; 640; 720; 800; 880;
960; 1 040; 1 120; 1 200; 1 280; 1 360; 1 440; 1 520; 1 600
(c) 90; 180; 270; 360; 450; 540; 630; 720; 810; 900; 990; 1 080; 1 170; 1 260;
1 350; 1 440; 1 530; 1 620; 1 710; 1 800
(d) 700; 1 400; 2 100; 2 800; 3 500; 4 200; 4 900; 5 600; 6 300; 7 000
18. See LB page 10 alongside.
Additional notes on counting in nineties and eighties
An alternate method for using “stepping stones” is the following:
• To count in nineties, add 100 and subtract 10 to get the next number.
• To count in eighties, add 100 and subtract 20 to get the next number.
DOUBLING AND HALVING
Background information
Doubling means multiplying a number by 2 to get the next number.
Teaching guidelines
Start with any number and double it six times.
Answers
1. (a) 64; 128; 256; 512; 1 024; 2 048; 4 096; 8 192
(b) 48; 96; 192; 384; 768; 1 536; 3 072; 6 144
(c) 80; 160; 320; 640; 1 280; 2 560; 5 120; 10 240
(d) 25; 30; 35; 40; 45; 50; 55; 60
(e) 96; 192; 384; 768; 1 536; 3 072; 6 144; 12 288
2. Pattern (d)
The number patterns in (d) are multiples of 5.

MATHEMATICS GRADE 7 TEACHER GUIDE 13

Note on question 4
To calculate 13 × 8, start with 1 × 8 and use doubling as follows:
• If the first factor is doubled, the answer will double:
o 1×8=8
o 2 × 8 = 16
o 4 × 8 = 32
o 8 × 8 = 64
• Find the sum of the first factors that add up to 13: 8 + 4 + 1 = 13
• Add the corresponding multiples of 8: 64 + 32 + 8 = 104
• Write down the answer: 13 × 8 = 104
To calculate 37 × 9, start with 1 × 9 and use doubling as follows:
• If the first factor is doubled, the answer will double:
o 1×9=9
o 2 × 9 = 18
o 4 × 9 = 36
o 8 × 9 = 72
o 16 × 9 = 144
o 32 × 9 = 288
• Find the sum of the first factors that add up to 37: 32 + 4 + 1 = 37
• Add the corresponding multiples of 9: 288 + 36 + 9 = 333
• Write down the answer: 37 × 9 = 333
Answers
3. See LB page 11 alongside.
4. (a) 42 84 168 336 672 672 + 84 + 21 = 777
(b) 82 164 328 656 656 + 41 = 697
Background information
Halving means dividing a number by 2 to get the next number.
Teaching guidelines
Start with any large, even number and halve it repeatedly as far as possible.

MATHEMATICS GRADE 7 TEACHER GUIDE 14

Note on question 5
To calculate 25 × 38, start with 100 × 38 and use halving as follows:
• If the first factor is halved, the answer will be halved:
o 100 × 38 = 3 800
o 50 × 38 = 1 900
o 25 × 38 = 950
To calculate 37 × 44, start with 100 × 44 and use halving as follows:
• If the first factor is halved, the answer will be halved:
o 100 × 44 = 4 400
o 50 × 44 = 2 200
o 25 × 44 = 1 100 Note that half of 25 does not yield a whole number, in this
o 10 × 44 = 440 case explore multiples.
Half of 10 is 5, but 5 is not useful as it takes us to beyond 37.
o 2 × 44 = 88 In this case we double 44 which takes us to 37.
• Add the corresponding multiples of 44: 1 100 + 440 + 88 = 1 628
• Write down the answer: 37 × 44 = 1 628
Answers
5. (a) 64; 32; 16; 8; 4; 2; 1
(b) 4 000; 2 000; 1 000; 500; 250
6. (a) 40 × 78 = 3 120; 20 × 78 = 1 560
(b) 10 × 78 = 780; 5 × 78 = 390; 2 × 78 = 156
1 560 + 780 + 390 + 156 = 2 886
7. See LB page 12 alongside. The school can buy 74 books. The books will cost
R4 958.
USING MULTIPLICATION TO DO DIVISION
Teaching guidelines
To calculate 1 845 ÷ 15, start with 100 × 15 and find “easy” multiples:
• 100 × 15 = 1 500 1 845 – 1 500 = 345
• 10 × 15 = 150
• 20 × 15 = 300 345 – 300 = 45
• 3 × 15 = 45 45 – 45 = 0
Write the answer: 1 845 ÷ 15 = 100 + 20 + 3 = 123

MATHEMATICS GRADE 7 TEACHER GUIDE 15

Answers
1. (a) R2 700
(b) Yes (R5 400)
(c) No (R300 × 27 = R8 100)
(d) 27 × R200 = R5 400 R7 500 − R5 400 = R2 100
(e) Yes (27 × R50 = R1 350)
(f) R270 per player
2. 100 × 17 m = 1 700 m
200 × 17 m = 3 400 m 4 580 m − 3 400 m = 1 180 m
50 × 17 m = 850 m 1 180 − 850 m = 330 m
19 × 17 m = 323 m
200 + 50 + 19 = 269 pieces
3. 20 × R26 = R520
60 × R26 = R1 560 R1 800 − R1 560 = R240
9 × R26 = R234 R240 – R234 = R6
60 + 9 = 69 chickens

1.2 Ordering and comparing whole numbers

Teaching guidelines
• Order numbers by arranging them from smallest to biggest (ascending
order), or from biggest to smallest (descending order).
• Compare numbers by their digit values from the left. For example:
o 5 687 shows 5 thousands, 6 hundreds, 8 tens and 7 units
o 5 678 shows 5 thousands, 6 hundreds, 7 tens and 8 units
Thousands and hundreds are the same, but 8 tens is more than 7 tens,
therefore 5 687 > 5 678 or 5 678 < 5 687.
Answers
1. Eleven days, 13 hours, 2 820 seconds
2. Two hundred and thirty-four million, five hundred thousand, three
hundred and twenty
3. See LB page 13 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 16

Note on question 4
To compare whole numbers, position them on a number line.
• For any two numbers on a number line, the left hand side number is
smaller than the right hand side number.
• For any two numbers on a number line, the right hand side number is
bigger than the left hand side number.
Answers
4. See LB page 14 alongside.
5. Uranus
6. Mars is farther away from the sun. It is about twice as far away from the sun
than Venus is.
7. Mercury, Mars, Venus, Earth, Neptune, Uranus, Saturn, Jupiter.

MATHEMATICS GRADE 7 TEACHER GUIDE 17

ROUNDING TO 5s, 10s, 100s AND 1 000s
Background information
• Estimation is used to guess a number of objects without counting
them. For example, a reporter estimates that there are 15 000 spectators
at a soccer match.
• Rounding is used to make a real value easier to understand and more
convenient to work with. For example, if 14 567 tickets for a soccer
match are sold, the club may round off this number to the nearest 100 or
1 000.
Teaching guidelines
Rule for rounding off to the nearest 5: If a number:
• ends in 1 or 2, or 6 or 7, round down to the closest multiple of 5
• ends in 3 or 4, or 8 or 9, round up to the closest multiple of 5.
Rule for rounding off to the nearest 10: If a number:
• ends in 1, 2, 3 or 4, round down to the previous multiple of 10
• ends in 5, 6, 7, 8 or 9, round up to the next multiple of 10.
Rule for rounding off to the nearest 100: If the last two digits of the number:
• are less than 50, round down to the previous multiple of 100
• are equal to 50 or more, round up to the next multiple of 100.
Rule for rounding off to the nearest 1 000: If the last three digits of the number:
• are less than 500, round down to the previous multiple of 1 000
• are equal to 500 or more, round up to the next multiple of 1 000.
Rule for rounding off to the nearest 10 000: If the last four digits of the number:
• are less than 5 000, round down to the previous multiple of 10 000
• are equal to 5 000 or more, round up to the next multiple of 10 000.
Answers
1. (a) 610 (b) 90 (c) 455 (d) 1 330
2. See LB page 15 alongside.
3. See LB page 15 alongside.
4. See LB page 16 on the following page.

MATHEMATICS GRADE 7 TEACHER GUIDE 18

1.3 Factors, prime numbers and common multiples
DIFFERENT WAYS TO PRODUCE THE SAME NUMBER
Background information
A factor of a number can be divided into that number without leaving a
remainder. For example, 1 is a factor of 96 because 96 ÷ 1 = 96, 2 is a factor of 96
because 96 ÷ 2 = 48, 3 is a factor of 96 because 96 ÷ 3 = 32, and so on.
The structure below shows all the factors of 96:

Any of the products above can be broken down into more factors. For example:
• 3 × 32 can be broken down into 3 × 2 × 16 or 3 × 4 × 8 or 3 × 2 × 2 × 8, etc.
• 4 × 24 can be broken down into 4 × 2 × 12 or 4 × 3 × 8 or 4 × 4 × 6, etc.
Teaching guidelines
The number 96 can be produced by multiplying 2, 6 and 8.
• We can write 96 = 2 × 6 × 8.
• We can say “96 is the product of 2, 6 and 8” or “96 can be expressed as
the product 2 × 6 × 8”.
• All products of 96 above can be broken down into 2 × 2 × 2 × 2 × 2 × 3.
We say that 96 is written as a product of as many factors as possible
(excluding 1).
Answers
The following calculation plans are not necessarily the only answers.
1. 8 × 10; 2 × 40
2. 1 × 2 × 5 × 8 = 80 (1 × 2) × (5 × 8) = 80
3. 2 × 15; 3 × 10; 5 × 6
4. (a) Yes 2 × 3 × 5

MATHEMATICS GRADE 7 TEACHER GUIDE 19

Note on question 9
To get as many factors as possible, excluding 1, each number must be factorised
completely. The following methods show that 96 = 2 × 2 × 2 × 2 × 2 × 3:

Answers
4. (b) No
5. See LB page 17 alongside.
6. 1 × 48; 2 × 24; 3 × 16; 4 × 12; 6 × 8
7. (a) 2 × 3 × 8 (b) 3 × 5 × 5
8. (a) Yes. 2 × 3 × 6 (b) Yes. 1 × 2 × 2 × 3 × 3
9. (a) 2 × 2 × 3 × 5 × 5 (b) 2 × 5 × 31 (c) 2 × 2 × 2 × 2 × 2 × 2 × 5
(d) 2 × 3 × 5 × 11 (e) 2 × 2 × 5 × 17 (f) 2 × 5 × 5 × 7
PRIME NUMBERS
Background information
A prime number has only two different factors, 1 and itself.
Numbers with more than two factors are called composite numbers.
Teaching guidelines
Find numbers which can have only two different factors, 1 and itself.
Answers
1. (a) 2 × 2 × 3 × 3 (b) none (c) 2 × 19
(d) 3 × 13 (e) 2 × 2 × 2 × 5 (f) none
(g) 2 × 3 × 7 (h) none (i) 2 × 2 × 11
(j) 3 × 3 × 5 (k) 2 × 23 (l) none
(m) 2 × 2 × 2 × 2 × 3 (n) 7 × 7
Misconceptions
Some learners may think that 1 is a prime number. Although it can be written as
a product of two factors (1 × 1), the two factors are not different, therefore 1 is
not a prime number.

MATHEMATICS GRADE 7 TEACHER GUIDE 20

Answers
2. 37; 41; 43; 47
3. (a) 37; 41; 43; 47
(b) 23 and 29
(c) Yes
4. See LB page 18 alongside.
5. (a) 8 (2 × 2 × 2)
(b) 30 (2 × 3 × 5)
6. Yes, he is correct.

MATHEMATICS GRADE 7 TEACHER GUIDE 21

Answers
7. (a) 825 (b) 315 (c) 2 002
8. (a) Agree. An even number is always a multiple of 2.
(b) Agree. Half the number is obtained by dividing by 2. If the answer is
even, it means you can divide by 2 again.
(c) Disagree. The product of any odd prime numbers, other than 3, is odd
(e.g. 5 × 7).
(d) Agree. All numbers that end in 0 or 5 are multiples of 5.
9. See LB page 19 alongside.
10. Any three from the following list: 809; 811; 821; 823; 827; 829; 839.
HIGHEST COMMON FACTOR AND LOWEST COMMON MULTIPLE
Background information
• When a number is a factor of two or more other numbers, it is called a
common factor of the other numbers. For example, 5 is a common
factor of 110 and 105 because:
o 110 = 2 × 5 × 11
o 105 = 3 × 5 × 7.
• The biggest number that is a common factor of two or more numbers is
called the highest common factor (HCF) of the numbers. For
example, the HCF of 96 and 120 is 24 because 24 = 2 × 2 × 2 × 3 and:
o 96 = 2 × 2 × 2 × 2 × 2 × 3
o 120 = 2 × 2 × 2 × 3 × 5.
Teaching guidelines
Learners should have a clear understanding of the difference between the
concepts of common factors and highest common factors.
Answers
1. (a) 195 = 3 × 5 × 13 and 385 = 5 × 7 × 11
(b) No
(c) Yes

MATHEMATICS GRADE 7 TEACHER GUIDE 22

Background information
• When a number is a multiple of two or more other numbers, it is called a
common multiple of the other numbers. For example, 36 is one of the
common multiples of 6 and 9 because the first ten multiples of:
o 6 are 6; 12; 18; 24; 30; 36; 42; 48; 54 and 60
o 9 are 9; 18; 27; 36; 45; 54; 63; 72; 81; and 90.
• The smallest number that is a common multiple of two or more numbers
is called the lowest common multiple (LCM) of the numbers. For
example, the LCM of 6 and 9 is 18, the smallest of the multiples of 6 and
9 above.
Teaching guidelines
Discuss the difference between a common multiple and the lowest common
multiple.
Answers
2. (a) 2 × 7 × 7 × 11 = 1 078 (b) 8 (c) 4 (d) 4 (e) 14
3. For example: 70 105 140 175 210 245 350 3 500
4. See LB page 20 alongside.
5. See LB page 20 alongside.
6. (a) HCF = 1 LCM = 35 (b) HCF = 1 LCM = 210
(c) HCF = 10 LCM = 60 (d) HCF = 10 LCM = 100
(e) HCF = 1 LCM = 72 (f) HCF = 1 LCM = 600
(g) HCF = 4 LCM = 24 (h) HCF = 2 LCM = 90

1.4 Properties of operations

ORDER OF OPERATIONS AND THE ASSOCIATIVE PROPERTY
Background information
A mathematical convention is an agreement made by mathematicians to be
followed all over the world to prevent different interpretations or
understandings of the same numerical expression. For example:
• if subtraction is performed from the left: 200 – 100 – 30 = 100 – 30 = 70
• if subtraction is performed from the right: 200 – 100 – 30 = 200 – 70 = 130.

MATHEMATICS GRADE 7 TEACHER GUIDE 23

Note
An important mathematical convention:
Numerical expressions that involve only addition and subtraction should be
simplified by performing the operations from left to right, unless otherwise
indicated in some way.
Teaching guidelines
• Demonstrate the necessity for the mathematical convention above by
using different orders of operations to simplify mathematical
expressions.
• Demonstrate the associative properties for addition and multiplication:
o Three or more numbers can be added in any order.
o Three or more numbers can be multiplied in any order.
Answers
1. Ben
2. See LB page 21 alongside.
3. See LB page 21 alongside.
4. Yes, it is associative. Example: 2 × 3 × 5 × 10 = 300; 10 × 5 × 3 × 2 = 300
5. 27 44 34 59 66 77 12
6. (a) 100 + 100 + 138 = 338 (b) 100 + 100 + 100 + 127 = 427
THE COMMUTATIVE PROPERTY OF ADDITION AND MULTIPLICATION
Background information
If a numerical expression involves:
• only addition, calculations can be performed in any order
• only multiplication, calculations can be performed in any order.
This is the commutative property of addition and multiplication.
Teaching guidelines
Demonstrate the commutative properties of addition and multiplication.
Answers
1. (a) R5 000 (b) R5 000 (c) R50 (d) 2c
2. See LB page 21 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 24

Answers
3. Accept any appropriate examples.
(a) No (b) Yes (c) No
MORE CONVENTIONS AND THE DISTRIBUTIVE PROPERTY
Background information
• The distributive property allows the decomposition of a product into
partial products that can be more easily calculated. For example,
7 × 648, which means 7 × (600 + 40 + 8), can be decomposed into:
7 × 600 + 7 × 40 + 7 × 8. A person who knows basic multiplication facts
(tables) can easily calculate these partial products and add them up to
evaluate 7 × 648. The column format is a convenient way of making the
transition from 7 × (600 + 40 + 8) to 7 × 600 + 7 × 40 + 7 × 8.
• The distributive property enables us to distribute multiplication
over addition and subtraction. For example:
7 × 123 = 7 × (100 + 20 + 3) = 7 × 100 + 7 × 20 + 7 × 3
= 700 + 140 + 21 = 861
7 × 99 = 7 × (100 – 1) = 7 × 100 – 7 × 1 = 700 – 7 = 693
More mathematical conventions
• Multiplication and division should be done before addition and
subtraction, unless otherwise stated.
• Brackets are used to specify that the operations within the brackets
should be done first.
Misconceptions
“The distributive property requires that ‘brackets be removed’ before a product
expression is evaluated.” Although it is true that, for example,
7 × (25 + 75) = 7 × 25 + 7 × 75, there is no “requirement” that the form on the
right should be executed to evaluate the expression. In fact, it is much easier to
apply the operations specified in the form on the left, i.e.
25 + 75 = 100 and 7 × 100 = 700, than to apply the operations specified on the
right, namely 7 × 25 = 175 and 7 × 75 = … etc. It is important that learners realise
that the distributive property is not a “law” that requires that something be
done, it is a proposition that states that two different sets of calculations will
consistently produce the same result, hence any of the two sets can be used.

MATHEMATICS GRADE 7 TEACHER GUIDE 25

Teaching guidelines
• Illustrate how the distributive property enables us to distribute
multiplication over addition by calculating both sides of the following:
8 × 234 = 8 × (200 + 30 + 4) = 8 × 200 + 8 × 30 + 8 × 4
• Illustrate how the distributive property enables us to distribute
multiplication over subtraction by calculating both sides of the
following:
8 × 394 = 8 × (400 – 6) = 8 × 400 – 8 × 6
• Discuss the mathematical conventions listed above.
Answers
1. See LB page 22 on previous page.
2. (a) 700 (b) 300 (c) 510
(d) 490 (e) 500 + 40 = 540 (f) 500 − 40 = 460
3. (a) 800 (b) 5 300 (c) 50 030
(d) 53 000 (e) 200 (f) 4 700
(g) 49 970 (h) 47 000 (i) 500 ÷ 20 = 25
(j) 10 + 15 = 25 (k) 600 ÷ 50 = 12 (l) 30 + 20 = 50
4. (a) 5 000 (b) 5 000 (c) 2 000 (d) 2 000
5. See LB page 23 alongside.
6. A: 1 015 B: 1 003 C: 1 015 D: 605 E: 615
F: 1 015 G: 1 015 H: 1 015 I: 1 150
7. (a) 4; 7; 2
(b) Sample answer (example of numbers chosen above): (2 + 4) × 7 = 42
(c) (4 × 7) + (2 × 7) = 28 + 14 = 42
(d) Yes

MATHEMATICS GRADE 7 TEACHER GUIDE 26

Answers
8. (a) 100 × (50 + 10) = 100 × 50 + 100 × 10 = 5 000 + 1 000 = 6 000
(b) Accept any appropriate answers.
9. Yes. 100 × (50 − 10) = 100 × 40 = 4 000
100 × 50 − 100 × 10 = 5 000 − 1 000 = 4 000
10. Yes, it is.

1.5 Basic operations

Background information
The CAPS (page 40) requires that “…the properties of numbers should provide
the motivation for why and how operations with numbers work”. To be aware of
the role of the distributive, associative and commutative properties in addition,
subtraction, multiplication and division, a person needs to interpret numbers in
terms of their parts, as if they were written in expanded notation. For instance,
addition in columns of, for example, 354 + 235 is based on the associative and
commutative properties of addition. Instead of adding up
300 + 50 + 4 + 200 + 30 + 5 from left to right, the addition is performed by
calculating (4 + 5) + (50 + 30) + (300 + 200).
By writing the numbers below each other and thinking of columns, is to
“automatically” apply the associative and commutative properties:
(300 + 50 + 4) + (200 + 30 + 5) is replaced by (4 + 5) + (50 + 30) + (300 + 200) by
writing it in columns and working from right to left: 354
235
Important note
Teachers are strongly advised to read the learner text on the following Learner
Book pages before learners engage with these pages in class:
• Addition in columns: pages 24–26
• Subtraction in columns: pages 26–27
• Multiplication in columns (long multiplication): pages 28–29
• Division in columns (long division): pages 29–32
Many learners need support to make sense of very large numbers, and the
CAPS requires engagement with whole numbers with up to nine digits. The
activities on LB pages 24–32 provide learners with opportunities to imagine very
large numbers of objects.

MATHEMATICS GRADE 7 TEACHER GUIDE 27

A METHOD OF ADDITION
Teaching guidelines
Use the following example to illustrate various layouts of addition in columns. It
is important that learners notice the similarity among the sets of framed digits in
the different methods.
• Add in expanded form:
573 489 = 500 000 + 70 000 + 3 000 + 400 + 80 + 9
379 692 = 300 000 + 70 000 + 9 000 + 600 + 90 + 2
Sum = 800 000 + 140 000 + 12 000 + 1 000 + 170 + 11
= 940 000 + 13 000 + 181
= 953 000 + 181
= 953 181
• Add the same numbers in columns without “carries”:
573 489
+ 379 692
11 (add units)
170 (add 10s)
1 000 (add 100s)
12 000 (add 1000s)
140 000 (add 10 000s)
800 000 (add 100 000s)
953 181
• Add the same numbers in columns using “carries”:
1 1 1 1 1
573489
+379692
953181
Answers
1. (a) 325 623 (b) 959 374 (c) 394 054
Total budget: R607 940

MATHEMATICS GRADE 7 TEACHER GUIDE 28

Answers
2. R242 400
3. R143 420
4. R607 940
5. (a) 25 841 (b) 537 888
METHODS OF SUBTRACTION
Teaching guidelines
There are various methods to subtract numbers. For example:
• adding on: To find the difference between two numbers, start at the
smaller number and add on up to the larger number. This resembles
skipping forward from the smaller number to the larger number on a
number line. The total skipped forward then equals the difference
between the two numbers, i.e. to determine 26 – 14: start at 14, skip 6 up
to 20 and 6 more up to get to 26, total skipped forward is 6 + 6 = 12 and
therefore the difference is 26 – 14 = 12.
• using compensation: To calculate 26 – 14, compensation can be used
in one of two ways:
o Create an “easier” number to subtract from by adding 4 to both
numbers: 26 – 14 = (26 + 4) – (14 + 4) = 30 – 18 = 12
o Create an “easier” number to subtract from by adding 6 to both
numbers: 26 – 14 = (26 + 6) – (14 + 6) = 32 – 20 = 12
• using expanded form: Refer to the teaching guidelines at the bottom
of this page.
Discuss the methods listed. Start with 2-digit numbers and extend to larger
numbers.
Answers
1. (a) 3 242 (b) 41 347
(c) 88 544 (d) 386 573
2. Answers are the same as in question 1.
Teaching guidelines (continued)
Subtracting in columns resembles writing numbers in expanded form. Use the
method shown on the following page to explain the process. Start with numbers
which will not involve any “borrowing” and end with numbers such as those on
the following page.

MATHEMATICS GRADE 7 TEACHER GUIDE 29

 • Subtract without using “borrows”:
Step 1: Write both numbers in expanded form:
573 489 = 500 000 + 70 000 + 3 000 + 400 + 80 + 9
379 692 = 300 000 + 70 000 + 9 000 + 600 + 90 + 2
Step 2: Rearrange the numbers in row 1 so that subtraction is possible:
• 400 – 100 = 300; 100 + 80 = 180:
573 489 = 500 000 + 70 000 + 3 000 + 300 + 180 + 9
• 3 000 – 1 000 = 2 000; 1 000 + 300 = 1 300:
573 489 = 500 000 + 70 000 + 2 000 + 1 300 + 180 + 9
• 70 000 – 10 000 = 60 000; 10 000 + 2 000 = 12 000:
573 489 = 500 000 + 60 000 + 12 000 + 1 300 + 180 + 9
• 500 000 – 100 000 = 400 000; 100 000 + 60 000 = 160 000:
573 489 = 400 000 + 160 000 + 12 000 + 1 300 + 180 + 9
Step 3: Subtract in columns:
573 489 = 400 000 + 160 000 + 12 000 + 1 300 + 180 + 9
379 692 = 300 000 + 70 000 + 9 000 + 600 + 90 + 2
Difference = 100 000 + 90 000 + 3 000 + 700 + 90 + 7 = 193 797
• Subtract the same numbers using “borrows”:
4 16
6 12
2 13
3 18
5 7 3 4 89
– 3 7 9 6 92
1 9 3 7 97
Answers
3. 10 000 was taken from the 30 000 in the ten thousands column, and added
to the 4 000 that remained in the thousands column. 100 000 was taken
from the 800 000 in the hundred thousands column, and added to the
20 000 that remained in the ten thousands column.
4. (a) R15 335 (b) R33 511
5. (a) 100 000; 97 316 (b) 400 000; 416 455
6. (a) 40 000; 42 359 (b) 160 000; 165 476
7. R800 000 − R607 940 = R192 060
8. (a) 370 035 (b) 370 034 (c) 200 541 (d) 200 541

MATHEMATICS GRADE 7 TEACHER GUIDE 30

A METHOD OF MULTIPLICATION
Teaching guidelines
Different methods can be used to multiply numbers:
• multiplying a large number by a 1-digit number:
o Expand the large number into parts, multiply each part by the 1-digit
number and add the final products. For example,
7 × 234 = 7 × (200 + 30 + 4) = 7 × 200 + 7 × 30 + 7 × 4
= 1 400 + 210 + 28 = 1 638
It is convenient to write the work in columns:
o Multiply in columns without using “carries”:
2 34
× 7
28 (7 × 4)
2 10 (7 × 30)
1 4 00 (7 × 200)
1 6 38
o Multiply in columns using “carries”:
Th H T U
2 2
7 × 4 = 28; write 8 and carry 2.
2 3 4 7 × 3 + 2 carries = 23; write 3 and carry 2.
× 7 7 × 2 + 2 carries = 16; write 16.
1 6 3 8
• multiplying a large number by a 2-digit number:
o Expand the 2-digit number into tens and units and multiply the
large number by the two parts separately. Refer to question 4 on LB
page 28.
o Multiply in columns without using “carries”. Refer to question 5 on
LB page 28 alongside.
o Multiply using “carries”: Refer to question 6 on LB page 29.
Answers
1. (a) 6 288 (b) 31 077 (c) 47 160 (d) 471 600
2. Answers are the same as in question 1.
3. 53 448
4. 378 × 30 = 11 340; 378 × 6 = 2 268; 11 340 + 2 268 = 13 608
5. (a) 6 × 40 = 240 (b) 70 × 8 = 560 (c) 70 × 300 = 21 000

MATHEMATICS GRADE 7 TEACHER GUIDE 31

Answers
6. (a) 39 114 (b) 252 361
7. (a) 222 592 (b) 101 244 (c) 126 836 (d) 568 230
8. Answers are the same as in question 7.
9. See LB page 29 alongside.
10. (a) 139 042 (b) 634 149 (c) 135 108 (d) 495 320
A PROCESS CALLED LONG DIVISION
Teaching guidelines
Division is used for different purposes:
• Grouping is used to find out how many parts there are. For
example, to find the answer to question 1, the total amount of R920
must be divided into groups of R37 each, each enough to buy one of 24
chickens. The remainder of R32 is not enough to buy another chicken.
• Sharing is used to find out how big each part is. For example, to find
the answer to question 2, the total amount of R880 must be divided
equally among 34 learners. After each learner has received R25, the
remainder of R30 cannot be shared out in full rand among the 34
learners any further.
More examples of grouping and sharing
Do the following examples require grouping or sharing?
• Your school bought 30 computers for its five Grade 7 classes. How many
computers will each classroom get? Answer: Sharing
• Winnie sells homemade ginger beer per glass. If she has 4 litres of ginger
beer and each glass holds 225 ml, how many full glasses can she sell?
Answer: Grouping
Answers
1. 24
2. R25
3. 27
4. 180 g
5. 84

MATHEMATICS GRADE 7 TEACHER GUIDE 32

Teaching guidelines (continued)
Estimation can be used to find the multiple of a number which is closest to a
given number. For example:
• Use doubling to estimate the multiple of 75 closest to 3 050, start with:
o 10 × 75 = 750; 3 050 – 750 = 2 300 left over; estimate too low
o 20 × 75 = 1 500; 3 050 – 1 500 = 1 500 left over; estimate too low
o 40 × 75 = 3 000; 3 050 – 3 000 = 50 left over; very close to real answer
The multiple of 75 closest to 3 050 is 3 000.
• Use doubling to estimate the multiple of 74 closest to 4 080:
o 10 × 74 = 740; 4 080 – 740 = 3 340 left over; estimate too low
o 20 × 74 = 1 480; 4 080 – 1 480 = 2 600 left over; estimate too low
o 40 × 74 = 2 960; 4 080 – 2 960 = 1 120 left over; estimate too low
o 50 × 74 = 2 960 + 740 = 3 700; 4 080 – 3 700 = 380 left over; close to
real answer. Note that doubling 40 would be too much, but adding
10 × 74 takes us to the closest multiple of 74.
The multiple of 74 closest to 4 080 is 3 700.
Answers
6. (a) Find out how many lengths of the red line are equal to the actual width
of the house.
5 600 ÷ 70 = 80 so the house is 80 times bigger than the sketch.
(b) 3 360 ÷ 80 = 42 the blue line should be 42 mm long.
(c) It is 42 mm.
7. (a) Grouping
(b) Sharing
8. (a) 50 × 74
(b) 740 2 220 3 700 5 180 6 660
(c) 250 × 38
(d) 1 140 1 900 3 800 5 700 7 600 9 500 11 400
(e) 30 × 287
(f) 2 870 5 740 8 610 11 480 14 350 17 220 20 090
(g) 240
9. Yes. The T-shirts will cost 115 × R67 = R7 705
10. (a) R6 700 (b) R1 800 (c) R460

MATHEMATICS GRADE 7 TEACHER GUIDE 33

Teaching guidelines (continued)
• During division:
o the number that gets divided is called the dividend
o the number that does the division is called the divisor.
• Long division involves subtraction of multiples of the divisor from the
dividend until the remainder, if any, is smaller than the divisor. For
example:
o To divide 6 342 by 8, subtract multiples of 8 from 6 342:
Use halving, starting from 1 000:
8 × 1 000 = 8 000 → 8 × 500 = 4 000 → 8 × 250 = 2 000
Use doubling, starting from 10:
8 × 10 = 80 → 8 × 20 = 160 → 8 × 40 = 320
6 342
– 4 000 (8 × 500 = 4 000)
2 342
– 2 000 (8 × 250 = 2 000)
342
– 320 (8 × 40 = 320)
22
– 16 (8 × 2= 16)
6
Answer: 6 342 ÷ 8 = 792 remainder 6
o To divide 20 880 by 36, subtract multiples of 36 from 20 880:
Use halving, starting from 1 000:
36 × 1 000 = 36 000 →36 × 500 = 18 000
Use doubling, starting from 10:
36 × 10 = 360 → 36 × 20 = 720 → 36 × 40 = 1 440 → 36 × 80 = 2 880
20 880
– 18 000 (36 × 500 = 18 000)
2 880
– 2 880 (36 × 80 = 2 880)
0
Answer: 20 880 ÷ 36 = 580
• Explain the correct layout for long division by working through the five
steps on LB page 31 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 34

Answers
Learners must not use a calculator.
11. (a) R3 995 ÷ 85 = R47
Selina paid R47 per chicken.
(b) 4 850 ÷ 78 = 62 with 14 remaining
He can buy 62 goats.
12. (a) 150 with remainder 34 (b) 136 with remainder 3
(c) 26 with remainder 36 (d) 347 with remainder 19
13. (a) 388 boxes with 13 chocolates remaining
(b) 2 013 cartons

1.6 Problem solving

RATE AND RATIO
Background information
• A ratio compares the sizes of two (or more) quantities of the same kind.
For example, if mortar for building a brick wall is made by mixing two
parts of cement to seven parts of sand, the ratio of cement to sand is 2 to
7 (or 2 : 7), as long as the parts are measured in the same unit like buckets
or spades full.
• A rate compares quantities of different kinds. For example, if a driver
of a car takes three hours to travel 300 km, the car is travelling at a rate of
300 km per three hours or 100 km per hour.
Teaching guidelines
The concepts of ratio and rate (LB pages 32–34) are extremely important. A
useful way to clarify the difference between rate and ratio is to consider a
situation where two objects move at different constant speeds, say 120 km/h and
40 km/h. Each of the speeds is a rate, and the two speeds are in the ratio 3 : 1. In
this case, a ratio is a relationship between two rates.
Answers
1. 688 000 ÷ 85 000 ≈ 8 days
2. 8 × 24 = 192 cm
3. 95 × 4 = 380 km

MATHEMATICS GRADE 7 TEACHER GUIDE 35

Teaching guidelines (continued)
In question 5 three coloured patterns are shown.
• In pattern A, the ratio of yellow beads to red beads is 4 to 5. This is
written as 4 : 5.
• In pattern B, the ratio between yellow beads and red beads is 3 : 6.
• In pattern C, the ratio between yellow beads and red beads is 2 : 7.
In question 6, machine A produces one tin for every three tins that machine B
produces. We say that:
• the ratio between production speeds of machines A and B is 1 : 3
• the ratio between production speeds of machines B and A is 3 : 1.
Answers
4. 860 000 + (35 000 × 20) = 860 000 + 700 000 = 1 560 000 people
5. Pattern B: There are six red beads for every three yellow beads.
Pattern C: There are seven red beads for every two yellow beads.
6. (a) See LB page 33 alongside.
(b) 2 400 ÷ 800 = 3 times
(c) 90 tins
(d) 600 tins
(e) Three tins

MATHEMATICS GRADE 7 TEACHER GUIDE 36

Answers
7. (a) 15 km
(b) See LB page 34 alongside.
(c) 1,5 km
(d) 2 : 3
8. R240 ÷ R8 = 30, so the R240 is 30 portions of R8 each.
Sally gets R5 from each portion so she gets R30 × R5 = R150.
David gets 30 × R3 = R90.
9. (a) Person 1: R3 600 Person 2: R10 800
(b) Person 1: R6 000 Person 2: R8 400
FINANCIAL MATHEMATICS
Teaching guidelines
• Loan is the money that one borrows from a person or institution.
• Interest is the money one has to pay for using another person’s money.
• Interest rate shows how much interest you have to pay for every R100
borrowed from another person or financial institution. For example, if
you borrow R10 000 from a bank at 15% interest, it means that, apart
from paying the R10 000 back to the bank, you have to pay 15
hundredths of R10 000 for the privilege of using the money that actually
belongs to the bank:
R10 000 ÷ 100 = R100
R100 × 15 = R1 500
You will have to pay R1 500 interest to the bank.
In total, you will have to pay R10 000 + R1 500 = R11 500 back to the bank.
Answers
1. 12 000 ÷ 100 = 120; 120 × 15 = 1 800
2. (a) 8 000 ÷ 100 = 80; 80 × 12 = 960
(b) 24 000 ÷ 100 = 240; 240 × 18 = 4 320
3. (a) R6 000 ÷ 100 = R60; 9 × R60 = R540
(b) R21 000 ÷ 100 × 11 = R2 310; 3 × R2 310 = R6 930
(c) R45 000 ÷ 100 × 12 = R5 400; 10 × R5 400 = R54 000

MATHEMATICS GRADE 7 TEACHER GUIDE 37

Teaching guidelines (continued)
• A profit is made when something is sold for more than what it
originally cost. For example, if you buy a bag of potatoes for R59 and sell
the potatoes separately for R75 in total, you have made a profit of
R75 – R59 = R16.
• A loss is made when something is sold for less than what it originally
cost. For example, if you buy a mobile phone for R699 and sell it for
R549, you have made a loss of R699 – R549 = R150.
• A discount is an amount which is taken off the price of something and
is usually stated as a percentage. For example:
Calculate 20% discount on R1 500.
R1 500 ÷ 100 = R15
R15 × 20 = R300
The discount will be R300.
Answers
4. (a) R52 000 − R40 000 = R12 000
(b) 1 hundredth of R100 000 = R1 000; 28 hundredths (or 28%) = R28 000
(c) 1 hundredth of R120 000 = R1 200; 30 hundredths (or 30%) is R36 000
5. (a) R20
(b) 20
(c) R400
6. 1 hundredth of R4 000 = R40; 20 hundredths (or 20%) = R800. The discount
is R800.
The customer paid R4 000 − R800 = R3 200.

MATHEMATICS GRADE 7 TEACHER GUIDE 38

Grade 7 Term 1 Chapter 2 Exponents

Learner Book Overview

Sections in this chapter Content Pages in
Learner Book
2.1 Quick squares and cubes Squares and cubes recalled from prior knowledge 36 to 38
2.2 The exponential notation The meaning of the concepts exponential notation, power, base and 38 to 41
exponent/index
2.3 Squares and cubes Calculating squares and cubes 41 to 42
2.4 The square root and the cube root Calculating square roots and cube roots 43 to 45
2.5 Comparing numbers in exponential form Random numbers in exponential form arranged in ascending and descending order 46 to 47
2.6 Calculations Performing calculations with exponents, square roots and cube roots 48 to 50

CAPS time allocation 9 hours

CAPS content specification Pages 43 to 44

Mathematical background
This chapter addresses:
• squares and cubes
• square roots and cube roots
• the exponential notation.
The work on squares and cubes, square roots and cube roots is valuable for at least two reasons:
• it contributes to fluency with smaller numbers, and
• it serves as an introduction to the exponential notation.
5
The exponential notation is a shorthand notation for repeated multiplication with the same number. For example, the exponent 5 in 2 , indicates the
number of occurrences of the factor 2 in the product 2 × 2 × 2 × 2 × 2.
Squaring a number is similar to the way you would find the area of a square when its side length is given.
Square rooting a number is similar to the way you would find the side length of a square when its area is given.
2
Squaring and square rooting are inverse operations. For example, the square of 5 is 25 (5 = 25), therefore the square root of 25 is 5 ( 25 = 5).
Cubing a number is similar to the way you would find the volume of a cube when its side length is given.
Cube rooting a number is similar to the way you would find the side length of a cube when its volume is given.
3
Cubing and cube rooting are inverse operations. For example, the cube of 5 is 125 (5 = 125), therefore the cube root of125 is 5 ( 3 125 = 5).

MATHEMATICS GRADE 7 TEACHER GUIDE 39

2.1 Quick squares and cubes
AGAIN AND AGAIN
Teaching guidelines
The following strategy can be used to introduce squares and cubes:
• Learners investigate similarities between the drawings (squares) below
and find a quick way to count the number of small squares in each
drawing (multiply the number of squares along any edge by itself).
2
Instead of saying “six times six”, say “six squared” and write 6 .

• Learners investigate similarities between the drawings (cubes) below and

find a quick way to count the number of small cubes in each drawing
(multiply the number of cubes along any edge by itself and by itself
again). Instead of saying “six times six times six”, say “six cubed” and
3
write 6 .

Answers
1. (a) 4 (b) 9 (c) 16 (d) 25 (e) 36 (f) 49
(g) 64 (h) 81 (i) 100 (j) 121 (k) 144 (l) 1
2. See the answers on LB page 36 alongside.
3. (a) 5 (b) 10 (c) 8 (d) 6
4. (a) 100 + 25 + 4 = 129 (b) 5 × 100 + 70 + 3 = 573
(c) 700 + 30 + 6 = 736 (d) 200 + 90 + 6 = 296
5. (a) 8 (b) 27 (c) 64 (d) 125 (e) 216
(f) 343 (g) 512 (h) 729 (i) 1 000 (j) 1 331
(k) 1 728 (l) 2 197 (m) 1

MATHEMATICS GRADE 7 TEACHER GUIDE 40

Notes on quick squares and cubes
1. Learners have calculated squares in the Intermediate Phase. Section 2.1
revises squares and cubes of small whole numbers, as required by the CAPS
(page 43). The pictures on LB page 37 highlight the geometric origin of the
terms square and cube, and the intention is definitely not that all learners
should count the tiles in the pictures one by one. Rather, they should be
challenged to find a quick way to do it.
2. Almost all the exercises in this chapter can be completed without a
2
calculator, because most of them involve squares and square roots up to 12 ,
3
and cubes and cube roots up to 6 . The CAPS (page 43) regards this number
range as mental calculations. Learners are given plenty of practice
exercises to allow them to recall these values quickly and easily.
Misconceptions
When first explaining powers and roots, try to avoid using 1 or 2 as the base. This
2
is because if you use an example such as 2 = 4, learners may think that the power
of 2 requires them to double the base rather than multiply the base by itself.
Notes on question 4
2 2 2 2
In question 4(a) (LB page 36) learners have to calculate 10 + 5 + 2 , where 10
2 2
means 10 × 10, 5 means 5 × 5 and 2 means 2 × 2. According to BODMAS,
multiplication should be done before addition, which implies that, in this case,
2 2 2
10 , 5 and 2 should be calculated before any addition is done.

MATHEMATICS GRADE 7 TEACHER GUIDE 41

Answers
6. See LB page 38 alongside.
7. (a) 3 (b) 10 (c) 2 (d) 1 (e) 6 (f) 7
8. (a) 3 000 + 700 + 50 + 6 = 3 756 (b) 7 000 + 700 + 70 + 7 = 7 777
(c) 8 000 + 100 + 40 + 2 = 8 142 (d) 4 000 + 300 + 40 + 9 = 4 349
(e) 10 × 100 = 1 000 (f) 100 × 100 = 10 000
9. Numbers 8 and 4: the square of 8 = 64 and the cube of 4 = 64.
2 2 2 2 2 2 2 2 2
10. 3 + 4 = 5 ; also 6 + 8 = 10 ; 5 + 12 = 13 ; …

2.2 The exponential notation

REPEATED MULTIPLICATION WITH THE SAME NUMBER
Teaching guidelines
3
Find a shorthand notation for 4 × 4 × 4 without applying multiplication (4 ).
This shorthand notation for repeated multiplication with the same number is
known as exponential notation, with the exponent 3 indicating the number
of occurrences of the factor 4 in the product 4 × 4 × 4.
Find a shorthand notation for 4 + 4 + 4 without performing addition (3 × 4).
This shorthand notation for repeated addition with the same number is
multiplication, with the 3 indicating the number of 4s to be added together.
Discuss the concepts power, base and exponent of a number written in
exponential form (see LB page 40).
Mathematical content
• A power of a number is any number that can be expressed as a product
of one repeated factor of that number.
• The repeated factor in a power is called the base.
• The number of repetitions is called the exponent or index.
Notes on the exponential notation
1. Learners need to understand that exponents enable us to write repeated
multiplication in a shorthand way, called the exponential form. Ensure that
learners can distinguish between the two concepts – i.e. repeated
multiplication and repeated addition.

MATHEMATICS GRADE 7 TEACHER GUIDE 42

2. It is important for learners to be able to use a few different ways to express
exponential statements in words. For example, learners need to understand
2
that 5 can be described in words as “five squared” or “five to the power of
two”. The following statements: “a number, when squared, is nine” and “a
number to the power of two is nine” and “what is the square root of nine?”
all have the same meaning.
Misconceptions
3
Sometimes an expression like 2 is interpreted as 2 × 3, which may be described
as “multiplying the base with the exponent”, instead of 2 × 2 × 2. To help
3
learners to sharply distinguish between powers like 2 and products like 2 × 3 it
may help to let them explore expressions like 2 × 2 × 2 and 2 + 2 + 2 from time to
time, and to write these in shorter forms. It is critical that learners understand
that the exponential notation and the multiplication notation are both short
hand but different forms to indicate repetition of multiplication and addition
respectively.
Answers
1. See LB page 38 on previous page.
2. 2 is repeated two times as a factor of 140
2 is repeated three times as a factor of 280
3 is repeated four times as a factor of 81
5 is repeated four times as a factor of 625
3. (a) 125 = 5 × 5 × 5 (b) 64 = 2 × 2 × 2 × 2 × 2 × 2
(c) 100 = 10 × 10 (d) 1 000 = 10 × 10 × 10
4. (a) 16 (b) 32 (c) 64 (d) 128 (e) 256
(f) 512 (g) 1 024 (h) 2 048 (i) 4 096 (j) 8 192
5. See LB page 39 alongside.
6. (a) eighth power of 15 (b) twelfth power of 12
3 6
7. (a) 125 = 5 (b) 64 = 2
2 3
(c) 100 = 10 (d) 1 000 = 10

MATHEMATICS GRADE 7 TEACHER GUIDE 43

 4 5 6 7 8
8. (a) 2 (b) 2 (c) 2 (d) 2 (e) 2
9 10 11 12 13
(f) 2 (g) 2 (h) 2 (i) 2 (j) 2
9. See LB page 40 alongside.
3 4 3
10. (a) 5 = 125 (b) 10 = 10 000 (c) 20 = 8 000
11. See LB page 40 alongside.
POWERS OF DIFFERENT NUMBERS
Teaching guidelines
Learners should discover that all differences between:
• consecutive powers of 2 are equal to (2 – 1) times a power of 2:
2 1 3 2 2 4 3 3 5 4 4
2 – 2 = 1 × 2; 2 – 2 = 1 × 2 ; 2 – 2 = 1 × 2 ; 2 – 2 = 1 × 2
• consecutive powers of 3 are equal to (3 – 1) times a power of 3:
2 1 3 2 2 4 3 3 5 4 4
3 – 3 = 2 × 3; 3 – 3 = 2 × 3 ; 3 – 3 = 2 × 3 ; 3 – 3 = 2 × 3
• consecutive powers of 4 are equal to (4 – 1) times a power of 4:
2 1 3 2 2 4 3 3 5 4 4
4 – 4 = 3 × 4; 4 – 4 = 3 × 4 ; 4 – 4 = 3 × 4 ; 4 – 4 = 3 × 4
• consecutive powers of 5 are equal to (5 – 1) times a power of 5:
2 1 3 2 2 4 3 3 5 4 4
5 – 5 = 4 × 5; 5 – 5 = 4 × 5 ; 5 – 5 = 4 × 5 ; 5 – 5 = 4 × 5
Notes on question 2
5 4 5 4
Display the calculation 3 – 3 . Revise that 3 means 3 × 3 × 3 × 3 × 3 and 3
5 4
means 3 × 3 × 3 × 3, which implies that, according to BODMAS, 3 and 3 must be
calculated before subtraction is performed.
Answers
1. See LB page 40 alongside.
2. (a) 2 4 8 16 32 64 128
(b) They are the powers of 2 again.
3. No. 9 − 3 = 6 which is not a power of 3.

MATHEMATICS GRADE 7 TEACHER GUIDE 44

4. See LB page 41 alongside.
5. (a) 6 18 54 162 486 1 458 4 374
(b) Sample answer: They are not powers of 3, but double powers of 3.
(c) 3 9 27 81 243 729 2 187
(d) The answers in (c) are all powers of 3.
6. (a) Learners’ own answers, for example multiples of powers of 4.
(b) See LB page 41 alongside.
Example of an answer: “I calculated the differences between consecutive
powers of 4 and tried to write the answers in terms of powers of 4, for
example a product of a power of 4 and another number.” “I tried to find a
pattern:
16 − 4 = 12 = 3 × 4
64 − 16 = 48 = 3 × 16
256 − 64 = 192 = 3 × 64
1 024 − 256 = 768 = 3 × 256 etc.
All answers are (4 – 1) times a power of 4.”
7. See LB page 41 alongside.
100 − 10 = 90
1 000 − 100 = 900
10 000 − 1 000 = 9 000
100 000 − 10 000 = 90 000
1 000 000 − 100 000 = 900 000
10 000 000 − 1 000 000 = 9 000 000
The difference between consecutive powers of 10 is always (10 – 1) times
a power of 10.

2.3 Squares and cubes

CALCULATING SQUARES AND CUBES
Teaching guidelines
Learners should be able to use different ways to express exponential statements
in words. For example:
2
• 3 can be read as “three squared” or “three to the power two”
3
• 3 can be read as “three cubed” or “three to the power three”.
Revise the meaning of the following concepts:
• A square is any number which is a product of two identical factors.
• A cube is any number which is a product of three identical factors.

MATHEMATICS GRADE 7 TEACHER GUIDE 45

 Use flow diagrams to illustrate the process of squaring and cubing:
• To square a number means to multiply it by itself. This resembles finding
the area of a square when the length of any side is given.

• To cube a number means to multiply it by itself and again by itself. This

resembles finding the volume of a cube when the length of any edge is
given.

Notes on question 5
To find numbers which are both squares and cubes, write down a product of six
identical factors and find the answer. For example:
• 3 × 3 × 3 × 3 × 3 × 3 = 729 is both a square and a cube because
2
(3 × 3 × 3) × (3 × 3 × 3) = 27 × 27 = 27 and
3
(3 × 3) × (3 × 3) × (3 × 3) = 9 × 9 × 9 = 9
Answers
1. See LB page 42 alongside.
2. (a) 1 × 1 × 1 = 1 2×2×2=8 3 × 3 × 3 = 27
(b) 5 × 5 × 5 = 125 10 × 10 × 10 = 1 000 4 × 4 × 4 = 64
3. (a) Set B: {1; 8; 27; 64; 125; 216; 343; 512}
(b) Set B: {1 000; 8 000; 27 000; 64 000; 125 000}
4. (a) 1 4 9 16 25 36 49 64
81 100 121 144 169 196 225
(b) The last digit is always either a 0, 1, 4, 5, 6 or a 9.
(c) There are many possible answers. Examples are 20, 11, 14, 35, 26 and 39.
5. (a) both (b) both (c) square
(d) cube (e) cube (f) square
(g) neither (h) cube (i) square

MATHEMATICS GRADE 7 TEACHER GUIDE 46

2.4 The square root and the cube root
DETERMINING WHAT NUMBER WAS SQUARED
Teaching guidelines
The first flow diagram below can be used to determine what number, when
squared, equals 25. This resembles finding the side length of a square when its
area is given. The answer is 5, because 5 × 5 = 25.

By changing the direction of the first flow diagram and changing the operation
to (the symbol for square rooting), it can be shown that the question “What
number, when squared, equals 25?” means the same as the question “What is
the square root of 25?” This shows that square rooting is the inverse operation of
squaring.
Note on notation for square roots
!
The symbol for square roots is , not .
" # $
The symbols for other roots are , , , and so on.
Note to question 7
Squaring and square rooting are inverse operations.
Answers
1. 3 because 3 × 3 = 9
2. 7 because 7 × 7 = 49
3. 9 because 9 × 9 = 81
4. 15 because 15 × 15 = 225
5. 11 because 11 × 11 = 121
6. 13 because 13 × 13 = 169
7. See LB page 43 alongside.
DETERMINING WHAT NUMBER WAS CUBED
Teaching guidelines
The first flow diagram below can be used to determine what number, when
cubed, equals 125. This resembles finding the side length of a cube when its

MATHEMATICS GRADE 7 TEACHER GUIDE 47

volume is given. The answer is 5, because 5 × 5 × 5 = 125.

By changing the direction of the first flow diagram and changing the operation
"
to (the symbol for cube rooting), it can be shown that the question “What
number, when cubed, equals 125?” means the same as the question “What is the
cube root of 125?” This illustrates that cube rooting is the inverse operation of
cubing.
Note on question 7
Cubing and cube rooting are inverse operations.
Answers
1. 3 because 3 × 3 × 3 = 27 2. 7 because 7 × 7 × 7 = 343
3. 2 because 2 × 2 × 2 = 8 4. 10 because 10 × 10 × 10 = 1 000
5. 8 because 8 × 8 × 8 = 512
6. 1 and 0; because 1 × 1 = 1 and 1 × 1 × 1 = 1, and 0 × 0 = 0 and 0 × 0 × 0 = 0
7. See LB page 44 alongside.

CALCULATING SQUARE ROOTS AND CUBE ROOTS

Teaching guidelines
Learners need to understand that roots are the inverses of powers. So, square
rooting is the inverse operation to squaring, and cube rooting is the inverse
operation to cubing. For example:
2
• If 5 = 25, then (by definition) 25 = 5 (without a 2 outside the root sign).
3 3
• If 5 = 125, then (by definition) 125 = 5 (with a 3 outside the root sign).

MATHEMATICS GRADE 7 TEACHER GUIDE 48

Answers
1. See LB page 44 on previous page.
2. See LB page 44 on previous page.
3
3. (a) 169 (b) 343 (c) 2 500
3 3 2
(d) 729 (e) 25 (f) 25
4. See LB page 45 alongside.
5. See LB page 45 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 49

2.5 Comparing numbers in exponential form
BIGGER, SMALLER OR EQUAL?
Teaching guidelines
• The symbol < is used to indicate that the number on the left-hand side of
the symbol is smaller than the number on the right-hand side: 3 < 5.
• The symbol > is used to indicate that the number on the left-hand side of
the symbol is bigger than the number on the right-hand side: 5 > 3.
• The symbol = is used to indicate that the number on the left-hand side of
the symbol has the same value as the number on the right-hand side:
3
2 = 8.
An important note
6 2
Comparing numbers in exponential form (CAPS page 43), for example 2 and 5 ,
helps learners to think about the distinction between the roles of the base and
the exponent.
Misconceptions
6 2
Some learners think that powers like 2 and 6 have the same value because they
interpret powers as multiplication of the base by the exponent.
6
• 2 means the product of 6 factors of 2: 2 × 2 × 2 × 2 × 2 × 2 = 64
2
• 6 means the product of 2 factors of 6: 6 × 6 = 36
Answers
5 2 5 2
1. (a) 2 = 32 5 = 25; 2 is bigger than 5
4 3 4 3
(b) 3 = 81 4 = 64; 3 is bigger than 4
3 1 3 1
(c) 2 = 8 6 = 6; 2 is bigger than 6
3 3 3 2
2. (a) = 64 = 4 × 4 × 4= 4; 16 = 4 × 4 = 4 (b) > 3 = 27; 4 = 16
(c) = 6 × 6 = 36 (d) < 5 < 10 (e) > 27 > 6
(f) < 16 < 81 (g) < 8<9 (h) = 1=1
(i) < 9 < 27 (j) < 100 < 225
1 100 1
3. 100 is bigger, because 1 = 1 and 100 = 100
2 2 4
4. 4 (4 = 16; 2 = 16)
5. Yes. (For example: 36 − 25 = 11; 25 − 16 = 9; 16 − 9 = 7; 9 − 4 = 5; 4 − 1 = 3)

MATHEMATICS GRADE 7 TEACHER GUIDE 50

BE SMART WHEN DOING CALCULATIONS
Teaching guidelines
Learners are familiar with the distributive law, which enables us to spread
multiplication over addition and subtraction. For example:
• 7 × 15 = 7 × (10 + 5) = 7 × 10 + 7 × 5 = 70 + 35 = 105
• 7 × 15 = 7 × (20 – 5) = 7 × 20 – 7 × 5 = 140 – 35 = 105
Knowledge of squares can be used in combination with the distributive law to
do certain calculations much quicker. For example:
• 11 × 14 = 11 × (11 + 3) = 11 × 11 + 11 × 3 = 121 + 33 = 154
• 12 × 19 = 12 × (12 + 7) = 12 × 12 + 12 × 7 = 144 + 84 = 228
Answers
1. 209 2. 208 3. 270 4. 216
ARRANGING NUMBERS IN ASCENDING AND DESCENDING ORDER
Answers
3 2 3 2
1. (a) 64 = 4; 3 = 9; 64 = 8; 36 = 6 ® 64 ; 36 ; 64 ; 3
3 3 2 2 3 3
(b) 225 = 15; 729 = 9; 1 000 = 10; 2 = 4 ® 2 ; 729 ; 1 000 ; 225
3 3 3
(c) 1 = 1; 0; 100; 1 000 ® 0; 1 ; 100; 10
2 3 2 2 2 3 2 2
(d) 1 = 1; 2 = 8; 4 = 16; 5 = 25 ® 1 ; 2 ; 4 ; 5
3 3 5 5 3 3
2. (a) 216 = 6; 103 = 10; 2 = 32; 20 ® 2 ; 20; 103 ; 216
3 3 2 3 2 3
(b) 10 = 1 000; 203 = 20; 144 = 12; 12 = 144 ® 10 ; 12 ; 203 ; 144
3 2 3 3 2 3
(c) 121 = 11; 125 = 5; 11 = 121; 5 = 125 ® 5 ; 11 ; 121 ; 125
5 4 2 3 3 3 3 2 4 5
(d) 1 = 1; 2 = 16; 7 = 49; 6 = 216; 5 = 125 ® 6 ; 5 ; 7 ; 2 ; 1

MATHEMATICS GRADE 7 TEACHER GUIDE 51

2.6 Calculations
THE ORDER OF OPERATIONS/WRITING NUMERICAL EXPRESSIONS IN
WORDS
Teaching guidelines
An acronym is a pronounceable abbreviation and is often written with capital
letters to indicate that it is not a real word. The acronym BODMAS reminds us
of the order in which certain operations have to be done during calculations.
B: Brackets Step 1: Do brackets.
O: Of Step 2: Do “of” (which means multiplication).
D: Division Step 3: Do all multiplications and divisions,
M: Multiplication working from left to right.
A: Addition Step 4: Do all additions and subtractions,
S: Subtraction working from left to right.
2
• 5 × 8 + 12 = 200 + 12 = 212: Multiply 5 by itself and then by 8;
then add 12.
2
• 5 × (8 + 12) = 25 × 20 = 500: Add 8 and 12; then multiply by 25
(5 squared).
Misconceptions
2 2 2
1. That exponents distribute, for example that (2 + 3) = 2 + 3 . Help
2 2 2
learners by asking them to calculate 5 as well as 2 + 3 .
2. Multiplying bases and adding/multiplying exponents, for example
4 2 6 4 2 6 8
3 5 = 15 or 3 3 = 9 or 9 . Emphasis is often placed on the terminology
base, power and exponent while the meaning of exponential notation
(shorthand for repeated multiplication) is not prioritised.
Answers
1. (a) Multiply 2 with itself and then with 5; then add 3.
(b) Add 2 and 3, and square the answer; multiply it by 5 twice (or by 25).
(c) Add 36 and 64; then take the square root of the answer. Add this to
3 multiplied by itself two times (3 × 3 × 3).
(d) Take the square root of 16 and the square root of 9 and add them.
(e) Multiply 10 by 10 and 10 again. Multiply 9 by 9 and 9 again. Subtract
your second answer from your first answer.
(f) 18 divided by the square root of 9, all squared.
(g) 26 minus the square root of 4, all divided by 6.

MATHEMATICS GRADE 7 TEACHER GUIDE 52

CALCULATIONS WITH EXPONENTS
Teaching guidelines
Exponential notation represents repeated multiplication of the same factor.
• The base shows the repeated factor.
• The exponent or index shows the number of repetitions.
An important note
The acronym BIDMAS stands for Brackets; Indices (which imply powers),
Division/Multiplication from left to right, and Addition/Subtraction from left to
right. This indicates that powers should usually be worked out before division
and multiplication (which includes “Of”).
Misconception
Note that most learners will indicate that 2(b) is true and yet it is not. Make them
aware of the convention. Do a few other examples to consolidate the
convention.
Note on question 1(b)
The base should be simplified before the exponent is applied.
Answers (question 1 starting on LB page 48)
4
1. (a) 16 + 1 = 17 (b) 3 = 81
(c) 8 + 27 + 64 = 99 (d) 8 + (125 × 3) = 8 + 375 = 383
12 + (2 × 9) 30
(e) 144 ÷ 8 = 18 (f) 16 − 1 = 15 = 2
5
2. (a) 8 + 4 = 12; 2 = 32; not equal
5
(b) 8 × 4 = 32; 2 = 32; equal
4
3. (a) 125 + 5 = 130; 5 = 625; not same value
4
(b) 125 × 5 = 625; 5 = 625; same value
4
4. (a) 16 × 256 = 4 096; 8 = 4 096; same value
4
(b) 512 × 8 = 4 096; 8 = 4 096; same value
5. (a) 16 + 9 = 25 (b) 144 + 25 = 169
5 6 7 8 9 10 11
6. (a) 2 = 32; 2 = 64; 2 = 128; 2 = 256; 2 = 512; 2 = 1 024; 2 = 2 048;
12
2 = 4 096
(b) The last digit cycles through the values 2; 4; 8 and 6.
(c) (i) 6 (ii) 4

MATHEMATICS GRADE 7 TEACHER GUIDE 53

CALCULATIONS INVOLVING SQUARE ROOTS AND CUBE ROOTS
Note on question 2(a)
The inside of the root should be simplified before finding the square root.
Answers (questions on LB page 49)
1. See LB page 49 on previous page.
2. (a) False. 10 does not equal 8 + 6 (b) False. 4 + 3 does not equal 5
(c) False. 10 does not equal 8 + 6 (d) True. 5 does not equal 3 + 4
(e) True. true by definition (f) True. true by definition
(g) True. 13 − 5 = 8 (h) True. the square root of 144 is 12
3. (a) 2 + 2 + 25 = 29 (b) 2 + 2 + 9 + 4 = 17
5 + 4 ×(13 − 8) 5 + (4 × 5) 5 + 20 25
(c) 2 + 2 + 32 − 8 = 28 (d) 5 = 5 = 5 = 5 =5
3 3 28 − (24 ÷ 2) (28 − 12)
(e) (15 − 3) = 10 = 1 000 (f) = 16 = 16 ÷ 16 = 1
(3 + 1)2

WORKSHEET
Answers
1. 6 × 6 × 6 × 6 × 6 × 6
9
2. 14
5 3 4
3. 81; 32; 64; 10 ® 10; 2 ; 4 ; 3
4. (a) False. 10 is not equal to 8 + 6
(b) True. 5 + 3 = 8
5. (a) 27 × 4 = 108 (b) 12 + 9 = 21
4
(c) 121 + 25 − 12 = 134 (d) 2 ÷ 2 = 16 ÷ 2 = 8
(e) 81 − (16 × 3) = 81 − 48 = 33 (f) 7 + 5 + 1 − 8 = 5
2 2
(g) (3 + 8) = 11 = 121 (h) ( 25 ÷ 5) × 93 = 1 × 93 = 93
81 + 144 + 125 + 650 1 000 216 − 169 + 2 49
(i) 5 × 100 = 500 = 2 (j) 49 × 1 = 49 = 1

MATHEMATICS GRADE 7 TEACHER GUIDE 54

Grade 7 Term 1 Chapter 3 Geometry of straight lines

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
3.1 Line segments, lines and rays Difference between line segments, lines and rays 51 to 53
3.2 Parallel and perpendicular lines Informal definitions of parallel lines, comparing parallel lines to lines that meet, 54 to 56
definition of perpendicular lines

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Resources
Learners need a ruler or straight edge; a sharp pencil and a set square (to draw a right angle).
At this stage, they have not used a protractor.

Mathematical background
• Line segments, lines and rays can be thought of as a collection of points that are so close together that there are no spaces in between.
• We make a pencil (or pen) mark to indicate the position of a point. We use letters like A, B, P, Q (all upper-case) to name a point.
• A line segment has a beginning and an end. When we name a line segment, we need only name the two endpoints. We can measure the length of a
line segment.
• A line extends indefinitely in both directions and has no beginning or end. We cannot measure the length of a line. We cannot draw a line on paper,
but we add arrows to a line segment to represent a line. We name a line by choosing any two points on the line and labelling them with chosen letters,
for example line AB, or line BA, etc. Sometimes a line can be named by a single letter (lower case), for example p.
• A line that has a definite starting point but no definite endpoint is called a ray and is named by the starting point first and any other point on the ray,
for example AB. We cannot measure the length of a ray.
• Learners should understand the difference between lines and line segments. In the work that learners will encounter in the future, a line segment or a
ray is often simply called a line.

MATHEMATICS GRADE 7 TEACHER GUIDE 55

3.1 Line segments, lines and rays
LINE SEGMENTS
Teaching guidelines
Learners will measure the line segments of the quadrilateral in question 1 more
accurately if they measure in millimetres.
Talk about the meaning of the word segment as part of something. A line
segment is a set of points with a definite starting and end point.
Misconceptions
Learners often confuse lines with line segments and lines with rays. Let learners
draw points on a sheet of paper and join them two by two with a ruler to create
line segments.
Notes on the questions
We usually mention the endpoints of the line segments in alphabetical order, for
example AB and not BA, although BA is not incorrect.
Answers
1. See LB page 51 alongside.
Additional questions
1. Let learners make at least five points and name them A, B, C, D and E.
Learners join the points so that every point is joined with all the other
points. Learners then measure and name the line segments.
Learners exchange their work with a partner who then tests the
correctness of the measurements.

MATHEMATICS GRADE 7 TEACHER GUIDE 56

Answers
2. See LB page 52 alongside.
LINES AND RAYS
Teaching guidelines
Talk about extending a line segment indefinitely in both directions which we
show by an arrowhead at each end of the line segment. It is impossible to show
the line completely for obvious reasons: it has no beginning and no end. Explain
that this is the reason that we cannot measure the length of a line. Therefore, we
show only a part of a line in a drawing, while the arrows indicate that it is a line.
Let learners think of a ray of light that starts at a source (for example, the sun)
and travels on indefinitely in one direction. Explain that we can represent a ray
on paper as beginning at a point and continuing indefinitely in a direction. A ray
has a point at the beginning and an arrowhead on the other end.
Misconceptions
Learners often confuse lines and rays. You could use a physical explanation to
help them remember, for example: represent a point by a closed fist; make a fist
with each hand and extend your arms. Explain that the distance between the
two fixed points (fists) represents a line segment. Now open one fist and point
your fingers; this represents a ray. With both hands opened and fingers pointed
in opposite directions we can represent the idea of a line.
Explain that a ray can point in any direction, but we mention the starting
point of the line first. See examples, ray PQ and ray DC on LB page 52.
A line or a ray can be horizontal, vertical or slanted.
Answers
1.

2. No. It is not possible to draw the whole line, because it has no definite
starting point or endpoint.
Teaching guidelines
Circulate and make sure that all learners draw the rays correctly with the first
letter as the starting point and the other letter at the arrowhead, for example ray
EF with E at the start or the ray FT with F at the starting point.
Make sure that learners understand that lines could meet somewhere if they
are extended (i.e. if they are not parallel).

MATHEMATICS GRADE 7 TEACHER GUIDE 57

 Line segments that do not cross each other (intersect) will not meet (as in
question 5).
Rays that diverge (move away from each other) will not meet (as in question 7),
but rays that converge (move towards each other) will meet if they are extended
(as in question 8).
Question 9 could confuse learners. Point out that the rays cannot meet. Copy
the drawing on the board and extend both rays JK and RS to show learners that
even though RS is extended it passes the starting point J of the other ray.
Misconceptions
Learners may be confused when they answer questions like question 7. Make
sure that they realise that these are rays and will not meet.
Notes on the questions
Remember that lines (or rays or line segments) will never cross or meet if they are
parallel.
Answers
3.

4. No. You can only show the starting point of a ray. You can’t show where it
ends.
5. See LB page 53 alongside.
6. See LB page 53 alongside.
7. See LB page 53 alongside.
8. See LB page 53 alongside.
9. See LB page 53 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 58

3.2 Parallel and perpendicular lines
PARALLEL LINES
Notes on the questions
This is an informal definition of parallel lines. Learners will learn the formal
definition of parallel lines in future work. At this stage, they should realise that
parallel lines are always the same distance apart.
Teaching guidelines
Talk about the fact that the distance between any two parallel lines always
remains the same. Parallel lines are indicated by a set of arrows on each line that
point in the same direction (see between C and E and between D and F on LB
page 54). We write the names of the parallel lines as follows AG||BH. Explain that
even if lines look parallel to the eye, we cannot assume that they are unless they
are marked with the sets of arrows.
Give learners the opportunity to measure the lines to find out if they really are
parallel.
Let learners think about using the measurements to not only find out if lines
are parallel, but also to draw sets of parallel lines. Let them talk in pairs about
using this method. They can do questions 2 and 3.
Answers
1. See LB page 54 alongside.

2.

3.

Notes on the questions

These questions are designed to make learners think about the circumstances
under which lines (or line segments and rays) are parallel and to understand the
properties.

MATHEMATICS GRADE 7 TEACHER GUIDE 59

Teaching guidelines
Circulate and check that learners have the skills to manage the necessary
measurements.
Talk through the answers to the questions with the learners when they have
completed them. Allow learners to find ways of measuring the distance between
two lines to determine whether they are parallel or not.
Let learners discuss in pairs or small groups what plan can be made to
determine whether two line segments MN and AB are parallel or not.
Misconceptions
Learners should realise that lines or line segments may not be parallel, even
though they look like they are. The only way to be sure is to measure them or if
the lines are marked to be parallel.
Answers
4. No. There is equal distance between them all the time. They will never meet.
5. See LB page 55 alongside.
Draw a few lines to cut the lines at right angles so that you can measure the
perpendicular distance between the lines at several places. If the lines are the
same distance apart, they are parallel. PQ and ST are not parallel.
6. (a)

(b) Learners’ own descriptions. (For example: Draw one line. Place the ruler
to be parallel with the first line. Then move it a little bit to be at a small
angle with the first line.)
7. Yes
8. Yes, the length of AB = the length of CD.
AB = CD = 2,4 cm (see the drawing on LB page 55).
9. Yes, it looks like it (see the drawing on LB page 55).
10. Extend segment MN to the right and extend segment AB to the left. Draw
two lines perpendicular to the segments, such as those above in question 1,
and measure the distance between the extensions of the segments. If the
distances are the same, the segments are parallel.
11. No. A line can only be parallel to another line.
12. See the drawing on LB page 55.

MATHEMATICS GRADE 7 TEACHER GUIDE 60

PERPENDICULAR LINES
Notes on the questions
Learners should work with the symbol that is used to indicate perpendicular
lines (lines at right angles to each other) to become familiarised with it (⊥).
Teaching guidelines
o
Talk about the fact that perpendicular lines make an angle of 90 with each
other. We write AB⊥CD to indicate that AB is perpendicular to CD.
On a drawing, two perpendicular lines are indicated by a small square at the
point where the lines cross each other (see LB page 56).
Sometimes lines in a drawing look as if they are perpendicular, but we only
know they were meant to be perpendicular if they are marked with the small
square where they intersect.
Let learners name the shape that is formed when two rays have the same
starting point (an angle). Draw a variety of rays on the board that form acute
angles, obtuse angles, perpendicular angles, etc.
Let learners discuss the answer to question 6.
Answers
1. Four angles
2. 3.

4. 5.

6. See LB page 56 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 61

MATHEMATICS GRADE 7 TEACHER GUIDE 62
Grade 7 Term 1 Chapter 4 Construction of geometric figures

Learner Book Overview

Sections in this chapter Content Pages in Learner
Book
4.1 Angles revision Vocabulary and the conventions for representing, describing and labelling angles 57 to 59
4.2 The degree: a unit for measuring Recognising the need for a unit of measurement and developing an understanding of 59 to 60
angles the degree as a suitable unit
4.3 Using the protractor Explaining a protractor and how to use it to measure all types of angles 61 to 64
4.4 Using a protractor to construct angles Constructing angles to a given size using a protractor 65 to 66
4.5 Parallel and perpendicular lines Using a protractor to construct 90° angles (perpendicular lines) and measuring 66 to 68
distances on perpendicular lines to construct parallel lines
4.6 Circles are very special figures Understanding a circle as a curve of which the ends meet and every point on the 68 to 69
curve is the same distance from a point in the centre of the curve
4.7 Using the compass Learning how to use a compass and drawing circles using a compass 69 to 71
4.8 Using circles to draw other figures Investigating patterns of circles and shapes that are formed by joining points of 72 to 75
intersection
4.9 Parallel and perpendicular lines with Investigating how parallel and perpendicular lines are formed when circles intersect 76
circles

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Mathematical background
• An angle is formed when two lines, the sides of the angle, meet at a common point, the vertex.
• An angle measures the amount of turning about a point in degrees. For example, starting on BA and turning A about B to end at C, forms ABC.
• The label of the vertex is always written in the middle, for example ∠ABC or angle ∠CBA means that B is the vertex. Another way of writing ∠ABC is
ABC or simply B. When there is more than one angle at a vertex, the two endpoints will have to be included, for example ABC or CBD, to avoid
confusion.
• Angles could have their sides slanted and learners should also be shown angles with sides that are not horizontal and/or vertical.
• In order to measure the size of an angle, the sides sometimes have to be lengthened, this is also called producing the lines.
• Parallel lines and perpendicular lines could also be slanted and learners should work with such lines oriented in different ways.

MATHEMATICS GRADE 7 TEACHER GUIDE 63

4.1 Angles revision
Background
There is more than one way to think about angles. For example, they can be
thought of:
• As the space between two lines that cross or intersect, or
meet at a vertex. Let learners think of examples from
daily life where angles are encountered, for example
traffic signs.
• As the amount of turning about a point, for example
when a door is opened, each point on the surface of the door turns
through the same angle.
Teaching guidelines
Work through the concept of an angle as an amount of turning about a point
and discuss the words used to describe an angle (arms, vertex, etc.). Let learners
think of standing in one spot and turning until they face in the same direction
they were facing when they started the motion. Point out that they have turned
through a full turn, or a revolution.
Use the activity to revise the angles they learnt about in previous grades. Let
one or two learners stand in front of the class facing in a direction and let the rest
of the class instruct the learner to turn through specific angles they know, for
example, a right angle, a reflex angle, a straight angle, etc.
Show learners how to draw and label an angle on paper and how to write the
name of the angle. Point out that using the “hat” label is convenient, but if there
is more than one angle at a vertex, care should be taken
to write the name of the angle in full. For example, at the
vertex A in the drawing alongside, we find three different
angles, BAC, CAD and BAD. In this case we avoid
confusion by writing the name of the angle we mean to
work with in full.
Misconceptions
Learners could think that an angle that takes up more space (B) is larger than the
same size angle that takes up less
space (A). Show learners that the
amount of turn about the vertex is
the same in both cases and explain
that the length of the arms does not
change the size of the angle.

MATHEMATICS GRADE 7 TEACHER GUIDE 64

REVISION: SEEING ANGLES AND DESCRIBING ANGLES
Teaching guidelines
Check that learners keep their rulers on the lines when making the sides of an
angle longer (producing lines). Explain that being slightly off the line when you
start can make a big difference when the line is lengthened and then measured.
Compare the learners’ answers to questions 1 and 5. If the two lines in
question 5 are moved towards each other, they will have no angle between
them. As they are drawn on either side of a ruler, we would expect them to be
parallel. Let learners investigate.
Use question 6 to re-enforce the concept of an angle as an amount of turning
about a point. Draw a circle on the board and complete a clock face like the one
on LB page 59. Use pencils (or any other suitable instrument) to show how the
hands on the clock move and form angles.
Misconceptions
Learners might think that the angles are the same for questions like 6 (c). Let
them discuss in pairs the movement of the hour hand and the movement of the
minute hand and how the corresponding angles compare in cases like these, for
example quarter to twelve and 9 o’clock; 4 o’clock and twenty past 12, etc.
Answers
1. (a) Yes. No, they do not have to meet.
(b) No
2. (d), (e), (c), (b), (a), (f)
3. You can place the corner of any square or rectangular object from everyday
life on the angle, for example a sheet of paper, a book, ruler, small box or
pencil sharpener.
4. They are the same size. Learners will use different methods, such as paper
folding, tracing, or drawing and cutting out.
5. The lines are parallel. They have the same direction.
6. (a) The clock face is divided into 12 equal sections (30° each).
Both angles are four sections big (or 4 × 30° = 120°).
(b) The angle at 2 o’clock is half the size of the angle at 4 o’clock. At
4 o’clock the minute hand has moved twice as far away from the 12
than at 2 o’clock.
(c) No, although the hour hand and the minute hand basically switch
places, the hour hand is not pointing exactly at the 12, but to the right
of the 12.

MATHEMATICS GRADE 7 TEACHER GUIDE 65

7. Sample answer:
Door: arms: door and doorframe; vertex: at the hinges.
Laptop computer: arms: screen and keyboard; vertex: where they are joined.
CD cover: arms: front part and tray; vertex: where they fit.
Arm and body: arms: arm and body; vertex: shoulder.
Your arm: arms: upper and lower arm; vertex: elbow.
4.2 The degree: a unit for measuring angles
Teaching guidelines
Discuss the need for a unit of measurement as discussed on LB page 59. Explain
that, just as a unit to measure length has to be a length, so a unit to measure
angles has to be an angle. Learners can imagine covering an angle with unit
angles in the same way one covers an area with unit squares to determine the
area. They can think of these unit angles as wedges. In each drawing below the
wedges that fit around the point have the same size. The size of the angle of the
wedge at the centre of the first drawing is a right angle. As the wedges that fit
around a point become smaller, more of them are needed.

If we fit 360 equal wedges about a point, each tile or wedge has an angle of one
degree. We can use degrees to measure the size of any angle.
SOME FAMILIAR ANGLES IN DEGREES
Teaching guidelines
Help learners to understand the angles as fractions of a revolution. For example,
1 o
a quarter turn is 4 of 360 . Draw a circle on the board to represent a revolution.
Draw lines on the circle to represent the fractions of the revolution similar to the
ones shown below.

MATHEMATICS GRADE 7 TEACHER GUIDE 66


Answers
1. See LB page 59 on previous page.
2. (a) 360° (b) 30° (360 ÷ 12)
3. See LB page 60 alongside. If you can find a Chinese fan, it can add interest to
show learners the fan opened in different positions to illustrate the types of
angles they have to know, or use drawings like those below to remind
learners of the angles they worked with in the previous grade. Show them
two different positions to illustrate a reflex angle; one between 180° and
270° and one between 270° and 360°.

COMPARING ANGLES USING A4 PAPER

Teaching guidelines
Learners’ understanding of a situation is increased when they have hands-on
experiences. Some of the questions require learners to think laterally. Allow
learners to experiment before giving solutions. Circulate amongst the learners to
see if they grasp what they need to do.
Answers
1. See LB page 60 alongside.
2. See LB page 60 alongside.
3. See LB page 60 alongside.
4. The corner is a right angle (90°). Put the corner on an angle. If it matches the
angle perfectly, the angle is a right angle. If the corner is bigger than the
angle, then the angle is smaller than 90° and therefore acute. If the corner is
smaller than the angle, then the angle is bigger than 90° and therefore
obtuse.
1 1 1
5. (d) 2 × 90° + 3 × 90° + 4 × 90° = 45° + 30° + 22,5° = 97,5°. So, 97,5° > 90°.
The second angle is bigger.

MATHEMATICS GRADE 7 TEACHER GUIDE 67

4.3 Using the protractor
Background
Many learners seem to struggle when using a protractor for the first time. For one
thing, the shape is strange; furthermore, the measuring unit is so small that it
would be near impossible to cut out a wedge or tile of one degree and to tile the
angle to measure it. Also, there are no visible angles on the protractor and it has
only two rows of small marks along the outer edge, which makes it confusing.
Remind learners that angles are measured by the number of degrees of a circle
that are between the arms of the angle, which explains why the protractor has
the shape of a semi-circle. The protractors learners usually work with are semi-
circles, but there are protractors that are a full circle.
We can help learners to understand by starting out with a protractor with a
large unit angle. We soon notice that the unit needs to be smaller for the
measurement to be more accurate.

(The Background section and Teaching guidelines are continued on TG

page 69.)
MEASURING SOME FAMILIAR ANGLES

Teaching guidelines
Give learners the opportunity to work together and help each other learn how to
handle the protractor.
Let them discuss in their group the problems they experience and how to
correct such problems or mistakes.
HOW TO USE A PROTRACTOR TO MEASURE AN ANGLE
Teaching guidelines
Work carefully through the instructions in the Learner Book, paying attention to
the correct way to produce the arms: to line up the angle on the protractor.
Draw examples on the board and let learners draw and measure angles that
have to be read in both a clockwise direction on the protractor and in an anti-
clockwise direction.

MATHEMATICS GRADE 7 TEACHER GUIDE 68

 Let learners draw and measure angles and learn the range of the different types
of angles, for example: obtuse angles are larger than 90° but smaller than 180°.
The examples in the Learner Book show angles with one side horizontal. Let
learners draw and measure angles with one side vertical as well as angles with
sides that are not horizontal or vertical. Illustrate a few such angles on the board.
Show them how to place the centre of the protractor on the vertex of the angle
and then to pivot the protractor about that point until one of the sides lies on
the side of the angle. Let learners discuss in pairs when to use the inner scale and
when to use the outer scale. Draw some angles on the board and let learners
decide which scale would be used to get the correct measurement of the angle.
Let learners work through the steps to measure the angles. Circulate to see if
learners understand the instructions and can manage.
Suggest a plan to learners who struggle when they have to measure reflex
angles. For example, get them to measure the size of reflex ∠BAC below:

• Lengthen side BA to D.
• We know ∠BAD = 180°, so we need to measure ∠DAC and add it to 180°.
• We swing the protractor so that we can measure ∠DAC = 60°.
• We get ∠BAC = 180° + 60° = 240°.
o
Or: Measure the obtuse ∠BAC (120 ) and subtract it from 360°.
In either case, think about which scale to use.
Background and Teaching guidelines (continued from TG page 68)
Explain the idea of a measuring unit to learners by tiling about a point with the
60° set square. There are
three possibilities to tile a
revolution with the 60° set
square, as shown in the
drawings alongside.
Repeat the process with the
45° set square.

MATHEMATICS GRADE 7 TEACHER GUIDE 69

 These tiles fit around the point but are only useful to measure certain angles.
Refer to the circles on TG page 68.
A protractor represents 180 identical angles
about the centre. Each small angle represents one
degree. The drawing alongside shows half of a
protractor with 90 tiles, each one degree. It is
almost impossible to read accurately. This shows
why a protractor has only the small marks at the
outer edge or lines only at some angles.
The protractor shown here is commonly found
in the school mathematical sets. Explain that the
common vertex, M, of all the angles on the
protractor is called the origin (or centre) of the
protractor. Explain how the scales work.

PRACTISE MEASURING WITH A PROTRACTOR

Misconceptions
Learners use the wrong scale. They measure an acute angle using the wrong scale
and the number of degrees they read off suggests an obtuse angle.
Circulate to make sure that learners can correct such mistakes and understand
why it is not correct.
Answers
1. See LB page 64 on following page.

MATHEMATICS GRADE 7 TEACHER GUIDE 70

2. See LB page 64 alongside.
3. You can measure the angle that is on the other side and subtract its size from
360°. Or you can extend one of the arms, so that it cuts the angle into two
parts. One part will be 180°. Measure the other (smaller) part of the angle
and add it to 180° (see the Teaching guidelines on the previous page).
SOME THINGS TO THINK ABOUT
1. They are the same size (45°). We can work out why they should be the same
as follows:
angle 5 + angle 4 = straight angle = 180° and angle 5 + angle 3 = 180° and as
angle 5 is common in the two statements, angle 3 = angle 4.
2. They add up to 360°. They form a revolution.
3. They add up to 180°. They form a straight angle.

MATHEMATICS GRADE 7 TEACHER GUIDE 71

4.4 Using a protractor to construct angles
CONSTRUCTING ANGLES TO A GIVEN LINE

Teaching guidelines
Explain that measuring in an anti-clockwise direction on a reference line means
using the inner scale on the protractor.
Answers
1. See LB page 65 alongside.

2. See LB page 65 alongside.

3.

MATHEMATICS GRADE 7 TEACHER GUIDE 72

4. See LB page 66 alongside. It is an equilateral triangle
5. See LB page 66 alongside.

4.5 Parallel and perpendicular lines

Notes
Learners worked with parallel and perpendicular lines in the previous chapter.
Work through the revision in the Learner Book and make sure that learners
understand how to:
• recognise perpendicular and parallel lines
• write that lines are perpendicular or parallel
• show in a drawing that two lines are meant to be perpendicular or
parallel.
CONSTRUCTING PERPENDICULAR AND PARALLEL LINES
Background
In this section the emphasis is on using the protractor to construct perpendicular
and parallel lines, but there are other ways of constructing these lines. Some of
these methods are shown below the answers in this section.
Teaching guidelines
Work through the methods explained in the Learner Book so that learners
practise using the protractor.
You could use the additional methods mentioned shown below to provide
extra exercises for learners who need extension exercises.

MATHEMATICS GRADE 7 TEACHER GUIDE 73

Answers
1. See steps 1–4 in the Learner Book. Step 4 (on LB page 68) shows the final
construction drawing.
Length of AC: 3,5 cm (Step 2).
Additional background (continued from TG page 73)
Follow the drawings below for an alternative way to draw a line perpendicular to
a reference line:
• Draw reference line AB about 7 cm long and mark a point 4 cm from B.
• Place the edge of the set square on AB at the marked point.
• Draw a line along the upright edge of the set square.
• Remove the set square; lengthen the line.
• Mark the right angle where the lines cross with a small square.

Follow the drawings below for an alternative way to draw parallel lines:
• Draw line AB about 7 cm long and mark a point R 4 cm from B.
• Place the short edge of the set square on AB at R and draw line RS
perpendicular to AB.
• Move the set square to T and draw TU || RS.

MATHEMATICS GRADE 7 TEACHER GUIDE 74

• Remove the set square. Lines can be
drawn parallel to each other along a
slanted reference line as illustrated in
the drawing.

4.6 Circles are very special figures

Notes
It is useful for learners to draw circles as described on LB page 68. This method
can be used when a gardener wants to make a circular flower bed. This would be
done by knocking a stick or batten into the ground with a hammer; tying string
around it and attaching another stick to the other end, pulling it taught and
drawing the second stick along the ground to complete a circle.
A CIRCLE WITH STRING
Misconceptions
Learners need to be quite clear about the difference between the radius and the
diameter of a circle. Learners often confuse the two. For example, if they want a
circle that is two metres across, they must have a radius of one metre.
Learners sometimes do not realise that a diameter goes through the centre of
the circle, so they would draw a chord and call it a diameter.
Teaching guidelines
Learners concentrate so much on managing the activity, that they might not
realise the significance of the end result. Therefore, pay special attention to
question 4 with a discussion about the fact that any point you choose on the
circle that you drew, is the same distance from the centre of the circle as any
other point.
Make sure learners understand the difference between the radius and the
diameter. Make sure learners realise that a diameter is a line that runs through
the centre of the circle, point to point. It may help to show two radii that are in
opposite directions.

MATHEMATICS GRADE 7 TEACHER GUIDE 75

 Discuss with learners that using the string-and-pencils method has its
drawbacks.
Make sure that all learners are familiar with the words we use and their
pronunciation.
Discuss the points in the Think about it box. The distance from the centre is
not the same in all directions in any of the shapes mentioned.

4.7 Using the compass

Teaching guidelines
Learning to use a compass needs practice. Work through the description of the
compass and demonstrate how to draw a circle using it. Let learners practise
drawing circles and circular patterns to learn how to handle the compass.
Let learners practise measuring a radius accurately on a ruler. (See step 1 on
LB page 70).
As well as drawing full circles, learners must also practise making small marks
with the pencil of a compass, for example to mark off points on the
circumference of a circle.
In conclusion of this section, work through the tips for drawing circles on
LB pages 70 and 71.

MATHEMATICS GRADE 7 TEACHER GUIDE 76

CONSTRUCTING CIRCLES WITH A COMPASS
Teaching guidelines
Guide learners through the steps, explained on LB pages 70 and 71, on how to
draw a circle with the compass.
Discuss new words, like concentric. Draw a few sets of concentric circles so
that learners can see how they come about. They have the same midpoint, but
the radii are different.
Misconceptions
Learners confuse radius and diameter.
Answers

MATHEMATICS GRADE 7 TEACHER GUIDE 77

CIRCLES ON CIRCLES
Teaching guidelines
Guide weaker learners through the steps explained on LB page 71 to draw the six
circles on the centre circle.
When learners are inexperienced, the patterns don’t work out. Point out that
they need to be precise when they place the compass point; the pencil has to be
sharp and their touch light. If they press too hard on the compass, the pencil
may move slightly outward, which will influence the circle drawn.
Notes
Suggest to learners that they use their patterns to decorate greeting cards (for
example, a get-well card or a Mother’s Day card, etc.), or they could decorate a
cover of a book with repeated patterns of their own design. They could also use
concentric circles in different colours as decoration. A few suggestions are shown
in the answer section below.
Answers
1. to 6.

MATHEMATICS GRADE 7 TEACHER GUIDE 78

4.8 Using circles to draw other figures
Background
Engineers, architects, designers, sign writers, production designers and some
artists use compasses and circles. Many logos and well-known symbols
incorporate circles or parts of circles, for example the yin-yang logo, the
Mercedes-Benz logo, etc.
GEOMETRIC FIGURES HIDING IN THE CIRCLES
Teaching guidelines
Let learners draw the seven circles again. (They could need more than one set or
you could hand out photocopies of a set.)
Set a challenge for them to find as many of the following different shapes as
they can: triangles, quadrilaterals, pentagons and hexagons.
Answers
The drawings below show a few suggestions.

MATHEMATICS GRADE 7 TEACHER GUIDE 79

Arcs of circles
Notes
The word circumference is used when we find the distance around a circle, a
sphere, a cylinder, or other such curved shape. The distance around a shape that
has vertices, such as a rectangle, is called the perimeter. So perimeter and
circumference refer to the same type of measurement: distance around the shape
or around the base of an object.
An arc is part of the length of the circumference of a circle. It could be a small
part or it could be all the way around, the full circle.
Radii of the same circle are all equal; therefore the straight distance between
any point on the circle and the centre of the circle is the radius of the circle.
Starting from any point on the circle and marking off six equal arcs, we should
get the sides of a regular hexagon.
In practise though, learners sometimes find that their last arc does not go
through the original point on the circumference. If this happens, help learners
to find why and to improve the effort.
Teaching guidelines
Discuss the different drawings on LB page 73.
Learners should do the practical work on LB page 73, drawing the arcs.
Circulate to make sure that learners can follow the instructions.
Answers
1. 2. 3.

ENRICHMENT
It takes some skill to construct the hexagon using only the arcs as required in this
section. Learners can work in pairs and try to give reasons why this works.

MATHEMATICS GRADE 7 TEACHER GUIDE 80

FAMILIAR FIGURES IN THE SEVEN-CIRCLE PATTERN
Notes
If learners have completed the activities from LB pages 72–73 they should not
have a problem completing this activity on LB page 74.
Teaching guidelines
Let them measure the angles of the shapes as an extension. You could encourage
learners to make a poster of their drawings and the results.
Answers
1. Learners draw the five seven-circle sets and connect the points as instructed.
2. See LB page 74 alongside.
Additional exercises
You could draw these designs on the board and challenge learners to copy them.
They can then colour them in. The dotted background in the drawings can help
them to decide what the radii should be.
1. Learners can try to reproduce these designs and use them to make greeting
cards, gift wrapping or decorative covers for books.

2. You could challenge stronger

learners to try the following designs
using their compasses. Construction
methods are shown next to the
drawings.

MATHEMATICS GRADE 7 TEACHER GUIDE 81
CONSTRUCT SOME MORE FIGURES
Teaching guidelines
Let learners work in pairs or small groups but the learners should each make their
own drawing. When their drawings are complete, they can compare and discuss
their findings.
The drawings learners make for question 2 will differ as learners choose a size
for the angles of their drawings. Remind learners of the properties of the sides of
a parallelogram.
Answers
1. (a)–(g) Learners follow the instructions.

(h) ABC is an equilateral triangle (each angle = 60°). This is because the
distance from the centre of a circle to its edge is the same in any direction
∴ AB = AC = BC.
2. (a)–(d) Learners follow the instructions.
(e) Yes

MATHEMATICS GRADE 7 TEACHER GUIDE 82

4.9 Parallel and perpendicular lines with circles
PARALLEL AND PERPENDICULAR
Notes
When learners are given practical tasks to engage in they learn better than by
reading from textbooks or just listening to a teacher. The tasks in this section will
give them an opportunity to think about what they have been taught and to
increase their confidence in their ability to reason and debate with their peers
and teacher.
Teaching guidelines
Revise the important properties of parallel lines and perpendicular lines.
Introduce the word intersection.
Answers
1. (a) … are always the same distance apart and will never meet.
(b) … meet at right angles.
2. See the answers on the drawing LB page 76.
3. A sample drawing is shown below.

(a) Let learners discuss with a partner how to find the shape in the seven-
circle figure.
(b) Perpendicular lines are shown on the drawing in red.
(c) Parallel lines are shown on the drawing in purple.

MATHEMATICS GRADE 7 TEACHER GUIDE 83

4. See LB page 77 alongside.
5. See LB page 77 alongside.

Extension
1. The points are on the circumference of a circle.
2. Learners set their compass with a radius 3 cm and draw a circle with
midpoint A. With the same radius, they then draw a circle with midpoint B.
The points where the two circles intersect, say P and Q, are both 3 cm from A
and from B.
This activity can be further extended by letting the learners connect P and
Q (points of intersection of the circles). Ask them to investigate line segment
PQ. It is perpendicular to AB (test by using a protractor) and any point on
this line is equidistant from points A and B. The learners can test this by
using their compasses or by having discussions with logical reasoning. They
will learn about this when they learn to construct a perpendicular bisector of
a line segment in Grade 8.

MATHEMATICS GRADE 7 TEACHER GUIDE 84

Grade 7 Term 1 Chapter 5 Geometry of 2D shapes

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
5.1 Triangles, quadrilaterals, circles Distinguish between triangles, quadrilaterals and circles; use some properties to Pages 78 to 79
and others draw some of these shapes
5.2 Different types of triangles Recognise, describe, sort, name and compare triangles according to their sides and Pages 80 to 83
use properties to find unknown values in equilateral triangles, isosceles triangles
and right-angled triangles
5.3 Different types of quadrilaterals Describe, sort, name and compare different quadrilaterals in terms of length of Pages 84 to 88
sides, parallel and perpendicular sides, size of angles (right angles or not); find
unknown sides in quadrilaterals
5.4 Circles Describe and name parts of a circle Pages 88 to 89
5.5 Similar and congruent shapes Recognise and describe similar and congruent figures by comparing Pages 90 to 93
shape and size

CAPS time allocation 10 hours

CAPS content specification Pages 46 to 47

Mathematical background
• Triangles can be classified according to the properties of their sides or their angles, for example: a
triangle of which all the sides are different lengths is called a scalene triangle; if two sides of a triangle
have the same length, it is called an isosceles triangle and if all three sides have the same length, a
triangle is equilateral. If a triangle is obtuse, one angle is greater than 90°; in an acute-angled triangle
all angles are less than 90°; a right-angled triangle has one angle equal to 90°. Triangles can be
classified using both sides and angles, for example: right-angled, isosceles, and so on.
• Quadrilaterals are classified as closed shapes with four straight sides. Additional properties allow
us to classify quadrilaterals as shown in the Venn diagram on the right.
The question learners should learn to ask is: What are the properties that a shape must have to be classified as a particular shape? For example, rectangles need
four right angles, therefore a square can be called a rectangle.
In Mathematics, similarity is a big idea that relates many areas, such as enlargement, scale factor, area growth, congruence, to name a few. Similar shapes
have all their sides in the same ratio and corresponding angles are equal.
Shapes are congruent if their corresponding sides are equal (in the ratio 1 : 1) and their corresponding angles are equal. This means that all congruent shapes
are also similar.

MATHEMATICS GRADE 7 TEACHER GUIDE 85

5.1 Triangles, quadrilaterals, circles and others
DECIDE WHICH IS WHICH AND DRAW SOME FIGURES
Notes on the tasks
In order to describe, sort, name and compare shapes, learners need to be able to
communicate about the properties of various shapes, so they need the correct
terminology, such as obtuse and acute angles. Learners can demonstrate their
understanding of these words by drawing triangles and quadrilaterals with acute
and obtuse angles. Their drawings will be a clear indication of their
understanding of these and other terms, such as opposite and adjacent sides.
Teaching guidelines
Use the shapes on the LB page 79 on the next page as a first activity. Learners
answer questions 1 to 3 using these shapes. This is a powerful way to help
learners understand what is meant by the classifying of shapes, before any
teaching of this topic is done. The page has a variety of closed shapes, including
shapes with curved sides and straight sides, regular and irregular polygons,
familiar shapes, which they should be able to name, and others that may be
unfamiliar to them. Do not give them any guidance other than asking them to
consider the shapes and to think about ways in which some of them are similar
and some are different.
Talk about the meaning of the words opposite and adjacent (sides).
Answers
1. C and H 2. A; G; J; P; Q 3. D; F; I; O

4. Examples:

5. (a) (b) No

6. (a) (b) No. The sum of the angles of a

triangle is 180° and two right
angles add up to 180°.

(c) Yes. A rectangle (or a square).

7. See LB page 78 alongside. AB and DC are also opposite sides.

MATHEMATICS GRADE 7 TEACHER GUIDE 86

MATHEMATICS GRADE 7 TEACHER GUIDE 87
8. (a) AB and BC; BC and CD; CD and DA
(b) DC
9. The first statement is correct – there are four sides in a quadrilateral, so every
side has two adjacent sides and one opposite side. His second statement is
not correct.
10. Yes. There are only three sides, so every side has two adjacent sides: one on
either side.
11. (a) adjacent (b) opposite (c) adjacent
(d) opposite (e) adjacent

5.2 Different types of triangles

EQUILATERAL, ISOSCELES, SCALENE AND RIGHT-ANGLED TRIANGLES
Background
Triangles can be classified according to their sides or their angles.
• Triangles with all three sides equal and all three angles equal are
equilateral.
• Isosceles triangles have two sides equal. The two angles opposite the
equal sides are also equal.
• Scalene triangles have three sides of different lengths and all the angles
are all different sizes.
• The biggest angle in a triangle is opposite the longest side and the
smallest angle is opposite the shortest side.
Triangles classified according to their angles are:
• acute-angled triangles where all the angles are less than 90°
• obtuse-angled triangles where one angle is greater than 90° (but smaller
than 180°)
• right-angled triangles where one angle is a right angle.
Teaching guidelines
Explain the meaning of the words, isosceles, equilateral and scalene. Show
learners how to identify these triangles and help them to classify triangles
according to their sides.
Point out the example of triangles with acute angles, an obtuse angle and a
right angle.

MATHEMATICS GRADE 7 TEACHER GUIDE 88

 Explain that a triangle can be isosceles acute-angled or isosceles obtuse-angled
or isosceles right-angled. Let them investigate the possible combinations.
They should find that if a triangle is equilateral it is also equi-angular and such
an equilateral triangle cannot be obtuse-angled or right-angled.
Misconceptions
A common misconception learners have is that it is only possible to classify
triangles in one way: either as scalene, right-angled or isosceles. Let them work
with examples that are scalene and right-angled or right-angled and isosceles, or,
using angles: scalene, acute-angled or scalene, obtuse-angled, etc.
Another misconception they have has to do with the orientation of a shape.
Learners do not recognise triangles as right-angled if the orientation is such that
the right-angled sides are not vertical and horizontal, for example:

Answers
1. Two of the angles in every isosceles triangle are equal.
2. All of the angles are 60° and all three of the sides in every triangle are equal.

MATHEMATICS GRADE 7 TEACHER GUIDE 89

Answers
3. (a) Every triangle has one 90° angle. The sum of the other two angles is 90°.
(b) The longest side is always opposite the 90° angle, the biggest angle in
the triangle.
COMPARING AND DESCRIBING TRIANGLES
Notes on the questions
If there are no markings on a geometrical drawing of a shape, you cannot assume
facts about the shape, for example, even though a triangle seems to be isosceles,
you can only know it is if there are markings indicating the equal sides.
Teaching guidelines
Explain to learners that the markings on a drawing give information about the
shapes. This makes it possible to compare drawings and to describe what type of
drawing it is.
Demonstrate the following using the drawings in question 1on LB page 82:
• Equal sides are marked in the same way, normally with a short line (or
two short lines close together), as in drawing A or drawing C.
• A right angle is indicated with a small square, as in drawing B.
• Angles that are equal are marked in the same way, for example:

Answers
1. (a) C; isosceles
(b) A; equilateral
(c) B; right-angled

MATHEMATICS GRADE 7 TEACHER GUIDE 90

Answers
2. See LB page 83 alongside.

FINDING UNKNOWN SIDES IN TRIANGLES

Teaching guidelines
Learners first identify the type of triangle by interpreting the markings (for
example question 2). Then they use their knowledge of that type of triangle to
get more information, for example: two sides are marked the same in the second
triangle in question 1, therefore they are equal and therefore the sides are both
70 mm.
Further information that can be deduced in this case is that D = F.
Answers
1. (a) ΔABC: equilateral ΔDEF: isosceles ΔGHI: scalene
(b) See LB page 83 alongside.
(c) No. There are no equal sides, and no relationships between the sides are
known.
2. (a) (Right-angled) isosceles; two equal sides
(b) JK and KL; marked on the figure
(c) 6 cm; it is the same as KL
(d) KJL and JLK; JKL is 90° so it can only be these other two angles.
(e) 45°; by measuring both angles or only one.

MATHEMATICS GRADE 7 TEACHER GUIDE 91

5.3 Different types of quadrilaterals
INVESTIGATING QUADRILATERALS
Notes on the questions
In this context, learners need to understand the meaning of the words adjacent
and opposite.
Please refer to the additional notes (on TG page 94) which cover the way in
which learning takes place.
Teaching guidelines
If possible, have a collection of the quadrilaterals in the groups 1 to 6 on LB pages
84 to 86 ready for each learner (either to cut out or already cut out). Otherwise let
learners make the necessary measurements on the quadrilaterals in the book.
Let learners sort the shapes without any guidance, the only instruction should
be to work in pairs (small groups or even alone) and arrange the shapes into
groups in any way they want to. Learners should then discuss in their groups
why they have grouped them in that way. Learners have been working with
these groups of shapes in the earlier grades, so they might have been exposed to
this kind of activity before. This will then be re-enforcement for those learners.
Encourage learners to make different groups with different rules, for example
these all have right angles, or these all have at least on pair of sides parallel, etc.
Let them write up their reasons for the groupings and discuss the interesting
ones with the class.
Then let learners answer question 1. It is useful if they draw up a table to
organise their answers, for example:
Group
Property 1 2 3 4 5 6
Both pairs of opposite sides
P P P P
parallel
Only some adjacent sides
P
equal

They can fill in the names of the groups in their tables when they complete the
rest of the questions. The table may help them to compare the properties of the
shapes and make deductions about the groups.

MATHEMATICS GRADE 7 TEACHER GUIDE 92

Misconceptions
Learners cannot identify opposite sides or adjacent sides.
Learners may be uncertain how to find the properties of quadrilaterals. (The
Learner Book guides learners step-by-step.)
Answers
1. (a) 1; 3; 4 and 6 (b) 2
(c) 4 and 6 (d) 3 and 6
(e) 3 and 6 (f) 4 and 6
(g) 1; 3; 4; 6 (h) 2; 3; 6
(i) 1; 3; 4; 5; 6 (j) 4 and 6
2. (a) They are equal and parallel.
(b) Opposite angles are equal.
3. (a) Two pairs of adjacent sides are equal.
(b) One pair of opposite angles is equal.
Teaching guidelines
Ask questions to make learners think about the connections between the groups
of shapes, for example:
• Could a square be considered a rhombus?
• Could a rectangle be considered a parallelogram?
Show learners what the reasoning should be. What does the shape need to
have to belong to the group? For example, what does a square need to have to be
considered a rhombus? (All four sides have to be the same length).
It may be that the shape has more than the minimum required properties. As
in the case of the square being a rhombus, it has to have all its sides equal in
length, which it has; it has the extra property that all its angles are also equal;
this is what makes it a special rhombus.

MATHEMATICS GRADE 7 TEACHER GUIDE 93

Answers
4. (a) All sides are equal; opposite sides are parallel.
(b) Opposite angles are equal.
5. (a) They are equal and parallel.
(b) All angles are right angles (90°).
(c) They are not equal, unless the rectangle is a square (a special type of
rectangle).
6. One pair of opposite sides is parallel.
7. (a) All sides are equal and opposite sides are parallel.
(b) All the angles are right angles.
Additional notes for teachers (refer to TG page 92)
Young minds typically do not make deductive connections, for example, if
asked: “Is a square a rectangle?” most learners will say no, because the shapes
look different. Thinking on this level depends on the visual stimulus and leads to
sorting shapes because of what they look like. If learners are able to operate on
the next cognitive level, they are able to apply deductive reasoning and make
connections between different sets of information.
Sorting quadrilaterals according to their properties is an important activity
which helps learners move cognitively from one thinking level to another.
Thinking on the next level applies the mind to the available information and
learners can then answer the question above (Is a square a rectangle?) and similar
questions by comparing properties: “ What properties must a square have to be
classified a rectangle?” This is the first step towards classifying.
We want learners to be able to analyse and make deductions and connections
in order to solve problems. They will usually not move from one thinking level
to the next spontaneously. Teachers have to create the activities that enable
learners to do that.
Working with 2D shapes like quadrilaterals lends itself to creating activities of
sorting mentioned above.
Making sure that learners have a sound understanding of basic concepts and
developing new ideas on these concepts may lead to a deeper understanding of
geometry.

MATHEMATICS GRADE 7 TEACHER GUIDE 94

COMPARING AND DESCRIBING SHAPES
Teaching guidelines
Remind learners to interpret and use the information given by the markings on
the drawings.
Talk through the meaning of the markings on each drawing.
Answers
1. See LB page 87 alongside.
2. Group A: All of the sides in each figure are equal.
Group B: At least one pair of opposite sides is parallel.
At least one pair of opposite sides is equal.
3. Group A: One is a triangle (three sides); the other two are quadrilaterals.
The triangle has no parallel sides, the others have. In the
rhombus, all angles are not equal.
Group B: The trapezium has only one pair of sides parallel and only one
pair of opposite sides equal. In the rectangle, all angles are
equal; the rectangle has no acute angles and no obtuse angles.
FINDING UNKNOWN SIDES IN QUADRILATERALS
Notes on the questions
Learners apply reasoning using the properties of shapes.
Teaching guidelines
Question 4 on LB page 88 enables you to check whether your learners know and
use the conventions of naming quadrilaterals (starting at a vertex and moving in
one direction).
Check their use of the conventions to indicate equal and parallel sides and
right angles.
Answers
1. (a) Parallelogram, because two opposite sides are equal and the other two
opposite sides are also equal.
(b) CD (AB = CD is given)
(c) 2,5 m (AD = BC; AD = 2,5 m)

MATHEMATICS GRADE 7 TEACHER GUIDE 95

2. (a) Kite, because two adjacent sides are equal and the other two adjacent
sides are also equal.
(b) See LB page 88 alongside.
3. (a) Trapezium, because one pair of sides is parallel.
(b) 24 mm (LM = JK; LM = 24 mm)
4. See LB page 88 alongside.

5.4 Circles
Notes on the questions
Learners worked with circles in the previous chapter. In this chapter they learn
the terminology associated with circles.
Teaching guidelines
Learners will be familiar with the term radius, but you will now explain the
meaning of diameter.
Misconceptions
Learners confuse radius and diameter.
Answers
1. (a) See LB page 88 alongside.
(b) See LB page 88 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 96

Answers
2. Learners’ own measurements. They may differ slightly.
Teaching guidelines
Draw a circle on the board like the one in the book. Draw the parts of the circle
on the drawing one by one: the radius; the chord; the diameter.
Introduce the words segments and sector.
Explain how to recognise a sector – i.e. it is the area between two radii and an
arc. A sector always has a vertex at the centre of the circle; like a slice of a pie or a
cake.
Explain how to recognise a segment – i.e. it is the area between a single line
drawn through the circle (a chord) and the arc it forms.
Note that:
• a semi-circle can be seen as both a segment and a sector
• a diameter can also be seen as a chord of a circle.
Misconceptions
Learners confuse segments and sectors.

MATHEMATICS GRADE 7 TEACHER GUIDE 97

5.5 Similar and congruent shapes
Notes and background information
If two geometrical shapes have the same shape, they are called similar. They do
not have to be the same size to be similar. This means that one shape can be
matched with another by uniformly enlarging or shrinking (scaling) it and with
possible additional transformations, such as reflection, rotation or translation.
This means that a shape that is similar to another shape, can be rescaled and
repositioned so that it fits exactly on the other. For example, all circles are similar
to each other, all squares are similar to each other, and all equilateral triangles
are similar to each other, but not all rectangles are similar to each other, and not
all isosceles triangles are similar to each other.
The reason why all squares are similar is because their angles are equal and
their corresponding sides are in proportion. This applies to all equilateral
triangles as well. On the other hand, not all rectangles are similar as the angles of
all rectangles are equal but two rectangles will only be similar if their
corresponding sides are in the same ratio (sides are in proportion).
Congruent shapes have the same size and shape if their corresponding angles
and sides are equal.
All congruent shapes are also similar.
The choice of figures on LB pages 90 and 91 forces learners to consider shape
and size when asked to identify differences in three groups of figures. This
should help familiarise them with the concepts of similarity and congruence
when these two concepts are formally presented after the initial activity.
Teaching guidelines
Let learners investigate the elements in the groups by measuring and comparing
the properties. In the first group, they should find that the angles differ from
shape to shape.
In the second group, the measurement of the angles in the shapes should be
the same, but the lengths of the sides differ. Suggest to learners that they try
calculating the ratios between the sides.
The shapes in the third group all have the same size and are therefore
congruent.
Misconceptions
Learners often think that similar shapes cannot be congruent and don’t realise
that all congruent shapes are also similar.

MATHEMATICS GRADE 7 TEACHER GUIDE 98

Answers
1. Group A: All of the quadrilaterals have different properties. None of
them have the same shape and/or size. They do not belong to
one class of quadrilaterals.
2. Group B: All of them have the same shape but have different sizes.
3. Group C: All have the same shape and size.
4. Yes
Additional notes on similarity and congruence
Learners can develop the concept of congruence by understanding the
properties of shapes. The concept of similarity can be developed from
understanding proportional reasoning applied to shapes.

MATHEMATICS GRADE 7 TEACHER GUIDE 99

Teaching guidelines
Point out that the makings on a drawing apply to that drawing only. For
example, in Group D, the first shape and the third shape (both squares), show
the same markings on the sides. It is obvious that the side length of the first
square is less than that of the second square; therefore, the markings simply
indicate that the sides in a shape all have the same length.
In Group E, the markings are meant to show equality. The sides in each shape
that are marked with similar marks have the same length, and the angles marked
with a small open circle have the same size. In the same way, the angles marked
the same in group F are equal, but the side lengths of the triangles are obviously
not equal.
Answers
5. See LB page 92 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 100

Answers (continued)

MATHEMATICS GRADE 7 TEACHER GUIDE 101

MATHEMATICS GRADE 7 TEACHER GUIDE 102
Term 2

Chapter 6: Fractions ..................................................................................... 105

6.1 Measuring accurately with parts of a unit ...................................................... 106
6.2 The fraction notation ..................................................................................... 110
6.3 Adding fractions ............................................................................................ 111
6.4 Tenths and hundredths (percentages) ........................................................... 112
6.5 Thousandths, hundredths and tenths ............................................................ 114
6.6 Fraction of a fraction ...................................................................................... 115
6.7 Multiplying with fractions .............................................................................. 117
6.8 Ordering and comparing fractions ................................................................. 120

Chapter 7: The decimal notation for fractions ............................................. 123

7.1 Other symbols for tenths and hundredths ..................................................... 124
7.2 Percentages and decimal fractions ................................................................. 125
7.3 Decimal measurements ................................................................................. 128
7.4 More decimal concepts .................................................................................. 129
7.5 Ordering and comparing decimal fractions .................................................... 131
7.6 Rounding off, saying it nearly but not quite ................................................... 132
7.7 Addition and subtraction with decimal fractions ............................................ 133
7.8 Multiplication and decimal fractions .............................................................. 135
7.9 Division and decimal fractions ....................................................................... 138

MATHEMATICS GRADE 7 TEACHER GUIDE [TERM 2] 103

Chapter 8: Functions and relationships 1 ..................................................... 139
8.1 Constant and variable quantities ................................................................... 140
8.2 Different ways to describe relationships ......................................................... 141

Chapter 9: Perimeter and area of 2D shapes ............................................... 147

9.1 Perimeter of polygons ................................................................................... 148
9.2 Perimeter formulae ........................................................................................ 149
9.3 Area and square units .................................................................................... 150
9.4 Area of squares and rectangles ...................................................................... 152
9.5 Area of triangles ............................................................................................. 156

Unit 10: Surface area and volume of 3D objects ........................................... 161

10.1 Surface area of cubes and rectangular prisms ............................................... 162
10.2 Volume of rectangular prisms and cubes ...................................................... 166
10.3 Converting between cubic units ................................................................... 169
10.4 Volume and capacity .................................................................................... 171

MATHEMATICS GRADE 7 TEACHER GUIDE [TERM 2] 104

Grade 7 Term 2 Chapter 6 Fractions

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
6.1 Measuring accurately with parts of Describe the same part of a whole, collection, quantity or unit of Pages 95 to 99
a unit measurement with different fractions; specify equivalent fractions
6.2 The fraction notation Produce equivalent fractions with a formula Pages 99 to 100
6.3 Adding fractions Add and subtract fractions Pages 100 to 101
6.4 Tenths and hundredths Introduce percentages Pages 101 to 103
(percentages)
6.5 Thousandths, hundredths and Introduce fractions related to decimal fractions Page 103
tenths
6.6 Fraction of a fraction Determine a fraction of a fraction Pages 104 to 105
6.7 Multiplying with fractions Multiply fractions Pages 106 to 109
6.8 Ordering and comparing fractions Use equivalent fractions to order and compare fractions Page 109

CAPS time allocation 5 hours

CAPS content specification Pages 93 to 108

Mathematical background
It is widely assumed that fractions were invented in the context of accurate measurement, to facilitate the measurement of objects or parts of objects smaller
than the commonly used unit of measurement. This is reflected in the Latin names of our current units of measurement, for example centimetres (hundredths
of a metre) and millimetres (thousandths of a metre). The length of the brown strip measured with the yellow strip as a unit is three and three fifths of the
yellow unit.

• Fractions are used as measures (refer to the example above).

• Fractions are used to describe parts of whole objects, for example “quarter of an apple” or “a half-loaf of bread”.
• Fractions are used to describe parts of collections, for example “three eighths of the learners in a school”.
• Fractions are used to describe parts of non-physical quantities, for example “63 hundredths of the available marks”, normally written in
percentage notation.
5 6
• Fractions are used to explain decimals: 34, 56 is 30 + 4 + 10 + 100 or 3 tens + 4 units + 5 tenths + 6 hundredths.
A fraction is a number of equal parts of the same whole, collection, quantity or unit of measurement.

MATHEMATICS GRADE 7 TEACHER GUIDE 105

6.1 Measuring accurately with parts of a unit
A STRANGE MEASURING UNIT
Background information
5
Learners would read something like 8 simply as “five over eight” without
recognising it as five eighths, which is what it actually means. It is critical that
learners learn to say the fraction names, because without that there is no
guarantee that they have a sound understanding of fractions.
It is useful to distinguish the following three phases in the development of
the concept of equivalent fractions in learners’ minds:
• Awareness that the same part of a whole, collection, quantity or unit of
measurement can be described with different fractions (section 6.1).
• The ability to specify equivalent fractions (latter part of section 6.1).
• Producing equivalent fractions with a formula (section 6.2).
In everyday life fractions are used in an approximate way (for example
referring to a quarter of an apple is seldom exactly a quarter, and different apples
may differ in size). In Mathematics fractions are used in an exact way. Since
measurement is a very appropriate context for fractions, learners are introduced
to a new unit – the greystick, which is used to measure different lengths. The
context creates the need for fractions because it is not possible to measure
accurately using only whole units. In order to measure accurately, the measuring
unit must be subdivided into smaller fractional parts, like fifths or tenths.
When a whole is divided into equal parts, there are three quantities involved:
the number of parts, the size of each part and the size of the whole.
• Finding the size of each part when the size of the whole and the number
of parts are given resembles sharing situations.
• Finding the number of equal parts when the size of the whole and the
size of each part are given resembles grouping situations.
Teaching guidelines
Discuss the fact that, by dividing a given length into different equal parts, the
same length can be described in different ways.
Answers
1. Yes

MATHEMATICS GRADE 7 TEACHER GUIDE 106

Misconceptions
2
Learners see a fraction like 5 as one whole number on top of another whole
number, which is not true. When we say “two fifths” we use the whole number 2
to indicate a number of objects. However, the objects are no longer wholes in the
normal sense of the word; the objects are now fifths. It is not the two in “two
fifths” that constitutes the fraction; the two is still a whole number. What makes
“two fifths” a fraction is the kind of object that is counted. The first sequence of
questions with the heading A strange measuring unit in section 6.1 is
designed to develop this basic understanding of fractions. This works best if the
symbolic notation for fractions is not used at this stage, and if learners are
required to say the fraction names out aloud. Many learners may find these
questions very hard, simply because they do not have any concept of fractions
yet. It is critical that they acquire this concept now.
Note on question 4
Armed with the language of equal parts, learners can describe the length of the
yellow bar as either “one and seven twelfths of a greystick” or as “one and
fourteen twenty-fourths of a greystick”. This lays the foundation for equivalent
fractions.
Answers
2. one and five sixths of a greystick
3. (a) fifths (b) sixths (c) eighths
(d) ninths (e) tenths (f) twelfths
(g) fifteenths (h) sixteenths (i) eighteenths
(j) twentieths (k) twenty-firsts (l) twenty-seconds
(m) twenty-fourths (n) twenty-fifths
By counting the small parts and using ordinal number names to describe or
name the parts.
4. (a) one and seven twelfths (b) one and fourteen twenty-fourths
5. (a) one and ten twelfths of a greystick/one and five sixths of a greystick
(b) one and three sixths/one and twelve twenty-fourths of a greystick
6. (a) two twelfths (b) four twenty-fourths
(c) fourteen twenty-fourths
7. (a) one and eight tenths of a greystick
(b) one and four fifths of a greystick

MATHEMATICS GRADE 7 TEACHER GUIDE 107

Answers
(c) one and seven tenths of a greystick/one and fourteen twentieths of a
greystick
(d) one and three fifths of a greystick/one and twelve twentieths of a
greystick
8. (a) three fifths
(b) three fourths (or three quarters)
DESCRIBE THE SAME LENGTH IN DIFFERENT WAYS (EQUIVALENT FORMS)
Background information
The questions in this section are designed to develop the concept of equivalent
fractions. This concept forms the basis for ordering and comparing fractions as
required by CAPS (page 49). Learners cannot do any of the operations with
fractions without understanding the concept of equivalent fractions. The CAPS
requires that learners should “use knowledge of equivalent fractions to add and
subtract common fractions”. This is only possible if learners have a thorough
grounding in equivalent fractions.
Many FET learners and even university students currently have the serious
misconception that common fractions, decimal fractions and percentages are
different kinds of numbers. This may be partly due to the misleading phrases
common fractions and decimal fractions, which suggest different kinds of
fractions. Not understanding the decimal and percentage notations in terms of
tenths, hundredths, thousandths, etc. is possibly the bigger cause of the
misconceptions. This is why the CAPS prioritises tenths and hundredths in the
first sentence of the section on fractions on CAPS pages 49–50.
Teaching guidelines
Illustrate the concept of equivalent fractions by describing the same portion of a
greystick using different equal parts.
Answers
1. (a) one eighteenth (b) three eighteenths
(c) six eighteenths (d) fifteen eighteenths
2. (a) Sample answer, based on the abovementioned greysticks: nine twelfths;
twelve sixteenths; fifteen twentieths; eighteen twenty-fourths
(b) eight twelfths and sixteen twenty-fourths
3. See LB page 98 on the following page.

MATHEMATICS GRADE 7 TEACHER GUIDE 108

Critical knowledge that must be understood by learners
• Equivalent fractions are different, but they represent the same
quantities.
• Equivalent fractions are different ways to represent the same part of a
whole, collection, quantity or measurement.
Additional information on equivalent fractions
A fraction wall can be used to investigate the concept of equivalent fractions.

Answers
4. See LB page 98 alongside.
5. See LB page 98 alongside.
6. See LB page 98 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 109

Note on question 7
This question provides a lead into addition of fractions with the same
denominator.
Answers
7. (a) eight twelfths
(b) eight twelfths
(c) fourteen twelfths
(d) seven twelfths (one third = four twelfths; one quarter = three twelfths)

6.2 The fraction notation

Background information
This section lays the foundation for the third phase in the development of the
concept of equivalent fractions, namely the production of equivalent fractions
with a formula.
Teaching guidelines
Use a fraction wall to revise the concept of equivalent fractions, for example:
2 4
• 3 = 6 on a fraction wall
6 2
• 9 = 3 on a fraction wall

Answers
1. three eighths
2. three fifths
3. two fifths
4. Two tenths is blue and eight tenths is red.
5. (a) Four twentieths is blue; ten twentieths is red; five twentieths is white
(b) Sample answer: one fifth is blue; one half is red; one quarter is white
6. four ninths
7. yellow: three twenty-fourths; blue: fifteen twenty-fourths; red: six twenty-
fourths

MATHEMATICS GRADE 7 TEACHER GUIDE 110

Teaching guidelines (continued)
Learners should have a clear understanding of the following:
• The number of parts in a fraction is called the numerator of the
fraction. For example, in five sixths the numerator is five.
• The type of part in a fraction is called the denominator. It is the name
of the parts that are being referred to and is determined by the size of
that part. For example, in five sixths the denominator is sixths.
5
• The short way to write five sixths is 6 and to write sixths is 6.

Answers
3 2 6 3 3 9
8. (a) 4 × 2 = 8; Yes (b) 4 × 3 = 12; Yes
3 4 12 3 6 18
(c) 4 × 4 = 16; Yes (d) 4 × 6 = 24; Yes

6.3 Adding fractions

BIGGER AND SMALLER PARTS
Background information
Misconceptions of fractions often lead to mistakes such as the following:
2 1 3
4+4=8
This problem can be addressed by using any of the following strategies:
• the correct fraction names: two quarters + one quarter = three quarters
• a diagram to illustrate the correct way to add fractions:

Teaching guidelines
Illustrate the correct way to add fractions with equal denominators.

MATHEMATICS GRADE 7 TEACHER GUIDE 111

Note on question 4(c)
Learners should use equivalent fractions to convert both fractions to 35.

Answers
1 3 1 3
1. No, 73 is equivalent to 79 , ( 3 is 9 expressed in its simplest form).
2 1 5 7 13 7 6 3
2. 312 or 36 3. 58 − 38 = 4 8 − 38 = 18 or1 4
9 6 3 9 2
4. (a) 37 − 37 = 7 (b) 37 = 47
30 28 58 23 15 32 55 32 23
(c) 335 + 135 = 435 = 535 (d) 440 − 240 = 340 − 240 = 140
9 20 39 20 19 5 5
(e) 130 − 30 = 30 − 30 = 30 (f) 310 − 110 = 2
25 1 8 5 10 3
(g) 8 = 38 (h) 620 + 220 − 20 = 820
65 1 32 4
(i) 8 = 88 (j) 16 7 = 207
6 1 18
(k) 57 − 23 = 521 − 21 = 321
7 11
(l) (27
10 + 10) − (10 + 10 ) = 10 − 10 = 10 = 1
34 14 37 61 51 10

3 2 3 2 10 2 1
5. 4 + 24 + 34 + 3 + 14 = 9 4 = 114 pages or 112 pages

6.4 Tenths and hundredths (percentages)

Teaching guidelines
Introduce the concepts of tenths and hundredths.

Answers
1. (a) 100 × 3 biscuits = 300 biscuits (b) 500 sweets ÷ 100 = 5 sweets
2. 10 × 10 = 100
25 1
3. (a) R2 ÷ 100 = 2c (b) R2 ÷ 5 = 40c (c) 100 or 4

MATHEMATICS GRADE 7 TEACHER GUIDE 112

Answers
4. (a) Because the strip is divided into 100 pieces of equal size.
(b) ten hundredths
5. (a) 40 hundredths
(b) four tenths
(c) 75 hundredths
(d) three fifths
(e) 80 hundredths
6. Gabieba: 27 hundredths Miriam: 32 hundredths
Sannie: 28 hundredths Enoch: 20 hundredths
Mpati: 30 hundredths Mpho: 33 hundredths
7. Gabieba: 65c Miriam: 77c
Sannie: 67c Enoch: 48c
Mpati: 72c Mpho: 79c
8. (a) 300c ÷ 100 = 3c
(b) 7 × 3c = 21c
(c) 25 × 3c = 75c
(d) 300 ÷ 4 = 75c
(e) 40 × 3c = 120c or R1,20
1 2
(f) 5 of 300c = 60c so 5 = 120c or R1,20
40 2
9. Because 100 and 5 are equivalent fractions.

Background information
• Per cent indicates a special type of fraction in which the value given is a
measure of the number of parts in every hundred parts of a whole,
collection, quantity or measurement. This means that per cent is another
word for hundredth.
• The symbol for per cent is %.
Teaching guidelines (continued)
Introduce the concepts of per cent before learners start with question 10.

MATHEMATICS GRADE 7 TEACHER GUIDE 113

Answers
10. (a) R400 (b) R384 (c) R680 (d) R1 920
11. (a) R40 (b) R38,40 (c) R68 (d) R192
12. (a) R75 (b) R72 (c) R127,50 (d) R360
13. R110 000 + (20% of R110 000) = R110 000 + R22 000 = R132 000
14. R125 000 − (30% of 125 000) = R125 000 − R37 500 = R87 500
15. Only numbers that are multiples of 2 and/or 5.

6.5 Thousandths, hundredths and tenths

MANY EQUAL PARTS
Background information
The purpose of this section is the introduction of fractions which play an
important role in the structure of decimal fractions.
Teaching guidelines
Use a metre stick as a unit and introduce the concepts of tenths (decimetres),
hundredths (centimetres) and thousandths (millimetres) of a metre.
Answers
1. 50 kg = 50 000 g; 50 000 g ÷ 1 000 = 50 g for each refugee
2. (a) R600 (b) R60 (c) R6 (d) R600
(e) R600 (f) R420 (g) R420 (h) R42
74 37 1 37 307 37
3. (a) 80 or 40 (b) 610 (c) 100 (d) 1 (e) 1 000 (f) 100
374 187 4 2 5 1 254 127
4. (a) 1 000 or 500 (b) 110 or 15 (c) 110 or 12 (d) 1 000 or 500
100 230 346 676 600 30 46 676
5. (a) 1 000 + 1 000 + 1 000 = 1 000 ; 1 000 + 1 000 + 1 000 = 1 000 ; True.
726
(b) LHS is the same as in the previous question but RHS is 1 000 ; Not true.
676 600 70 6 676
(c) LHS = 1 000 ; RHS = 1 000 + 1 000 + 1 000 = 1 000 ; True.
600 70 6
(d) Both sides can be expressed as 1 000 + 1 000 + 1 000 ; True.

MATHEMATICS GRADE 7 TEACHER GUIDE 114

6.6 Fraction of a fraction
FORM PARTS OF PARTS
Background information
The focus in this section is the calculation of a fraction of a whole, collection,
quantity or measurement.
Teaching guidelines
Learners should realise that, for example, to calculate:
1
• 5 of R60 means divide R60 by 5
2
• 5 of R60 means divide R60 by 5 and multiply the answer by 2
3
• 5 of R60 means divide R60 by 5 and multiply the answer by 3, etc.
Remind learners that of as an operation means multiply.
Answers
1. (a) R12 (b) R36
2. One tenth of R80 = R8, so seven tenths of R80 = 7 × R8 = R56
3. (a) 8 pula
(b) 8 euro
4
(c) 45 or 4,8 pula (4 pula and 80 thebe)

4. Because 5 divides into 20 without a remainder.

5. (a) 90c (b) R3,50
(c) R8,40 (d) R2,50
6. (a) 12 secret objects (b) 15 secret objects
7. (a) 12 (b) 25
8. (a) 15 twentieths (b) R3
(c) 150 g (d) 150 g
9. (a) two fortieths (b) 14 fortieths
10. Yes

MATHEMATICS GRADE 7 TEACHER GUIDE 115

Note on question 12
7 3 3
To calculate 12 of 5 , the 5 must be divided by 12.
3 3 4 12
To do so, find an equivalent of 5 which can be divided by 12: 5 × 4 = 20 .
12 1
We know that one twelfth of 20 is 20 .
12 1 7
Therefore, seven twelfths of 20 is 7 × 20 = 20.
7 3 7
So, 12 of 5 = 20.
7
Note that the answer to question 12 below is equivalent to 20.

Answers
11. (a) 16
(b) 48
(c) 2
(d) 48
3 24
(e) Because 5 and 40 are equivalent fractions.
14 3 24 7 3
12. It is 40 because 5 = 40 [from question 11(e)], and 12 of 5 is therefore the same
7 24 14
as 12 of 40 , which was calculated in question 9(b) as 40 .
8 16 1 16 2 3 16 6
13. (a) 12 = 24 8 of 24 is 24 8 of 24 is 24
2 8 6
(b) 3 = 12 so the answer is the same as in question 13(a), which is 24 .
5 20 3 20 15
14. (a) 8 = 32 4 of 32 = 32
2 20 7 20 14
(b) 3 = 30 10 of 30 = 30
1 3 2 3 2
(c) 2 = 6 3 of 6 = 6
3 15 3 15 9
(d) 5 = 25 5 of 25 = 25

MATHEMATICS GRADE 7 TEACHER GUIDE 116

6.7 Multiplying with fractions
PARTS OF RECTANGLES AND PARTS OF PARTS
Teaching guidelines
To divide a side of a rectangle into:
• halves, quarters, eighths, sixteenths and so on, halve the side repeatedly
• thirds, sixths and ninths, draw two lines to partition the whole side
approximately in thirds
• fifths and tenths, draw a line that divides the side into two parts, the one
part about one-and-a-half as long as the other one.
Diagrams used to explain multiplication of fractions should be drawn freehand
and quickly, so that it does not take up much time. These diagrams are not
normally used for making measurements, but are rather used to support
thinking conceptually about fractions.
Answers
1. See LB page 106 alongside.
2. See LB page 106 alongside.
3. (a) five eighths
(b) three fifths
(c) 40
(d) 15 fortieths

MATHEMATICS GRADE 7 TEACHER GUIDE 117

Additional notes on multiplication with fractions
Circular diagrams can also be used to illustrate multiplication with basic
fractions:
1 1 1 1 1
• 2 of 2 = 2 × 2 = 4
Half of a semi-circle is a quarter of the circle.

1 1 1 1 1
• 2 of 4 = 2 × 4 = 8
Half of a quarter circle is one eighth of the circle.

1 3 1 3 1
• 3 of 4 = 3 × 4 = 4
A third of a three-quarter circle is a quarter of the circle.

2 3 2 3 1
• 3 of 4 = 3 × 4 = 2
Two-thirds of three-quarters of a circle is half of the circle.
Answers
15
4. (a) See LB page 107 alongside. 32

8
(b) See LB page 107 alongside. 15

5. The answers are the same, so multiplying the numerators with each other
and the denominators with each other seems to be a way of finding the
3 5
answer to 4 of 8 .
6. (a) 5 × 8 = 40 apples
6 60
(b) 10 × 4 = 4 = 15 apples

MATHEMATICS GRADE 7 TEACHER GUIDE 118

Teaching guidelines (continued)
Learners should discover that two fractions can be multiplied by using the
numerator × numerator
formula denominator × denominator .

Answers
15 14
7. (a) 60 (b) 40
3×5 15
8. (a) 10 × 6 = 60 The answers are the same.
2×7 14
(b) 5 × 8 = 40 The answers are the same.
35 6
9. (a) 72 (b) 12

10. Yes, it does.

MATHEMATICS GRADE 7 TEACHER GUIDE 119

Answers
1 4 8
11. (a) 6 × R60 = R10 (b) 63 × R63 = R4 (c) 15 × R45 = R24
1 3 3 3 180 4 1
12. (a) 2 × 4 = 8 of and hour; 8 × 60 minutes = 8 = 228 or 222 minutes
3 3 9
(b) 4 × 8 = 32 kg
3 1 3 21 3 42 3 45 5 15 3 45 5
(c) 7 × 4 + 2 × 4 = 4 + 8 = 8 + 8 = 8 = 58 kg or 2 × 4 = 8 = 58 kg

6.8 Ordering and comparing fractions

Teaching guidelines
Fractions can only be compared properly if their denominators are the same. For
example:
• To compare halves and quarters, convert all to quarters because the LCM
of 2 and 4 is 4.
• To compare halves, quarters and eighths, convert all to eighths because
the LCM of 2, 4 and 8 is 8.
• To compare sixteenths, eighths, twenty-fourths and twelfths, convert all
to forty-eighths because the LCM of 16, 8, 24 and 12 is 48.
Fractions with the same denominator are in:
• ascending order if their numerators are in ascending order
• descending order if their numerators are in descending order.
Answers
21 18 22 20 23 3 5 7 11 23
1. (a) 48 ; 48 ; 48 ; 48 ; 48 ® 8 ; 12 ; 16 ; 24 ; 48
703 650 700 730 710 13 7 703 71
(b) 1 000 ; 1 000 ; 1 000 ; 1 000 ; 1 000 ® 20 ; 10 ; 1 000 ; 100 ; 73%
41 38 42 44 51 17 11 7 41 19
2. (a) 60 ; 60 ; 60 ; 60 ; 60 ® 20 ; 15 ; 10 ; 60 ; 30

(b) Order according to what is needed to make 1;

23 19 7 5 2
order the denominators ® 24 ; 20 ; 8 ; 6 ; 3

3. See LB page 109 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 120

Answers
3 5 8 5 11 16
1. (a) 20 + 20 = 20 ; eight twentieths (b) 12 + 12 = 12 ; sixteen twelfths
3 5 6 5 11 3 3 3 6 3 9
(c) 2 + 4 = 4 + 4 = 4 = 24 (d) 5 + 10 = 10 + 10 = 10

two wholes and three quarters nine tenths

2. See LB page 110 alongside.
3. (a) three tenths plus seven thirtieths = nine thirtieths + seven thirtieths
16
=16 thirtieths = 30
59
(b) two fifths plus seven twelfths = 24 sixtieths + 35 sixtieths = 59 sixtieths = 60

(c) one hundredth plus seven tenths = one hundredth + 70

71
hundredths = 24 fortieths − 15 fortieths = 71 hundredths = 100
(d) three fifths minus three eighths = 24 fortieths − 15 fortieths
9
= nine fortieths = 40
(e) two wholes and three tenths plus five wholes and nine tenths
2
= seven wholes and 12 tenths = eight wholes and two tenths = 810
12 60 000
4. 100 × 5 000 = 100 = 600; R5 000 + R600 = R5 600 per month
5. Increased by 10%: R7 500 + R750 = R8 250 per month
Decreased by 10%: R8 250 − R825 = R7 425 per month
13 8 5 1 24 20 4 1
6. (a) 20 − 20 = 20 = 4 (b) 3100 − 1100 = 2100 = 225
36 11 25 14 12 26 5
(c) 544 − 244 = 344 (d) 21 + 21 = 21 = 121
9 1 30 2 30 6 1
7. (a) 2 = 42 (b) 135 = 9 (c) 32 = 10 (d) 12 = 2
8 8 64 1 42 10 420
8. (a) 3 × 3 = 9 = 79 (b) 5 × 3 = 15 = 28

(c) (26 + 36) × 67 = 56 × 67 = 30 5

42 = 7
6 1
(d) 24 = 4
5 2 25 + 4 29 3 10 9 4 5
(e) 6 + 15 = 30 = 30 (f) 4 − 30 = 12 − 12 = 12

MATHEMATICS GRADE 7 TEACHER GUIDE 121

MATHEMATICS GRADE 7 TEACHER GUIDE 122
Grade 7 Term 2 Chapter 7 The decimal notation for fractions

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
7.1 Other symbols for tenths and hundredths Introducing the decimal notation for tenths, hundredths and thousandths Pages 111 to 112
7.2 Percentages and decimal fractions Work with notations for common fractions, percentages and decimals Pages 112 to 114
7.3 Decimal measurements Show decimal numbers on a number line Pages 114 to 116
7.4 More decimal concepts Skip count in decimals; place values and digit values in decimals Pages 116 to 118
7.5 Ordering and comparing decimal Arrange decimals in ascending and descending order Pages 118 to 119
fractions
7.6 Rounding off, saying it nearly but not Round off to whole numbers, tenths, hundredths and thousandths Pages 119 to 120
quite
7.7 Addition and subtraction with decimal Add and subtract decimals using common fraction notation; use decimals Pages 120 to 121
fractions in real-life situations
7.8 Multiplication and decimal fractions Multiply and divide by 10, 100, 1 000, 0,1, 0,01 and 0,001; multiply Pages 122 to 124
decimals by whole numbers and decimals by decimals
7.9 Division and decimal fractions Divide decimals by whole numbers Pages 124 to 125

CAPS time allocation 5 hours

CAPS content specification Pages 78 to 79

Mathematical background
Decimal notation is an alternative notation to common fractions and percentages.
• In the decimal notation, a limited range of fractional units is used to describe fractions, namely tenths, hundredths, thousandths, and so on. In this
chapter, we use the context of measurement to follow on from the previous chapter.
• Percentages make up an even more limited system of describing quantities, in the sense that they allow hundredths only. In practice, however,
percentages are extended to include fractional percentages, for example 25,5%. As the percentage is yet another notation for fractional parts, we
include percentages in tasks throughout this chapter. On LB page 113, in question 6, learners express numbers in three notations. One of these is the
common fraction notation, using hundredths.
The calculator is an efficient teaching aid for learners to explore and investigate decimals. Learners should know how to program their calculators to add or
subtract a decimal number repeatedly. This could assist them in evaluating their ability to count forwards or backwards in decimals. It can also be used to
explore the rules for multiplication and division by powers of 10 (10; 100; 1 000; 0,1; 0,01; 0,001) and to discover general rules like the following:
• If you multiply a number by a number less than 1, the answer will be less than the original number.
• When you divide a number by a number less than 1, the answer is more than the original number.

MATHEMATICS GRADE 7 TEACHER GUIDE 123

7.1 Other symbols for tenths and hundredths
TENTHS AND HUNDREDTHS AGAIN …
Background information
In this section learners are introduced to the decimal notation for the common
fractions one tenth (0,1) and one hundredth (0,01).
Teaching guidelines
1
• Illustrate that 10 (common fraction notation) = 0,1 (decimal notation)
2 3
therefore, 10 = 0,2; 10 = 0,3; etc.
1
• Illustrate that 100 (common fraction notation) = 0,01 (decimal notation)
2 3
therefore, 100 = 0,02; 100 = 0,03; etc.

• Recall that one tenth is equivalent to ten hundredths

therefore, 0,1 = 0,10.
Notes on questions 3 and 4
Discuss why 0,3 + 0,05 = 0,35 (3 tenths + 5 hundredths = 30 hundredths + 5
hundredths = 35 hundredths = 0,35)
Answers
10 1
1. (a) 10 hundredths or 100 or 1 tenth or 10
1 30 3 2 57
(b) Red: 100 Blue: 100 or 10 Green: 100 Not coloured: 100

2. Yellow: 0,1 Red: 0,01 Blue: 0,3 Green: 0,02 Not coloured: 0,57

3. (3) (7)
3 tenths 10 and 7 hundredths 100 is not coloured. That is 10 or 0,37.
37

62
4. 100 0,62

5. They are both right.

MATHEMATICS GRADE 7 TEACHER GUIDE 124

Teaching guidelines (continued)
Discuss why 0,35 (35 hundredths) can be expressed as any of the following:
• 1 tenth + 25 hundredths (10 hundredths + 25 hundredths)
• 2 tenths + 15 hundredths (20 hundredths + 15 hundredths)
• 3 tenths + 5 hundredths (30 hundredths + 5 hundredths).
The normal way of expressing these quantities is the third option because, by
international agreement, the number of hundredths should be kept below 10.
Answers
6. (a) 3,7 (b) 4,19 (c) 4,7 (d) 0,04

… AND THOUSANDTHS
Teaching guidelines
1
• Illustrate that 1 000 (common fraction notation) = 0,001 (decimal
2 3
notation) therefore, 1 000 = 0,02; 1 000 = 0,003; etc.

• Recall that one tenth is equivalent to ten hundredths, which is

equivalent to hundred thousandths, therefore, 0,1 = 0,10 = 0,100.
Answers
1. (a) 0,007 (b) 0,009 (c) 0,147 (d) 0,999
2. (a) 2,374 (b) 12,104 (c) 2,004
(d) 67,123 (e) 34,061 (f) 654,003

7.2 Percentages and decimal fractions

HUNDREDTHS, PERCENTAGES AND DECIMALS
Background information
• Per cent is another word for hundredths. We do not say: “How many
per cent of a drawing is blue?” We say: “What percentage of the drawing
is blue?”
• Fractions written in words (for example, three tenths) can be expressed
in decimal notation (0,3), percentage notation (30%) and common
3
fraction notation (10).

MATHEMATICS GRADE 7 TEACHER GUIDE 125

Teaching guidelines
Recall the following:
• Per cent is another word for hundredths.
• The symbol for per cent is %.
• Six hundredths can be described as six per cent and written as 6%.
37
Discuss why 0,37 and 37% and 100 are different symbols for the same thing:
37 hundredths.
Note on question 4
Calculating, for example, 13% of a whole, collection, quantity or measurement
means dividing it by 100 and multiplying the answer by 13.
Note on question 6(f)
Seven eighths has to be written as hundredths, which is not possible. However, it
can be written as thousandths and therefore as a percentage (87,5%). This is an
opportunity to make learners aware of fractional percentages.
Answers
1. (a) 100 small parts in the rectangle; ten small parts in one tenth of the
rectangle.
30 3 2 1 1
(b) Blue: 100 or 10 Green: 100 or 50 Red: 100

2. Two per cent is green; one per cent is red.

3. 30 per cent is blue; 57 per cent is white.
4. (a) R4 (b) R148 (c) R259
1 25 1 25
5. (a) 4 or 100 ; 0,25 (b) 4 or 100 ; or 0,25 (c) 2 (d) 4; 4
30 7
6. (a) 0,3; 30%; 100 (b) 0,07; 7%; 100
37 70
(c) 0,37; 37%; 100 (d) 0,7; 70%; 100
75 875
(e) 0,75; 75%; 100 (f) 0,875; 87,5%; (1 000 ; not possible as hundredths)

7. (a) R60 + R14 = R74

(b) R74

MATHEMATICS GRADE 7 TEACHER GUIDE 126

Note on question 10
The floor is covered by 50 tiles. To write answers in common fraction notation,
using hundredths, each count out of 50 has to be doubled.
Answers
7. (c) R74
(d) R74
20 50
8. (a) 0,2; 20%; 100 (b) 0,5; 50%; 100
25 75
(c) 0,25; 25%; 100 (d) 0,75; 75%; 100

9. (a) 25%
75 3
(b) 100 or 4

(c) 75%
10. See LB page 114 alongside.
Additional questions (mental mathematics)
Express in common fractions, decimal and percentage notations:
3 2
1. 3 eights: 8; 0,375; 37,5% 2. 2 fifths: 5; 0,4; 40%
1 2
3. 1 tenth: 10; 0,1; 10% 4. 2 thirds: 3; 0,667; 66,7%
5 4
5. 5 eighths: 8; 0,625; 62,5% 6. 4 fifths: 5; 0,8; 80%
9 1
7. 9 tenths: 10; 0,9; 90% 8. 1 third: 3; 0,333; 33,3%
7 1
9. 7 tenths: 10; 0,7; 70% 10. 1 quarter: 4; 0,25; 25%
7 3
11. 7 eighths: 8; 0,875; 87,5% 12. 3 fifths: 5; 0,6; 60%
3 3
13. 3 tenths: 10; 0,3; 30% 14. 3 quarters: 4; 0,75; 75%
1 1
15. 1 eighth: 8; 0,125; 12,5% 16. 1 fifth: 5; 0,2; 20%

MATHEMATICS GRADE 7 TEACHER GUIDE 127

7.3 Decimal measurements
MEASURING ON A NUMBER LINE
Background information
Measurement can never be exact – it is always an approximation. The smaller the
divisions in which the unit is subdivided, the more exact the measurement. We
always estimate the number of smallest units. When we say that a length is 2,86,
we actually mean that it is somewhere between 2,85 and 2,87.
Teaching guidelines
The estimation tasks (for example, question 1(a)) help learners to acquire a
feeling for the size of the number and its position on the number line. It is
crucial that learners make sense of different scales in these tasks, and that you
discuss the scales in class. Ask questions such as: “What did you have to consider
before you decided what value the point represents, or where to place the
number?”
Answers
1. (a) – (f) See the number lines on LB page 115 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 128

Answers
1. (g) See the number line on LB page 116 alongside.
2. See LB page 116 alongside.
3. See LB page 116 alongside.

7.4 More decimal concepts

DECIMAL JUMPS
Background information
The calculator is an efficient teaching aid for learners to explore and investigate
decimals. The suggestion to program a calculator as a counting machine on
LB page 117 should be taken seriously. This is valuable in helping learners to
“count forwards and backwards in decimal fractions to at least two decimal
places” as stated by CAPS (page 51). They can count in groups and use the
calculator to check their counting without a teacher being present.
Teaching guidelines
Illustrate how to program a calculator to do the same operation over and over
again. For example, to generate the following number sequences on a
CASIO fx-82ES PLUS:
• 0,1; 0,2; 0,3; 0,4; 0,5; …:
Press 0,1 + 0,1 = + 0,1 = and then = repeatedly.
• 1,00; 0,98; 0,96; 0,94; 0,92; …:
Press 1,00 – 0,02 = – 0,02 = and then = repeatedly.
Answers
1. (a) and (b) See LB page 116 alongside.
(c) 5
1
(d) 5
2. (a) and (b) See LB page 116 alongside.
(c) 10
3
(d) 10

MATHEMATICS GRADE 7 TEACHER GUIDE 129

Answers
3. (a) to (b) see LB page 117 alongside.
(c) 4
1
(d) 4
4. Learners check their answer with a calculator.
5. (a) See LB page 117 alongside.
(b) see LB page 117 alongside
6. Learners check their answers with a calculator.
PLACE VALUE
Background information
Consider the decimal number 4,567:
• The place values of the digits are units, tenths, hundredths and
thousandths respectively.
• The values of the digits are 4 × 1 = 4, 5 × 0,1 = 0,5, 6 × 0,01 = 0,06 and
7 × 0,001 = 0,007 respectively.
We can use either place values or digit values to write 4,567 in expanded
form:
• place values: 4 units + 5 tenths + 6 hundredths + 7 thousandths
• digit values: 4 + 0,5 + 0,06 + 0,007
Teaching guidelines
Revise the difference between the following concepts:
• the place value of a digit in a number
• the value of that digit in the number.
Answers
1. (a) 2,57 (b) 2,507
(c) 2,057 (d) 5,431
(e) 5,143 (f) 5,314

MATHEMATICS GRADE 7 TEACHER GUIDE 130

Answers
2. (a) 0,04; hundredths (b) 0,008; thousandths
(c) 0,9; tenths (d) 0,8; tenths
(e) 0,04; hundredths (f) 0,007; thousandths

7.5 Ordering and comparing decimal fractions

FROM BIGGEST TO SMALLEST AND SMALLEST TO BIGGEST
Background information
• Decimal fractions are compared by looking at their number of tenths
first, then at their hundredths, then at their thousandths, etc.
• The value of a decimal fraction does not change if zeros are written at the
1 10 100
end because 10, 100 and 1 000 are equivalent and therefore, written in
decimal notation: 0,1; 0,10 and 0,100 are also equivalent.
Teaching guidelines
Explain why 0,1; 0,10 and 0,100 are equivalent decimal fractions.
Discuss how to order decimal fractions. For example:
• To order up to two-digit decimal fractions, write zeros at the end of
the fractions so that each fraction represents hundredths.
• To order up to three-digit decimal fractions, write zeros at the end
of the fractions so that each fraction represents thousandths.
Answers
1. 0,8 0,75 0,62 0,55 0,5 0,465 0,4 0,15 0,05
Learners’ methods may differ. Sample explanation: I added zeros at the end
of the numbers so that each number represents thousandths. That made it
easier for me to compare the numbers.
2. (a) – (b) See LB page 118 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 131

Answers
2. (c) – (d) See LB page 119 alongside.
3. Examples:
(a) 3,6 or 3,55 or 3,679
(b) 3,2 or 3,41 or 3,889
(c) 3,15 or 3,11 or 3,195
4. Unlimited/infinite
5. See LB page 119 alongside.

7.6 Rounding off - saying it nearly but not quite

Background information
Decimal fractions can be rounded off to the nearest whole number or to one,
two, three, etc. digits after the decimal comma.
Rule for rounding to the nearest whole number:
• If the 10ths digit is 5 or more, round up to the next whole number.
• If the 10ths digit is less than 5, round down to the previous whole
number.
Rule for rounding to one decimal place (tenths):
• If the 100ths digit is 5 or more, round up to the next tenth.
• If the 100ths digit is less than 5, round down to the previous tenth.
Rule for rounding to two decimal places (hundredths):
• If the 1 000ths digit is 5 or more, round up to the next hundredth.
• If the 1 000ths digit is less than 5, round down to the previous
hundredth.
Rule for rounding to three decimal places (thousandths):
• If the 10 000ths digit is 5 or more, round up to the next thousandth.
• If the 10 000ths digit is less than 5, round down to the previous
thousandth.
A powerful calculator activity to help learners think about rounding off is to
ask them to enter a number with as many digits as the calculator will display. For
example, if the calculator can take eight digits, they enter 12345678. If they add
0,4, the number will stay the same, but if they add 0,6, the last digit will change
to 9.

MATHEMATICS GRADE 7 TEACHER GUIDE 132

SAYING IT NEARLY BUT NOT QUITE - ROUNDING OFF
Teaching guidelines
Discuss the rules for rounding off decimal numbers to the nearest whole
number, tenth, hundredth and thousandth.
Answers
1. 8 18 205 2 1 35 12 1
2. 7,7 18,9 21,5 0,6 0,9 1,4 3,8
3. 3,43 54,12 4,81 3,76 4,26 10,22 9,37 300,00
ROUND OFF TO HELP YOU CALCULATE
Background information
When an amount of money is divided by any number, the quotient is always,
when necessary, rounded off to two decimal places, that is, to the nearest cent.
Teaching guidelines
Discuss what to do if R7 is to be shared equally amongst eight people.
Answers
1. R44,65 ÷ 4 = 11,1625 ≈ R11,16
Three brothers will get R11,16 and one brother will get R11,17.
2. 3,75 × 11,99 = 44,9625 ≈ R44,96
3. (a) 89 × 4 = 356 (b) 227 + 72 − 29 = 270

7.7 Addition and subtraction with decimal fractions

MENTAL CALCULATIONS
Teaching guidelines
Mental addition and subtraction with decimal fractions can be practised by
using number chains or a calculator (refer to section 7.4).
Answers
1. See LB page 120 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 133

Teaching guidelines (continued)
Explain how to add and subtract decimal fractions:
• Convert the decimal fractions to common fractions.
• Convert all common fractions to tenths, hundredths or thousandths.
• Add and subtract.
• Convert the answer to a decimal fraction.
Answers
2. (a) 0,9 (b) 1,1 (c) 2,1 (d) 2,15 (e) 0,95
(f) 0,32 (g) 2,9 (h) 2,99 (i) 1,9
SOME REAL-LIFE PROBLEMS
Background information
Calculations with decimal fractions feature in a variety of real-life problems, for
example, to determine:
• the winners of track and field contests in athletics
• the price of products sold in small quantities, like mincemeat
• the distance travelled by vehicles and their fuel consumption
• interest rates charged by banks and financial institutions.
Teaching guidelines
Discuss examples where decimals feature in real-life problems.
Answers
1. R435,60
2. 174,3 km
3. 13,2 seconds
4. Contestant A: 7,5 + 8 + 7,7 = 23,2 Contestant B: 8,5 + 8,9 + 8,7 = 26,1
Contestant C: 7,9 + 8,1 + 7,8 = 23,8 Contestant D: 8,9 + 9 + 9,1 = 27
D: 27 (first); B: 26,1 (second); C: 23,8 (third); A: 23,2 (fourth)
5. 14,80 mm −13,97 mm = 0,83 mm
6. 2,535 kg

MATHEMATICS GRADE 7 TEACHER GUIDE 134

7.8 Multiplication and decimal fractions
THE POWER OF TEN
Teaching guidelines
Learners formulate rules for multiplication and division by powers of ten.
Rules for multiplication of a number by:
• 10, 100 or 1 000: With the comma remaining fixed, move each digit one,
two or three places respectively to the left (the number increases).
• 0,1, 0,01 or 0,001: With the comma remaining fixed, move each digit
one, two or three places respectively to the right (the number decreases).
Multiplying a number by 0,1 is the same as dividing it by 10.
Rules for division of a number by:
• 10, 100 or 1 000: With the comma remaining fixed, move each digit one,
two or three places respectively to the right (the number decreases).
• 0,1, 0,01 or 0,001: With the comma remaining fixed, move each digit
one, two or three places respectively to the left (the number increases).
Dividing a number by 0,1 is the same as multiplying it by 10.
Answers
1. (a) See LB page 122 alongside.
(b) No, it is not correct; it is true only if you multiply with whole numbers.
Multiply by 10; 100 or 1 000: the value of each digit in the number
becomes 10, 100 or 1 000 times bigger and each digit thus moves one,
two or three places to the left. Multiply by 0,1; 0,01 or 0,001: each digit
moves one, two or three places to the right. The comma remains fixed.
To multiply a number by 0,1 is the same as dividing it by 10.
(d) 5 30 4,2 67,5
2. (a) See LB page 122 alongside.
(b) Divide by 10; 100 or 1 000: the value of each digit in the number
becomes 10, 100 or 1 000 times smaller and so each digit moves one,
two or three places to the left.
(c) 0,05 0,003 0,042
3. See LB page 122 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 135

Answers
4. See LB page 123 alongside.
MULTIPLYING DECIMALS WITH WHOLE NUMBERS
Background information
To multiply a decimal number with a whole number, follow these steps:
• Write the decimal number in common fraction notation.
• Multiply the numerator by the whole number.
• Divide the answer by the denominator.
Teaching guidelines
Learners should be able to explain what is meant by multiplying a decimal by a
whole number.
Answers
3 21
1. (a) 10 × 7 = 10 = 2,1
21 1 911
(b) 100 × 91 = 100 = 19,11
4 32
(c) 8 × 10 = 10 = 3,2

2. (a) 4 × 7 = 28 ® 2,8
(b) 55 × 7 = 385 ® 3,85
(c) 12 × 12 = 144 ® 1,44
(d) 601 × 2 = 1 202 ® 1,202
3. Sample answer: Estimate the answer, ignore the comma, multiply and put
the comma back, according to the estimated answer.

MATHEMATICS GRADE 7 TEACHER GUIDE 136

MULTIPLYING DECIMALS WITH DECIMALS
Background information
To multiply a decimal number with a decimal number, follow these steps:
• Write the decimal numbers in common fraction notation.
• Multiply the numerators.
• Divide the answer by the product of the denominators.
Teaching guidelines
Learners should be able to explain what is meant by multiplying a decimal by a
decimal.
Answers
6 4 24
1. (a) 0,6 × 0,4 = 10 × 10 = 100 = 0,24
6 4 24
(b) 0,06 × 0,4 = 100 × 10 = 1 000 = 0,024
6 4 24
(c) 0,06 × 0,04 = 100 × 100 = 10 000 = 0,0024

2. (a) 0,4 × 0,7

= (4 ÷ 10) × (7 ÷10)
= (4 × 7) ÷ (10 × 10)
= 28 ÷ 100
= 0,28
(b) 0,4 × 7
= (4 × 7) ÷ 10
= 28 ÷ 10
= 2,8
(c) 0,04 × 0,7
= (4 ÷ 100) × (7 ÷ 10)
= (4 × 7) ÷ (100 × 10)
= 28 ÷ 1 000
= 0,028

MATHEMATICS GRADE 7 TEACHER GUIDE 137

7.9 Division and decimal fractions
DIVIDING DECIMALS BY WHOLE NUMBERS
Background information
Division of decimals by whole numbers resembles sharing situations.
Various methods can be used to divide decimals by whole numbers (refer to LB
pages 124 and 125). An alternative for the third method in the Learner Book is
the following:
2,8 ÷ 5
28
= 10 ÷ 5 (28 is not divisible by 5)
280
= 100 ÷ 5 (280 is divisible by 5)
56
= 100
= 0,56
Teaching guidelines
Discuss the methods for division listed on LB pages 124 and 125 as well as the
method provided above.
Answers
1. See LB page 125 alongside.
2. (a) 8 hundredths ÷ 4 = 2 hundredths = 0,02
(b) 144 tenths ÷ 12 = 12 tenths ® 1,2
(c) 84 tenths ÷ 7 = 12 tenths ® 1,2
(d) 45 tenths ÷ 15 = 3 tenths ® 0,3
(e) 1 655 thousandths ÷ 5 = 331 thousandths ® 0,331
(f) 225 hundredths ÷ 25 = 9 hundredths ® 0,009
3. 9 990 ÷ 15 = 666 ® One kilogram of bananas costs R6,66.
4. (a) 67 (b) 0,067
5. (a) 1,6 (b) 0,16
6. 20 × 0,45 = R9
7. 42,95 × 0,215 = 9,23425
Depending on the shop, she would pay either R9,20 or R9,25.

MATHEMATICS GRADE 7 TEACHER GUIDE 138

Grade 7 Term 2 Chapter 8 Functions and relationships

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
8.1 Constant and variable quantities The term relationship is explained in terms of variable quantities (input and Pages 126 to 127
output values) and represented in various ways, by a word formula and by means
of a flow diagram
8.2 Different ways to describe Different ways of representing the same relationship; equivalent computational Pages 126 to 132
relationships instructions (rules); ways of identifying the rule of a relationship

CAPS time allocation 3 hours

CAPS content specification Pages 53

Mathematical background
The understanding of the use of letters to represent variables in generalised arithmetic lies at the heart of the ability to understand algebra. Therefore, this topic
is very important in the development of learners’ understanding.
Letters to represent numbers are used as unknown constants in equations; as variables in formulae which show the relationships between the variables; as
variables in identities which are true for all values of the variables.
Working with patterns provides the opportunity to determine variable values as input values, output values and to determine relationships between
variables.
• A relationship exists between variables if one variable is influenced by the other, for example, the cost of fuel for a car is influenced by the number of
litres that are put into the tank.
• The relationship is usually given as a rule that we apply to each input value to get an output value. It works like a “machine” that we can represent in a
flow diagram as follows: input rule output. A flow diagram is another way of describing a computational instruction; the rule of the
relationship which will later become the formula.
• In a number pattern each output value is connected to a particular input value.
• Spider diagrams (which are actually combined flow diagrams) are helpful for learners to see a number pattern.
• If we know the input and output values of a pattern, we can find the rule.
• Simple number patterns grow if the input is multiplied (or divided) by a value to give the output, or if an input value is added to or subtracted from.
• Questions that can be asked include: Find the output if an input value is known. Find the rule, or find input value if the output value is known.
• Relationships can be represented in different ways, such as in words, flow diagrams, tables and graphs (which will be discussed in future work).
• The core algebraic concept of equivalence can be illustrated using patterns. Equivalent computational instructions (rules) are those that produce the
2
same output values for the same input values. For example, “divide by 5 and multiply by 2” has the same effect as multiplying by 0,4 (or 5 ).

MATHEMATICS GRADE 7 TEACHER GUIDE 139

8.1 Constant and variable quantities
LOOK FOR CONNECTIONS BETWEEN QUANTITIES
Teaching guidelines
Make sure that learners understand the difference between constant quantities
and variable quantities. Ask questions such as: “Which quantities are involved in
this situation?”, “Which quantities change?”, “How do they change?”, etc.
The example of a relationship between variables is represented in various ways.
The relationship between the number of red squares and the number of yellow
squares in patterned arrangements is described by:
• a word formula (the number of yellow squares is equal to…)
• means of a flow diagram.
This situation gives an opportunity to clarify the terms output number and
input number and to point out that every input number is linked to a specific
output number.
Misconceptions
Learners often think of a letter symbol as an unknown constant and not as a
variable quantity. Working with relationships between variable quantities is
useful in that it provides learners with opportunities to understand that letter
symbols can have different meanings in different mathematical contexts. (See
Additional notes on TG page 142).
Notes on the questions
The term relationship is explained in terms of variable quantities from the
start. Questions 1 and 2 are meant to stimulate some discussion about variable
and constant quantities, and how one variable can affect another variable.
Answers
1. (a) ten fingers (b) ten fingers
(c) No. A person is born with ten fingers and will always have ten fingers at
any age.
2. (a) The number of calls you make will influence the amount of airtime left
on your cell phone. For each phone call you make, a certain amount of
airtime is used. The more calls you make, the less airtime you will have
left over.
(b) The number of houses to be built will influence the number of bricks
required: i.e. the more houses to be built, the more bricks that will be
required. The total number of bricks required varies on the number of
houses to be built.

MATHEMATICS GRADE 7 TEACHER GUIDE 140

 (c) The number of learners at a school varies and depends on a lot of
different factors. The duration of the Mathematics period is constant
and does not vary. The number of learners does not influence the
duration of the Mathematics period, and the duration of the
Mathematics period does not influence the number of learners at
school.
3. (a) 4 (b) 6 (c) 8
(d) See LB page 127 alongside. (e) 22 (f) 44

8.2 Different ways to describe relationships

COMPLETE SOME FLOW DIAGRAMS AND TABLES OF VALUES
Teaching guidelines
A flow diagram (and a table) is limited in that not all possible input values can be
shown. It is important to know what type of numbers the input values are, for
example only integers, or fractions and whole numbers, etc.
A flow diagram usually shows the operator as well. Refer to the note in
question 1.
In order to find input values when output values are known, learners have to
invert the operator and apply it to the output value. Help learners who are
unsure by asking leading questions such as: “How did we get the output value 12
from the input value 6?”, “So what should we do with the output value 12 to get
the input value 6?” Learners may find this easy, but may need more help with
inverting the operations in more complicated rules, as in question 4.
Misconceptions
Learners often get the order of operations wrong when working from output
values to find input values. Using flow diagrams “backwards” can help them
understand the process.
Notes on the questions
Different ways of representing the same relationship is an important topic in the
Grade 7 CAPS, and hence in the work in this chapter. Each representation has
strong points and weak points.
Answers
1. (a) See LB page 127 alongside. (b) Natural numbers or whole numbers.

MATHEMATICS GRADE 7 TEACHER GUIDE 141

Answers
1. (c) See LB page 128 alongside.
2. See LB page 128 alongside.
3. See LB page 128 alongside.
Teaching guidelines
This section also deals with recognising links between different representations
of the same relationship. Discuss the fact that a relationship can be represented
in different ways.
In question 4, the information about the relationship:
• is given in the spider (flow) diagram
• is also given as a verbal description of how the output numbers are
produced (the rule of the relationship which will later become the
formula) and
• is given as a table of values.
Discuss the strengths and weaknesses of each representation with learners.
(Tables may not show the rule; both tables and spider diagrams do not show all
values of the input or output values; all the representations strengthen the
concept of the relationship between variables; and so on.)
Misconceptions
Learners may think that the only values the variables (input and output) can
have are those shown in the flow diagram or table.
Answers
4. (a) See LB page 128 alongside.
Additional notes (Refer to TG page 140)
We use letters to represent unknown numbers in both equations and formulae,
but there is a difference in their meaning.
When we use a letter in a formula, it could have many values. A letter used like
this represents a variable, for example: 7 × a + 3 = b; the value of b depends on the
value of a, and there can be many different combinations of a and b that will
make the equation true.
On the other hand, a letter can also be used to represent an unknown value
that makes an equation true, for example 7a + 3 = 14. In this case the letter has
only one value and is a placeholder for the solution.

MATHEMATICS GRADE 7 TEACHER GUIDE 142

Teaching guidelines
In questions 5 and 7 the core algebraic concept of equivalence is addressed.
Equivalent computational instructions (rules) are those that produce the same
output values for the same input values. They look different, but produce the
same result for the same input.
Show learners, for example, “divide by 5 and multiply by 2” has the same effect
2
as multiplying by 0,4 (or 5 ).

Show learners how to invert the operations in the rule and apply these to the
output value to get the corresponding unknown input value. It can be done
effectively by showing the “backwards” flow diagram. For example, if the rule
was to add five and multiply by 2, the inverted rule is: divide by 2 and subtract 5.

Answers
5. See LB page 129 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 143

Answers
5. (d) The operators are equivalent. The operator in 5(c) combines the two
steps of the operator in 5(a), so they produce the same output numbers.
They describe equivalent computation procedures:
2
(÷ 5 × 2 is the same as × 5 or × 0,4).
6. See LB page 130 alongside.
7. (a) See LB page 130 alongside.
(b) The operators represent equivalent computation procedures and
produce the same output numbers. The operator in 6(b) combines the
9
first two steps of the operator in 7(a) (× 5 is the same as × 1,8).
(c) See LB page 131 on following page.
Yes. The operators describe equivalent computation procedures; the
calculations are done in a different order but produce the same output
numbers.
Notes on the questions
Rules that have two or three steps can be used to highlight to learners the
importance of the order of operations. For example, “multiply by 5 and then add
2” cannot be interchanged to give “add 2 and then multiply by 5”, the answers
are different, but “multiply by 5 and divide by 9” can be interchanged to “divide
by 9 first and then multiply by 5”.

MATHEMATICS GRADE 7 TEACHER GUIDE 144

Teaching guidelines
A table shows which output numbers correspond to certain input numbers.
However, the rule that links the input numbers to the output numbers is not
explicitly stated in a table. Learners often have difficulty identifying the rule
when presented by a table as the only representation of the relationship.
By drawing a square on the board you can show learners that the area and the
side length form a relationship. Input values: side length; output values: area.
For extension, you could reverse the relationship and make area the input and
the side length the output. This involves finding the square root of numbers. For
example: the area of a square is given as 4, 25, 49, 81, 121. Find the side length.
Misconceptions
Learners misinterpret the instructions to “multiply by itself” and to “cube”.
Notes on the questions
In questions 8 and 9, the output numbers are respectively the squares and the
cubes of whole number patterns. These are examples of relationships where
there is neither a constant difference nor a constant ratio between consecutive
output numbers.
Learners often have difficulty identifying the rule when presented by a table as
the only representation of the relationship.
Answers
8. (a) See the completed table on LB page 131 alongside.
(b) See the completed flow diagram on LB page 131 alongside.
9. (a) See the completed table on LB page 131 alongside.
(b) Multiply each input number (stack number) by itself and again by itself;
in other words, the input numbers must be cubed.

MATHEMATICS GRADE 7 TEACHER GUIDE 145

Notes on the questions
The three questions on LB page 131 are designed to make learners aware of a way
of identifying the rule of the relationship if it has not been given. Learners
investigate the differences between consecutive output numbers in given flow
diagrams and link that to the multiplicative operator of the flow diagram. This
multiplicative operator is the quotient of the difference between two output
numbers and the difference between the corresponding input numbers.
In question 1(a), the difference between consecutive output numbers is 1 and
the difference between consecutive input numbers is also 1. (The difference
between the last two output numbers is 2, but the input numbers also have a
difference of 2.)
In questions 1(b) and (c), the difference between consecutive output numbers
is 5 for a difference of 1 between the corresponding input numbers (or 10 if the
input numbers have a difference of 2). In both cases, the input numbers were
multiplied by 5 to get the output numbers.
For 1(d) and (f), the output numbers have a difference of 2 and the input
number is multiplied by 2 to give the output number. This value represents the
rate at which the output numbers change. This concept will be dealt with in
more detail in later grades.
If this link is made, learners should recognise that they should find the
differences between the output values in the table (for example in question 3 it is
7); this is the number by which every input number should be multiplied (the
multiplicative operator in the flow diagram) as part of the rule that will produce
the output number. It could be that something has to be added (or subtracted) to
get the correct rule that will produce the output number. In question 3: for a
difference of 1 between input numbers, there is a difference of 7 between output
numbers. Therefore, every input number is multiplied by 7 and then 2 is added
to get the correct value of the output number. The rule is: multiply the input
number by 7 and add 2.
Answers
1. See the completed flow diagrams on LB page 132 alongside.
2. The difference between consecutive output numbers divided by the
difference of consecutive input numbers is equal to the multiplicative
operator.
3. The difference between the consecutive output numbers is 7 and the
difference between the consecutive input numbers is 1. The multiplicative
operator is 7 ÷ 1. If you multiply 7 by 1, you need to add 2 to get 9. The rule is
therefore: multiply by 7 and add 2.

MATHEMATICS GRADE 7 TEACHER GUIDE 146

Grade 7 Term 2 Chapter 9 Perimeter and area of 2D shapes

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
9.1 Perimeter of polygons Definition of perimeter; measuring perimeter Page 133
9.2 Perimeter formulae Formulae for calculating perimeter and applying the formulae Page 134
9.3 Area and square units Definition of area of a shape; square units to measure area; converting units Pages 135 to 136
9.4 Area of squares and Investigating the area of squares and rectangles; formulae and applying the formulae for the Pages 137 to 140
rectangles areas of squares and rectangles; doubling sides and the effect it has on the area of squares
9.5 Area of triangles Heights and bases of triangles; formulae for the area of a triangle; applying the formula Pages 140 to 144

CAPS time allocation 7 hours

CAPS content specification Pages 55 to 56

Mathematical background
The perimeter is the distance around the border of a shape. To find the perimeter of a shape, we will either be given the measurements or we can measure the
sides. The perimeter can be found by adding the lengths of the sides or by using a formula. For example: perimeter of a rectangle = 2 × length + 2 × breadth or,
perimeter of a square = 4 × side length.
The area of a shape is a measure of the surface it covers. The area is given in square units. For
example, if the length and breadth is given in centimetres, the area will be square centimetres.
• The formula to find the area of a rectangle is given by the number of square
centimetres along the length multiplied by the number of square centimetres along
the breadth (or width). A = length × breadth = A = l × b.
• The formula to find the area of a square is A = length × breadth, but because l = b = s,
the side length, we write A = s × s.
Some irregular shapes are composites (made up of) of squares and rectangles. Their areas can be determined by dividing them into squares and rectangles.
Any triangle can fit inside a rectangle that has the same base and height as the triangle. The first drawing on the right shows a right-angled triangle that fits in a
rectangle with the same base and height. We can check by counting squares that the area of the triangle (16 squares) is half that of the rectangle (32 squares).
1
Therefore, the area of triangle ABC is A = 2 × b × h.
The second drawing on the right is not a right-angled triangle. The altitude (height) divides it into two right-angled triangles, each in a rectangle, the one in
rectangle ABFE (12 squares) and the other one in rectangle DCFE (20 squares). The area of the triangles EBF and ECF is half of the area of the rectangles ABFE
1
and DCFE, so the sum of the areas is half of the area of the rectangle ABCD; so the area of the triangle EBC = A = 2 × b × h. The same argument could be applied
for the area of an obtuse-angled triangle.

MATHEMATICS GRADE 7 TEACHER GUIDE 147

9.1 Perimeter of polygons
MEASURING PERIMETERS
Teaching guidelines
Ask learners to imagine walking around a shape on its outer line. This works for
both regular and irregular objects. The idea here is of length (i.e. how long?).
We use the measurement units: millimetre, centimetre and metre. The
following diagram is useful when converting between units of length.

Misconceptions
Learners add all sides whether they are in the same units or not. Help them to see
how to change units when necessary.
Answers
1. See LB page 133 alongside.
2. (a) A: four arrows B: six arrows C: eight arrows
D: five arrows E: three arrows F: six arrows
G: four arrows
(b) A: 120 mm B: 180 mm C: 240 mm
D: 150 mm E: 90 mm F: 180 mm
G: 120 mm

MATHEMATICS GRADE 7 TEACHER GUIDE 148

9.2 Perimeter formulae
Teaching guidelines
Use the definition of perimeter to derive the formulae: adding all the sides and
simplifying where necessary.
Explain that when we use letter symbols in multiplication, we can leave out
the multiplication sign, 4 × s = 4s.
Remind learners how to simplify using brackets so that, 2l + 2b = 2(l + b).
Remind learners that letter symbols marked differently mean they may have
different values, for example s1, s2 and s3 may have the same value, but if they are
marked differently it usually means that they have different values.
APPLYING PERIMETER FORMULAE
Teaching guidelines
Learners may not be sure how to find an unknown side if the perimeter is
known. Explain the following:
• There are two quantities in the formula P = 4 × s. If we know one of them,
we can calculate the value of the other one. If we know the value of P, we
should ask, “what value multiplied by 4 gives P?” to find the value of s.
• There are three quantities in the formula P = 2 × (l + b). If we know two of
them, we can calculate the value of the third one. Learners may struggle
to know how to find l or b (for example in question 7). Show learners
how to reverse the operations that were performed to get P:
1 1
perimeter = 2 × (l + b); therefore, l + b = 2 × perimeter; l = 2 × perimeter – b;
etc.
Answers
1. 4 × 17,5 = 70 cm
2. 3 × 32 = 96 cm (An equilateral triangle’s sides are all equal in length.)
3. 4s = 7,2 m; so, s = 7,2 ÷ 4 = 1,8 m
4. 6,4 = 2,5 + 2,5 + s3; s3 = 6,4 − 2,5 − 2,5 = 1,4 cm
5. P = 2(l + b) = 2 × (40 + 25) = 2 × 65 = 130 cm
6. P = 2(l + b) = 2 × (2,4 + 4) = 2 × 6,4 = 12,8 m
7. P = 2(l + b) So the length (l) of two sides = 8,88 − (2 × b) = 8,88 − 2,4 = 6,48 m.
Length of one side = 6,48 ÷ 2 = 3,24 m, so the rectangle is 3,24 m long.
8. See the completed tables on LB page 134 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 149

9.3 Area and square units
SQUARE UNITS TO MEASURE AREA
Area is the size of a flat surface of a shape.
Teaching guidelines
Learners should imagine covering the surface with something such as paint or
paper. We emphasise this idea of covering a shape when we do investigations in
which learners count the square units that a shape covers.
Help them not to confuse the concepts of perimeter (circumference) and area.
You can help them to develop the correct associations of the wording by asking
questions such as: “How long is the perimeter?” and “How many units will cover
the shape?”
Encourage learners to discuss their solution methods in class. This will help
them to use and apply these concepts correctly.
Answers
1. See LB page 135 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 150

Answers
2
2. (a) 10 cm
(b) Learners make their own drawings. Two suggestions are given on LB page
135 on the previous page.
CONVERSION OF UNITS
Teaching guidelines
It is important for learners to use the correct units and to convert between units
correctly.
2 2 2
We work with mm , cm and m as the preferred units. Verbally, you should
say “square millimetre”, “square centimetre” and “square metre”.
The drawings below could help learners to remember how to convert between
units.

Misconceptions
Learners have difficulty deciding what the conversion factor should be because
they do not have a concept of relative sizes, for example, they do not really know
how long a metre is in comparison to a centimetre. This perception can be
changed with a measuring tape by comparing a metre to a centimetre, etc.
Answers
1. See LB page 136 alongside.
2. See LB page 136 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 151

9.4 Area of squares and rectangles
INVESTIGATING THE AREA OF SQUARES AND RECTANGLES
Teaching guidelines
Remind learners that the area of a rectangle or square is measured by the number
of square units that it covers.
Let learners work with grid paper, draw shapes and find their areas.
2
Remind them that we work with square millimetres (mm ), square centimetres
2 2
(cm ) and square metres (m ).
Encourage learners to discuss their solution methods in class. This will help
them to use and apply these concepts correctly.
Answers
2
1. (a) A: 1 cm
2
B: 4 cm
2
C: 8 cm
2
D: 45 cm
(b) Yes, multiply the number of rows by the number of columns.
2. (a) 18
(b) 1 800
2
(c) 25 cm
2
(d) 2 500 mm
3. (a) 100
(b) 100
(c) 10 000
(d) See LB page 137 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 152

FORMULAE: AREA OF RECTANGLES AND SQUARES
Teaching guidelines
Show learners that to calculate the area of a rectangle, we need to know how
many square centimetres (or metres) are in a row along a side (the length) and
how many of these rows fit along the breadth. The formula is A = l × b.
2 2
The formula for the area of a square is l × l = l (or s × s = s ).
We can use the unit square centimetres for smaller areas and square metres for
larger areas, such as the classroom floor, etc.
Work through the examples 1, 2 and 3 with learners.
In example 3 the learners are required to use the known values of the area and
the breadth to calculate the length. To do this, learners have to solve a simple
equation. Some learners may have difficulty doing this. A strategy to help them
understand is to reverse the operations; the question to ask is “What was done to
the length to get the area?” the answer is “It was multiplied by the breadth.”
Therefore, if we divide both sides by the breadth, we should get the length.

MATHEMATICS GRADE 7 TEACHER GUIDE 153

APPLYING THE FORMULAE
Teaching guidelines
Show learners examples of shapes that are put together by combining squares
and rectangles, and how to work out their areas by calculating the areas of the
squares of rectangles separately and adding them. See question 4 on LB page 140.
Misconceptions
Learners use lengths that are not in the same units.
Answers
1. (a) A = l × b
= 12 × 9
2
= 108 cm
2
(b) A = l
= 110 mm × 110 mm
2 2
= 12 100 mm = 121 cm
(c) 2,5 cm = 25 mm A=l×b
= 25 × 105
2
= 2 625 mm
(d) P = 2(l + b) therefore 2 × b = 24 − (2 × 8) = 24 − 16 = 8 cm
Therefore, b = 8 ÷ 2 = 4 cm
2
Area: l × b = 8 × 4 = 32 cm
2
2. (a) A = l × b = 100 m × 69 m = 6 900 m
(b) 6 900 × 45 = R310 500
2
(c) Smaller. A hectare is 10 000 m .
2
The area of a rugby field (calculated in question (a) above) is 6 900 m .
3. See the completed table on LB page 139 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 154

Answers
4. See LB page 140 alongside.
5. (a) A = l × b
= 12 × 8
2
= 96 m
1 2 2
(b) Carrots: 2 of 96 m = 48 m
1 2 2
Tomatoes and potatoes: each 4 of 96 m = 24 m
(c) P = 2(l + b) = 2 × (12 + 8) = 2 × 20 = 40 m
40 m × R38 = R1 520
6. (a) 5 m = 500 cm; 4 m = 400 cm
Tiles along the length: 500 ÷ 40 = 12,5 tiles
Tiles along the breadth: 400 ÷ 20 = 20 tiles
He needs 20 rows of 12,5 tiles = 250 tiles
(b) 250 ÷ 20 = 12,5
He therefore needs to buy 13 boxes.
Notes on questions 7 and 8
In questions 7 and 8 learners investigate the different ways in which the
perimeter and area of a square change when the length of the sides are
repeatedly increased by 1 cm. The perimeter increases by 4 cm for every 1 cm
increase in the length of the sides, i.e. the perimeter increases at a constant rate.
However, the area does not increase at a constant rate.
Answers
7. (a) See LB page 141.
(b) See LB page 141.
8. (a)

Length of each side in cm 1 2 3 4 5 6

2
Area of square in cm 1 4 9 16 25 36

Perimeter in cm 4 8 12 16 20 24

(b) By 4 cm
2 2 2 2
(c) The increase varies, and the increases are 3 cm , 5 cm , 7 cm , 9 cm ,
2
11 cm .

MATHEMATICS GRADE 7 TEACHER GUIDE 155

9.5 Area of triangles
HEIGHTS AND BASES OF A TRIANGLE
Background
The concept of the area of a triangle is extended to include all triangles, acute
and obtuse. For this you need the perpendicular height of the triangle as
measured from the base. The height (h) of a triangle is a perpendicular line
segment drawn from a vertex to its opposite side. The opposite side, which forms
a right angle with the height, is called the base (b) of the triangle. Any triangle
has three possible bases (any one of the three sides can be seen as the base) and
therefore three possible heights. This is illustrated on LB page 142.
Every base has a height associated with that base. The height is always
represented by the perpendicular line drawn from the vertex to whichever side is
considered to be the base.
Teaching guidelines
Learners should draw sketches of a variety of obtuse and acute triangles, so that
they can find appropriate heights and bases to calculate the areas of these
triangles.
Misconceptions
Learners find it difficult to imagine a height of a triangle that is not vertical as in
the second and third drawings on LB page 142. Pay special attention to rectifying
this misconception.

MATHEMATICS GRADE 7 TEACHER GUIDE 156

Answers
1. Answers are on the drawings on LB page 142 alongside.
2. Answers are on the drawings on LB page 142 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 157

FORMULA: AREA OF A TRIANGLE
Teaching guidelines
Use grid paper to explain how the area of a triangle is half of the area of the
rectangle that lies between the same parallel lines and on the same base. Let
learners draw a rectangle and a triangle that fits inside the rectangle.
Start with a right-angled triangle and let them count the blocks on the grid to
convince themselves that the area of the triangle is half of the rectangle. Let
them cut out the rectangle and then cut along the diagonal to get two triangles.
Fitting them onto each other (rotate one of them) should prove that the two
triangles have the same area = half of the rectangle. Then proceed to other acute-
angled triangles inside the rectangle.
The formula to calculate the area of a triangle is therefore:
1 1
A = 2 × base ×height (= 2 bh)
where the height is the perpendicular line drawn on the base to the opposite
vertex of the triangle.
Let learners also use the formulae with obtuse-angled triangles. Show them
how to determine the perpendicular height which will be outside the triangle in
this case.
APPLYING THE AREA FORMULA
Teaching guidelines
In the case of question 3 on LB page 144, learners may need help to know what
to do to find the unknown.
Misconceptions
In the case of a drawing like the second drawing in question 1, learners may use
HG as the base and try to use EH as the height and then not use EF as the base.
Answers
1 1
1. (a) ΔABC: A = 2 (b × h) (b) ΔEFG: A = 2 (b × h)
1 1
= 2 (18 × 6) = 2(4 × 16)
1 1
= 2 × 108 = 2 × 64
2 2
= 54 cm = 32 cm

MATHEMATICS GRADE 7 TEACHER GUIDE 158

Answers
1 1
1. (c) ΔJKL: A = 2 (b × h) (d) ΔMNP: A = 2 (b × h)
1 1
= 2 (210 × 400) = 2 (10 × 8,66)
1 1
= 2 × 84 000 = 2 × 86,6
2 2
= 42 000 mm = 43,3 cm

2. (a) QR = 20 − 10 = 10 cm (b)
1 1
Area of ΔPQR: 2 (10 × 12) Area of ΔPQR: 2 (9 × 32)
1 1
= 2 × 120 = 2 × 228
2 2
= 60 cm = 144 m
(c) QR = 86,2 ÷ 2 = 43,1 cm
1 1 2
Area of ΔPQR = 2 (43,1 × 35) = 2 × 1 508,5 = 754,25 cm
1
3. A = 2 (b × h)
1
42 = 2 (b × 16)
Base = 42 × 2 ÷ 16 = 5,25 m

MATHEMATICS GRADE 7 TEACHER GUIDE 159

WORKSHEET
Teaching guidelines
This worksheet can be used as formative assessment or as a test.
Answers
1. ABCD EFGH JKL
P = 4 × 7 = 28 cm P = 2(8,2 + 5) = 26,4 cm P = 24 m (or 2 400 cm)
2 1
A = 7 × 7 = 49 cm A = 8,2 × 5 A = 2(8,6 × 5) = 43 ÷ 2
2 2 2
(or 4 900 mm ) = 41 cm = 21,5 m
2. (a) P = 2(l + b) (b) A = l × b
= 2(3 + 9) =3×9
2
= 24 cm = 27 cm
1
(c) A = 2 (b × h) (d) A = Area of ABCD − Area of ΔDTC
1
= 2 (4 × 3) = 27 − 6
2 2
= 6 cm = 21 cm

MATHEMATICS GRADE 7 TEACHER GUIDE 160

Grade 7 Term 2 Chapter 10 Surface area and volume of 3D objects

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
10.1 Surface area of cubes and Defining surface area; using nets of rectangular prisms and cubes; working out Pages 146 to 149
rectangular prisms surface areas
10.2 Volume of rectangular prisms Defining volume as amount of space taken up; counting cubes to represent volume; Pages 150 to 153
and cubes driving and applying a formula to calculate volume
10.3 Converting between cubic units Understanding cubic measurements and converting between cubic measurements Pages 153 to 155
10.4 Volume and capacity Understanding the difference between volume and capacity; converting between Pages 155 to 157
units and calculating capacity and volume

CAPS time allocation 8 hours

CAPS content specification Page 57

Mathematical background
The surface area and volume of 3D objects are closely linked concepts. A 3D object has many surfaces but can only have one surface area, in other words, there
is an outer surface that can be covered. A 2D shape only has area, but not surface area (per definition).
The surface area of an object is the sum of the areas of all the faces. We work with
nets covering the whole outer surface. Using 2D nets bridges the gap between
thinking about 3D objects and 2D shapes. Nets enable us to use the formulae for
2D shapes to find the surface area of a 3D object.
A 3D object is a prism if the side faces are perpendicular to the base. A prism
consists of a base and a face opposite to it that has the same area. The side faces can
be imagined to fold open so that it forms a rectangle with width equal to the height
of the prism and length equal to the perimeter of the prism. Therefore, an
alternative formula for the surface area is twice the area of the base plus the
perimeter of the base times the height.
The volume of an object is a measure of the amount of space it takes up. The two most used units to measure volume are:
3
• The cubic centimetre (cm ) – a cube with sides of 1 cm.
3
• The cubic metre (m ) – a cube with sides of 1 m. This means the sides are 100 cm, therefore the cubic metre consists of 100 × 100 × 100 =
2 3
1 000 000 cm . In other words, there are 100 layers, each consisting of 10 000 cubes with volume 1 cm .
The capacity of a container is the amount it can hold. The volume is the amount that is in it. The standard unit of capacity is:
• The litre (ℓ) – 1 ℓ fills a space 10 cm long, 10 cm wide and 10 cm deep.
Capacities smaller than one litre can be measured in:
• The millilitre (ml) – 1 ml fills a space 1 cm long, 1 cm wide and 1 cm deep. 1 000 ml = 1 ℓ.

MATHEMATICS GRADE 7 TEACHER GUIDE 161

10.1 Surface area of cubes and rectangular prisms
INVESTIGATING SURFACE AREA
Teaching guidelines
Learners first work with the concept by calculating the areas of all the faces and
adding them.
Let the learners spend plenty of time working with nets. They should construct
them and cut them out. This will help them to see that the 3D objects are made
up of 2D shapes such as squares, triangles and rectangles, which they are already
familiar with. We don’t want learners to memorise complicated formulae for the
surface areas of 3D objects. They should learn to identify each surface and add
the answers to get the total.
You may make wall charts of these nets, based on the learners’ work.
Notes on the questions
2 2
Learners work with square millimetres (mm ), square centimetres (cm ) and
2
square metres (m ).
Show learners that changing millimetres to centimetres before they multiply
to find the area may give a more manageable answer.
The continuity in thinking from 2D to 3D allows learners to link the work that
they are doing now to what they have already learnt, as well as work they will do
in the future. When learners can comprehend the link between 2D shapes and
3D objects, they will easily understand what we mean by the surface area of any
3D object.
Answers
2. 6
3. 5,2 cm
2
4. 5,2 cm × 5,2 cm = 27,04 cm
2 2
5. 27,04 cm × 6 = 162,24 cm

MATHEMATICS GRADE 7 TEACHER GUIDE 162

USING NETS OF RECTANGULAR PRISMS AND CUBES
Teaching guidelines
You could let learners calculate the areas of the faces of a rectangular prism and
let them compare those answers with the calculation of the net.
Follow the steps on LB page 147 to create a net of a matchbox. Let learners
complete the questions and evaluate the given formula.
You could also follow another approach. If possible, get every learner to bring
an empty box to class. Get them to take the measurements and then cut the box
open to get the net.

To find the surface area, learners have to find the area of the base and the top
and add the area of the long rectangle, which is made up out of the left and right
sides and the back and the front sides.
For enrichment: There may be learners who can extend their thinking to see
that the surface area is the sum of the areas of the base and the top and the area
of the long rectangle. The length of the long rectangle is the perimeter of the box
around the base. The breadth (width) of this long rectangle is the same as the
height of the rectangular prism. The other two faces, the base and the top, have
the same area; therefore, the calculation consists of finding the area of two
rectangles. In the example above:
Surface area of prism = 2 × 8 × 15 + 2(8 + 15) × 25
= 2lb + 2(l + b)h
Learners discuss whether the following formula will also work:
Surface area of prism = 2 × area of the base + perimeter of base × height
Answers
4. 2 × (5 × 4) + 2 × (1 × 5) + 2 × (1 × 4) = 2 × 20 + 2 × 5 + 2 × 4
2
= 40 + 10 + 8 = 58 cm
5. The formula is correct – learners used it in question 4.

MATHEMATICS GRADE 7 TEACHER GUIDE 163

Answers
2 2
6. (b) 1 cm ; 6 cm
(c) Correct – refer to questions (a) and (b)
2 2
(d) 6l = 6 × (3 × 3) = 54 cm
WORKING OUT SURFACE AREAS
Teaching guidelines
Learners use the formula:
Surface area of a rectangular prism = 2lb + 2lh + 2bh
2
Remind learners that the formula to find the surface area of a cube is = 6s ,
where s is the side length of a cube.
Misconceptions
Learners calculate only the surface areas of the faces they can see.
Answers
1. A: 2(2 × 3) + 2(3 × 8) + 2(2 × 8) B: 6(15 × 15) = 6 × 225
2 2
= 12 + 48 + 32 = 92 cm = 1 350 cm
C: 2(55 × 15 + 15 × 70 + 55 × 70) D: 2(30 × 20 + 20 × 60 + 30 × 60)
= 2(852 + 1 050 + 3 850) = 2(600 + 1 200 + 1 800)
2 2
= 2 × 5 752 = 11 504 mm = 2 × 3 600 = 7 200 mm
2. (a) Box A: Box B:
2(100 × 20 + 20 × 50 + 100 × 50) 2(2 × 1,2 + 1,2 × 0,6 + 0,6 × 2)
2(2 000 + 1 000 + 5 000) = 2(2,4 + 0,72 + 1,2)
2 2
= 2 × 8 000 = 16 000 cm = 2 × 4,32 = 8,64 m
2 2
(b) Box A = 16 000 cm = 1,6 m
2
Total surface area of box A + box B: 1,6 + 8,64 = 10,24 m
Cost of paint: 10,24 × 1,34 = R13,72

MATHEMATICS GRADE 7 TEACHER GUIDE 164

Answers
3. (0,9 × 0,3) + (0,6 × 0,3) + (1,5 × 0,3)
+ 2(0,4 × 0,3) + (0,8 × 0,3)
+ 2(0,9 × 0,4) + 2(1,5 × 0,4)
= [0,27 + 0,18 + 0,45] + [2(0,12) + 0,24] + [2(0,36) + 2(0,6)]
= 0,9 + (0,24 + 0,24) + (0,72 + 1,2)
2
= 0,9 + 0,48 + 1,92 = 3,3 m
4. (a) Convert the dimensions of the holes from millimetres to metres.
2[3 × 1,5 − (0,6 × 0,5 + 0,4 × 0,75 + 0,6 × 0,6)]
= 2[4,5 − (0,3 + 0,3 + 0,36)]
= 2(4,5 − 0,96)
= 2(3,54)
2
= 7,08 m
2
(Alternative method: calculate the area of the holes in mm and convert
later).
(b) Side faces: Top face:
2(0,5 × 1,5) 3 × 0,5
2 2
= 2 × 0,75 = 1,5 m = 1,5 m
(c) 7,08 + 1,5 + 1,5
2
= 10,08 m
(d) 10,08 × 2
= R20,16

MATHEMATICS GRADE 7 TEACHER GUIDE 165

10.2 Volume of rectangular prisms and cubes
Teaching guidelines
To teach volume of rectangular prisms and cubes, we focus again on the basic
understanding of a solid.
The volume of an object is the amount of space it takes up.
CUBES TO MEASURE AMOUNT OF SPACE
Teaching guidelines
Volume is measured in cubic units. A 3D object is built out of smaller cubes of
equal size. By counting the cubes, we can calculate the volume of the 3D object.
The volume of each object in question 1 can be given in terms of the number
of building blocks, by counting, for example in C the first layer has 2 × 4 and
there are three layers, so the volume is 24 cubic blocks.
Notes on the questions
All the blocks used in the stacks have to be of the same cubic measurement.

MATHEMATICS GRADE 7 TEACHER GUIDE 166

Answers
1. (a) B
(b) D
(c) B, A, E, C, F, D
(Number of cubes per stack: A = 12; B = 6; C = 24; D = 140; E = 20; F = 60)
Teaching guidelines
A cubic centimetre is a cube with sides 1 cm.
The rectangular prism in question 2 is a regular 3D object. We can add the
number of layers, each containing the same number of cubes, to calculate the
volume. This shows us that to calculate the volume of a 3D object, we need the
area of the base which we then multiply by height (volume = area of base ×
height). The height is equal to the number of layers used.
Notes on the questions
All the measurements have to be in the same unit: millimetres, centimetres or
metres.
2. (a) 36 ÷ 4 = nine layers height = 9 cm
(b) 36 ÷ 6 = six layers height = 6 cm
(c) They both take up the same space.
They both have the same volume.
3 3
(d) 6 cm × 7 = 42 cm
(e) 48 ÷ 8 = 6 cm
FORMULA TO CALCULATE VOLUME
Teaching guidelines
Building on the work done in the section above, learners derive the formula to
calculate the volume of a rectangular prism:
Volume = area of base × height = lbh
This formula works for any prism. In the case of a cube, the formula is:
3
Volume = area of base × height = s × s × s = s where s is the side length
The unit of the answer is written in the exponential form as it indicates that
three measurements are multiplied, for example, length in centimetres and
3
breadth in centimetres and height in centimetres gives us volume in cm .
3 3 3
The same argument applies for any unit, m , km , mm , etc. All the
measurements have to be in the same unit: millimetres, centimetres or metres.

MATHEMATICS GRADE 7 TEACHER GUIDE 167

APPLYING THE FORMULAE
Teaching guidelines
Once learners have an understanding of how the formula was derived, they can
calculate the volume of any rectangular prism or cube.
Learners may need help with question 5 where they have to use the formula
backwards; in effect solve a simple equation.
Misconceptions
Learners do not understand that the measurements have to be in the same unit.
Answers
1. A: V = l × b × h
= 17 × 5 × 12
3
= 1 020 m
B: V=l×b×h
=8×3×9
3
= 216 cm
3
C: V = l
3 3
= 5 = 125 cm
3
D: V = l
3 3
= (1,5) = 1,5 × 1,5 × 1,5 = 3,375 cm
2. (a) V = l × b × h
3
= 7 × 6 × 6 = 252 m
(b) V = l × b × h
3
= 55 × 10 × 20 = 11 000 cm
3
(c) 48 × 4 = 192 m
3
(d) 16 × 12 = 192 m
3
3. (a) V = l
3 3
= 7 = 7 × 7 × 7 = 343 cm
3
(b) V = l
3 3
= 12 = 12 × 12 × 12 = 1 728 mm

MATHEMATICS GRADE 7 TEACHER GUIDE 168

Answers
3
4. (a) 5 × 5 × 12 = 300 mm
(b) (800 cm = 8 m)
3
11 × 11 × 8 = 968 m
5. V=l×b×h
375 = 8 × 15 × h
375 = 120 × h
So the height is 375 ÷ 120 = 3,125 m

10.3 Converting between cubic units

CUBIC UNITS TO MEASURE VOLUME
Teaching guidelines
3 3 3
We use cubic units in these formulae, such as 1 mm , 1 cm or 1 m . Teach
learners to say “cubic millimetre”, “cubic centimetre” and “cubic metre”.
Converting between units is very important. Help the learners to understand
the units by showing them physical objects of different size. Try to have a big
box of 1 m × 1 m × 1 m in the class, as well as a die (usually 1 cm × 1 cm × 1 cm).
An object of 1 mm × 1 mm × 1 mm is as small as a grain of sugar or sand. Learners
should see and experience these relationships – it is not enough for them to see
the 2D representations of the objects in the Learner Book.
A cubic metre is a cube with sides 1 m. This means the sides are each 100 cm,
3
therefore the cubic metre consists of 100 × 100 × 100 = 1 000 000 cm . In other
words, there are 100 layers, each consisting of 10 000 cubes
3
with volume 1 cm .
The unit is written in the exponential form as it indicates
that three measurements are multiplied, for example, length
in centimetres and breadth in centimetres and height in
3
centimetres gives us volume in cm . The same argument
3 3 3
applies for any unit, m , km , mm , etc.
The two units that learners use most to measure volume is the cubic centimetre
3 3
(cm ) or the cubic metre (m ).

MATHEMATICS GRADE 7 TEACHER GUIDE 169

WORKING WITH CUBIC UNITS
Teaching guidelines
3 3 3
We use well-known cubic units in these formulae, such as mm , cm or m .
We want learners to have a sense of which unit to use in problem-solving
3
situations. For example, it would be inappropriate to use cm to measure the
amount of cement used to build a house or the amount of sand on a truck.
Misconceptions
A common misconception learners have is to think that if the measurements of
an object are changed by a given scale factor, the volume will change by the
same scale factor. For example, a learner may think that if all the measurements
are doubled, the volume will double as well. It will in fact change by a factor of 8.
Answers
3 3
1. (a) cm (b) cm
3 3
(c) cm (d) m
3 3
(e) m (f) cm
3 3
(g) m (h) cm
3 3
2. (a) 1 cm (b) 3 cm
3 3
(c) 2,5 cm (d) 4,45 cm
3 3
(e) 7,824 cm (d) 0,05 cm
3 3
3. (a) 1 m (b) 4 m
3 3
(c) 1,5 m (d) 2,35 m
3 3
(e) 0,5 m (f) 0,35 m
3 3
4. (a) 2 cm (b) 4,12 cm
3 3
(c) 1 500 000 cm (d) 34 000 000 cm
3 3
(e) 50 cm (f) 2 230 000 cm
3
5. 7 × 4 × 1 = 28 m
3
6. 5 cm × 10 cm × 1 cm = 50 cm
3 3
or 50 mm × 100 mm × 10 mm = 50 000 mm = 50 cm
2
7. (a) (6 × 10) + (2 × 4) = 60 + 8 = 68 cm
2 3
68 cm × 8 cm = 544 cm
(b) See LB page 154 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 170

Answers
3
8. (a) 20 × 15 × 10 = 3 000 cm
3 3
(b) 13 × 10 × 0,5 = 65 cm or 130 × 100 × 5 = 65 000 mm
3
(c) 12 × 5,5 × 3 = 198 m
3
(d) 1,2 × 2,25 × 4 = 10,8 m
3
(e) 300 × 15 = 4 500 cm
3
(f) 12 × 2,25 = 27 m

10.4 Volume and capacity

EQUIVALENT UNITS FOR VOLUME AND CAPACITY
• Capacity is the amount a container can hold.
• Volume is the space taken up by something.
Teaching guidelines
When you deal with the volume and capacity of a 3D object, holder or container
in class, ask clear questions. For instance, when working with liquid in a
container you can ask:
• What is the volume of the container?
• What is the capacity of the container?
• What is the volume of the liquid in the container?
If the container is full, then the volume of the liquid and the capacity of the
container are the same. If the container is not full, the volume of the liquid in
the container will differ from the capacity of the container. Remind learners that
the capacity of the container is the same whether the container is full or empty.
If a 2 ℓ bottle is half-full, it contains a volume of 1 ℓ but still has a capacity of 2 ℓ,
because it can hold 2 ℓ. Volume focuses on what is inside the bottle, but capacity
on how much the bottle can hold.
Misconceptions
Learners think of volume as a measurement for solids and capacity as a liquid
measurement.
Learners often think that the tallest container has the greatest capacity and do
not take width into consideration. They believe that the amount of liquid has
changed when a set amount has been poured from one container to another of a
different size and that there is more liquid in the one that has the highest level.

MATHEMATICS GRADE 7 TEACHER GUIDE 171

Notes on the conversions
The standard unit of capacity is the litre (ℓ).
1 ℓ fills a space 10 cm long, 10 cm wide and 10 cm deep.
To measure capacities smaller than one litre, the litre is divided into 1 000 parts
called millilitres, which is written as ml.
1 ml fills a space 1 cm long, 1 cm wide and 1 cm deep. This means that a ml will
3
fill a cube of 1 cm .
An ordinary teaspoon has a capacity of about 5 ml.
VOLUME AND CAPACITY CALCULATIONS
Teaching guidelines
Learners could write their own conversion diagram on a sheet of paper and keep
it in front of them when they do the conversions. This may help to reinforce the
conversion factors and help them to understand the relationships between
different units.
Answers
1. (a) 2 000 ml (b) 250 ml
(c) 1 000 ml (d) 4 000 ml
(e) 2 500 ml (f) 6 850 ml
(g) 500 ml (h) 0,5 ml
2. (a) 2 kl (b) 2,5 kl
(c) 5 kl (d) 6 500 kl
(e) 3 kl (f) 1,423 kl
(g) 0,02 kl (h) 0,0025 kl
3
3. (a) 250 ml (b) 250 cm

MATHEMATICS GRADE 7 TEACHER GUIDE 172

Answers
3
4. 15 × 10 × 20 = 3 000 cm = 3 000 ml
3
5. (a) 2 000 cm or 2 ℓ
3
(b) (At least) 2 000 cm or 2 ℓ
3
(c) 2 000 cm or 2 ℓ
3
(d) 20 × 20 × 20 = 8 000 cm or 8 ℓ
(e) 2 000 ÷ (20 × 20) = 5 cm

MATHEMATICS GRADE 7 TEACHER GUIDE 173

WORKSHEET
Teaching guidelines
The worksheet can be used as formative assessment or as a test.
Answers
1. See LB page 158 alongside.
2. (a) 2 × (8 × 4 + 8 × 3 + 4 × 3)
2
= 2 × (32 + 24 + 12) = 136 m
3
(b) 8 × 4 × 3 = 96 m
3 3
3. (a) 27 × (20 × 20 × 20) = 216 000 mm (or 216 cm )
3
(b) 216 = 6 cm
2 2
(c) 6(6 ) = 6 × 36 = 216 cm
4. (a) 250 mm = 25 cm; 120 mm = 12 cm; 100 mm = 10 cm
3
25 × 12 × 10 = 3 000 cm
3
(b) 3 000 cm = 3 000 ml
3
(c) 3 000 cm = 3 000 ml = 3 ℓ
5. See LB page 158 alongside.
6. 11 250 ÷ (15 × 15) = 11 250 ÷ 225 = 50 cm

MATHEMATICS GRADE 7 TEACHER GUIDE 174

Term 3

Chapter 11: Numeric and geometric patterns ................................................. 177

11.1 Number patterns in sequences ......................................................................... 178
11.2 Geometric patterns ........................................................................................... 181

Chapter 12: Functions and relationships 2 ...................................................... 189

12.1 From counting to calculating ............................................................................ 190
12.2 What to calculate and how ............................................................................... 191
12.3 Input and output numbers ............................................................................... 193

Chapter 13: Algebraic expressions 1 ................................................................ 195

13.1 Describing and doing computations ................................................................. 196
13.2 Relationships represented in formulae .............................................................. 199

Chapter 14: Algebraic equations 1 .................................................................. 201

14.1 Solving by inspection ....................................................................................... 202
14.2 Solving by the trial and improvement method .................................................. 203
14.3 Describing problem situations with equations .................................................. 204

Chapter 15: Graphs .......................................................................................... 207

15.1 A graph can tell a story ..................................................................................... 208
15.2 Investigating rate of change in situations .......................................................... 209
15.3 Interpreting graphs ........................................................................................... 212
15.4 Drawing graphs ................................................................................................ 217

MATHEMATICS GRADE 7 TEACHER GUIDE [TERM 3] 175

Chapter 16: Transformation geometry ............................................................ 219
16.1 Lines of symmetry ............................................................................................. 220
16.2 Original figures and their images ...................................................................... 223
16.3 Translating figures ............................................................................................ 223
16.4 Reflecting figures .............................................................................................. 226
16.5 Rotating figures ................................................................................................ 231
16.6 Enlarging and reducing figures ......................................................................... 235

Chapter 17: Geometry of 3D objects ................................................................ 239

17.1 Classifying 3D objects ....................................................................................... 240
17.2 Prisms and pyramids ......................................................................................... 242
17.3 Describing, sorting and comparing 3D objects ................................................. 245
17.4 Nets of 3D objects ............................................................................................ 247
17.5 Using nets to construct cubes and prisms ......................................................... 252

MATHEMATICS GRADE 7 TEACHER GUIDE [TERM 3] 176

Grade 7 Term 3 Chapter 11 Numeric and geometric patterns

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
11.1 Number patterns in Completing sequences using recursion; exploring relationships between dependent Pages 159 to 162
sequences and independent variables; using the position of a term as the independent variable
Distinguishing constant quantities and variable quantities; patterns with matches; Pages 162 to 168
11.2 Geometric patterns
alphabetic patterns; square and cube patterns; generating patterns

CAPS time allocation 6 hours

CAPS content specification Pages 58 to 61

Mathematical background
A list of numbers that follow each other in order is called a sequence. For example:
1; 3; 5; 7; … are the first four terms of an infinite sequence. The three dots indicate that the terms go on forever.
• If the number of terms in a sequence does not end, it is called an infinite sequence. This means there is no last term.
If there is a last term in a sequence, it is called a finite sequence. This means that the number of terms in the sequence comes to an end.
• In a number sequence each term has its own position which we indicate with the symbol n. This position, n, is the input value in the relationship
between the position of a term and the output value, which shows the value of that term.
• A sequence usually has a rule, which is a formula to find the value of each term. For example: the sequence 1; 3; 5; 7; 9; … starts at 1 and increases by
two every time. This description of the rule makes it difficult to find a term further on in the sequence, for example the twentieth or hundredth and
second term. To find a usable version of the rule we us n to indicate any term number. A rule helps to find the nth term. The formula must have n in it
where n represents any term.
• In Chapter 8 we discussed ways of finding the rule that describes a relationship. We use the same method to determine the rule for a sequence. The
difference between the terms is two each time. The multiplicative operator is 2. Multiply the number that indicates the position of the term by 2 (2n)
and add or subtract the correct amount to get the value of the term, for example the first term is given by 2 ×1 which is 2. We must subtract 1 to get the
value of the first term. The rule is 2n – 1. Test for n = 2: 2(2) – 1 = 3; n = 3: 2(3) – 1 = 5; each gives the correct answer.
• The rules for some sequences are formed in different ways, for example 1; 3; 6; 10; 15; 21; … each term is formed by adding one more to a term than the
difference between that term and the previous term: term 2: 1 + 2 = 3; term 3: 3 + 3 = 6; term 4: 6 + 4; etc. Other examples are the sequence of squares
(1; 4; 9; 16; …) and cubes (1; 8; 27; 64; …).
• Patterns formed by numbers are called numeric patterns, and patterns formed by geometric shapes are called geometric patterns.

MATHEMATICS GRADE 7 TEACHER GUIDE 177

11.1 Number patterns in sequences
WHAT COMES NEXT?
Teaching guidelines
A number sequence is a list of numbers that grow according to a certain rule. The
elements of a sequence are called terms and are in order, which means they
follow on from each other.
To make a number sequence we need the following:
• a number to start with
• a rule to make more terms: rules like +4 (add 4 to each term),
×2 (multiply each term by 2) or ÷2 (divide each term by 2).
Sometimes terms do not differ by a constant value or there is not a constant
ratio between terms, but the difference between terms increases by a fixed
amount, for example the third sequence on LB page 159: 4; 8; 14; 22; 32; …
where the difference between the terms is 4; 6; 8; … etc.
Work through the first four sequences on the top of LB page 159 with learners
and guide them to write the next three terms in the sequences by asking
questions like: “How can we get each term from the previous term?” “Can we
add a number to each term or multiply each term by a number?”
Discuss vocabulary such as consecutive and recursive (see LB
pages 159–160).
Notes on the questions
The introductory sequences are continued as follows:
• first sequence: add 4 to each term to get the next term
• second sequence: multiply each term by 2 to get the next term
• third sequence: add 4 to get the second term, then add 6; then 8 … each
time add 2 more
• start with 5 and add 2 to get the next term, then subtract 3, add 4,
subtract 5, add 6, subtract 7, add 8, etc.
Answers
1. (a) See LB page 159 alongside.
(b) Let learners discuss in small groups how they arrived at the answers.
Sequence A: There is a common difference of 3 between terms.
Sequence B: There is a common ratio of 2 between terms.
Sequence C: The difference between consecutive terms is 2 more each
time. (See the discussion on LB page 160.)

MATHEMATICS GRADE 7 TEACHER GUIDE 178

Answers
2. (a) 80; 75; 70; 65; 60. Each term is 5 less than the previous term.
(b) 1,1; 1,3; 1,5; 1,7; 1,9. Each term is 0,2 more than the previous term.
(c) 486; 1 458; 4 374; 13 122; 39 366. Each term is three times the previous
term.
(d) 21; 28; 36; 45; 55. The difference between the first two terms is 2.
Thereafter, the difference is one more than the previous difference in
each case. OR:
Add 2 to the first term, then add one more than previously to get the
next term in each case.
(e) 64; 75; 86; 97; 108. Each term is 11 more than the previous term.
(f) 8,8; 8,5; 8,2; 7,9; 7,6. Each term is 0,3 less than the previous term.
(g) 1,8; 0,18; 0,018; 0,0018; 0,00018. Each term is a tenth of the previous
term.
1 2 1 2 1
(h) 3 ; 3 ; 13 ; 2 3 ; 5 3 . Each term is two times the previous term.

(i) 25; 36; 49; 64; 81. The differences between consecutive terms are the
odd numbers starting at 3.
(j) 1; 0,2; 0,04; 0,008; 0,0016. Each term is a fifth of the previous term.
RELATIONSHIPS BETWEEN DEPENDENT AND INDEPENDENT VARIABLES
Teaching guidelines
Point out that there is a relationship between the number of hours and the cost
of the parking. The cost depends on the number of hours parked. These two
quantities are the variables in the relationship.
Introduce the words independent variable and dependent variable.
Work through the explanation on LB page 161 with learners.
Notes on the questions
Question 1 requires learners to interpret words to make a mathematical formula.
It is very important in the development of learners’ future ability to use
mathematics to model a situation.
The rules can be given in two ways:
• working with the output. Describe where the start was and what was
done to each term to get the next term: Start with R5 and add R2 each
time to get the next term. This is the recursive process.
• working with the input and making a rule: Input × 2 and add 3; for
example, to find term 8 (input is 8): 8 × 2 + 3 = 19.

MATHEMATICS GRADE 7 TEACHER GUIDE 179

Answers
1. (a) See the completed table on LB page 161 alongside.
(b) Learners could discuss in small groups or pairs how they completed the
table.
(c) One way: add 2 to each answer to get the next answer (recursive).
Another way: multiply the number of hours by 2 and add 3 to the
answer.
(d) See the completed flow diagram on LB page 161 alongside.
Teaching guidelines
• Let learners see that there is a relationship between the number
(position) of the term and the corresponding term in a number
sequence. The number of the term (or the position) can be assigned a
variable, for example, n.
• The rule is formulated using the assigned variable and the specific
description of how the dependent variable is calculated. For example,
multiply by 4 and add 11.
• Discuss the strong points of using the formula and not the recursive
method. Using the formula allows you to calculate any term, but if the
recursive method is used, you have to add on (or subtract) the required
number of times until you reach the term. For example, if you add 4 to
each term to get the next and you want to know the value of term 50,
you have to start at term 1 and add 4 repeatedly 49 times, whereas the
rule allows you to replace the value of n with 50 and calculate term 50
immediately:
4 × 50 + 11 = 211
Misconceptions
Learners confuse the dependent and independent variables.
Notes on the questions
2. (a) See the completed table on LB page 161 alongside.
(b) Starting at 43 and adding 4 repeatedly 42 times is the most likely
method, though some learners may do 43 + 42 × 4 = 43 + 168. Or even, if
they recognise the relationship, 50 × 4 + 11 (this would be very smart).
(c) Learners should write 11 + n × 4 = … for n = 3; 4; 5; 6; 10 and 50 and
complete the calculation on the right-hand side.

MATHEMATICS GRADE 7 TEACHER GUIDE 180

Answers
2. (d) Add 49 times 4 to 15. OR: Multiply 50 by 4 and add the answer to 11.
(e) Term 4: 15 + 3 × 4 = 15 + 12 = 27; Term 5: 15 + 4 × 4 = 15 + 16 = 31;
Term 6: 15 + 5 × 4 = 15 + 20 = 35; Term 10: 15 + 9 × 4 = 15 + 36 = 51;
Term 50: 15 + 49 × 4 = 15 + 196 = 211
(f) Subtract 1 from the term number, multiply the result by 4, then add 15.
3. (a) Multiply the term number by 4 and add to 11.
(b) Multiply one less than the term number by 4 and add to 15.
(c) Term = (n − 1) × 4 + 15 = 4 × (n − 1) + 15

11.2 Geometric patterns

CONSTANT QUANTITIES AND VARIABLE QUANTITIES
Teaching guidelines
The sequence is formed by the yellow tiles that increase from drawing to
drawing, while the number of red and blue tiles remains constant.
The yellow tiles do not grow by a fixed number of tiles, but the number added
to get the next tile increases by 7 from the first to the second; then by 9 from the
second to the third tile; by 11 from the third to the fourth tile and so on.
Misconceptions
Because the pattern does not grow linearly (common difference between terms),
learners might think this pattern grows by a common ratio.
Notes on the questions
The words geometric patterns in this section refer to the drawings and do not
necessarily mean the patterns are geometric sequences (where there is a common
ratio between terms).
Resources required
Grid paper
Answers
1. See the completed drawing of tile no. 5 on LB page 162 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 181

Answers
2. See the completed table on LB page 163 alongside.
3. 2
4. The number grows. Start with 3 and add 7; then add two more each time.
OR: (The tile number plus 2) squared minus 6.
5. The number of red tiles and the number of blue tiles are constants, while the
number of yellow tiles and the tile number are variables.
6. No, other patterns could also start with the same first tile.
PATTERNS WITH MATCHES
Teaching guidelines
These patterns with matches lead to arithmetic number sequences.
Learners should be able to recognise the variable quantities and the values that
remain constant in each rule.
Let learners explain the way each of the patterns in this section was made. The
learners may give different rules. You could write all the possible rules on the
board and let learners evaluate these rules to find the one that is most useful for
them.
For example, a recursive rule leads to a lot of work if one has to find, for
example, the hundredth term. Let learners choose the best rule for this purpose.
Misconceptions
The learners can see the common difference, but cannot write the formula
correctly.
Answers
1. (a) After the initial triangle, each further triangle uses two more matches.
(b) See the completed table on LB page 163 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 182

Answers
1. (c) Learners could say: add 2 to get the next term (recursive rule), or they
could use a formula: multiply by 2 and add 1.
(d) 19
(e) 35. Multiply the figure number by 2, then add 1. OR: Keep on adding 2.
OR: Add 16 times 2 to 3.
(f) Multiply the figure number by 2, then add 1.
(g) Term 4: 1 + 4 × 2 = 9 Term 5: 1 + 5 × 2 = 11
Term 10: 1 + 10 × 2 = 21 Term 17: 1 + 17 × 2 = 35
(h) The 1 in the number expression and the 2 that the term number is
multiplied, by stay the same. The term (figure) number and the number
of matches vary.
(i) See the completed flow diagram on LB page 164 alongside.
(j) You add two matches each time, so that is the number that you
multiply the figure number by in your rule.
2. (a) After the initial square, each further square uses three more matches.
(b) See the completed table on LB page 164 alongside.
(c) Add 3 to the number of matches in the preceding figure (or term).
(d) 28 (Add 3 to the value of term 8).

MATHEMATICS GRADE 7 TEACHER GUIDE 183

Answers
2. (e) 61 matches are needed. Learners could use the recursive method, or find
the formula and use it.
(f) Multiply the term number by 3 and add 1.
(g) Term 3: 1 + 3 × 3 = 10 Term 4: 1 + 4 × 3 = 13
Term 5: 1 + 5 × 3 = 16 Term 10: 1 + 10 × 3 = 31
Term 17: 1 + 17 × 3 = 52
(h) The 1 in each number expression and the 3 that the term is multiplied
by, stay the same. The figure number (or term) and the number of
matches vary.
(i) See the completed flow diagram on LB page 165 alongside.
3. In both cases, 1 is the added constant and the figure number is multiplied by
a constant (changed from 2 to 3) to determine the number of matches.
MORE GEOMETRIC PATTERNS
Teaching guidelines
Learners should see that five dots are added to figure 1 to get figure 2 and then
five dots again to get figure 3.
Let learners explain the way the pattern was made. The learners may give
different rules. You could write all the possible rules on the board and let learners
evaluate these rules to find the one that is most useful.
Answers
1. 27
2. See figure 5 on LB page 165 alongside.
3. See the completed table on LB page 165 alongside.
4. See the completed flow diagram on LB page 165 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 184

Answers
5. Learners could give the recursive rule: Add 5 to the preceding term; or they
could give the rule using the figure number as the input variable.
6. Figure number + (figure number × 2 + 1) × 2 [based on the H-shapes]
= Figure number × 5 + 2
7. Independent variable: figure number
Dependent variable: number of dots
SQUARES AND CUBES
Teaching guidelines
Learners start using a symbol (n) for the independent variable to describe the
rule.
Show learners that this is a powerful way of writing all the rules described in
question 1(c) and the rule to find the number of squares in any figure.
Answers
1. (a) See the completed table on LB page 166 alongside.
(b) Add the next odd number, starting from 3.
(c) Figure 1: 1×1+1=1+1=2
Figure 2: 2×2+1=4+1=5
Figure 3: 3 × 3 + 1 = 9 + 1 = 10
Figure 4: 4 × 4 + 1 = 16 + 1 = 17
Figure 5: 5 × 5 + 1 = 25 + 1 = 26
Figure 6: 6 × 6 + 1 = 36 + 1 = 37
Figure 7: 7 × 7 + 1 = 49 + 1 = 50
Figure 8: 8 × 8 + 1 = 64 + 1 = 65
Figure 50: 50 × 50 + 1 = 2 500 + 1 = 2 501
(d) Square the figure number, then add 1.
2
(e) Number of squares = n + 1
(f) The letters H just used five more red dots each time, while in the next
sequence, the number of extra small squares needed was at first just
three, but increased each time you added the next odd number to the
preceding term [+ 3; + 5; + 7; + 9; ...]. The letters H had a constant
difference, while the difference between consecutive terms in the
squares of this activity is not constant.

MATHEMATICS GRADE 7 TEACHER GUIDE 185

Answers
2. (a) See the completed table and differences between terms on LB page 167
alongside.
(b) Learners’ own answer, for example: I noticed a pattern in the
“differences” and followed that pattern. OR: I cubed the stack number
and added one.
(c) Stack 1: 1× 1 × 1 + 1= 1 + 1 = 2
Stack 2: 2 × 2 × 2 + 1= 8 + 1 = 9
Stack 3: 3× 3 × 3 + 1= 27 + 1 = 28
Stack 4: 4 × 4 × 4 + 1= 64 + 1 = 65
Stack 5: 5× 5 × 5 + 1= 216 + 1 = 216
Stack 6: 6 × 6 × 6 + 1= 216 + 1 = 217
Stack 7: 7× 7 × 7 + 1= 343 + 1 = 344
Stack 8: 8 × 8 × 8 + 1= 512 + 1 = 513
Stack 9: 9× 9 × 9 + 1= 729 + 1 = 730
Stack 10: 10× 10 × 10 + 1= 1 000 + 1 = 1 001
3
(d) 50 + 1 = 50 × 50 × 50 + 1= 125 000 + 1 = 125 001
(e) Cube the stack number and add 1.
3
(f) Number of cubes = n + 1
3. (a) The difference became constant, 6, in the third round.
(b) The differences were consecutive odd numbers, starting from 3. Thus,
the second round of differences produces a constant, 2.

MATHEMATICS GRADE 7 TEACHER GUIDE 186

MY OWN PATTERNS
Resources required
Grid paper or a copy of LB page 168 alongside.
Teaching guidelines
Learners make their own patterns with matches, or squares, etc. Below are a few
suggestions that you could draw on the board.
1. The perimeter of equilateral triangles.

2. The number of matches to make a shape.

3. The perimeter of a shape (side length of a pentagon is 1 cm).

4. Perimeter of each set of squares (side length is 1 cm).

5. Perimeter of each figure (side length of equilateral triangle is 1 cm).

MATHEMATICS GRADE 7 TEACHER GUIDE 187

MATHEMATICS GRADE 7 TEACHER GUIDE 188
Grade 7 Term 3 Chapter 12 Functions and relationships 2

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
12.1 From counting to calculation Finding formulae to describe relationships Pages 169 to 170
12.2 What to calculate and how Choosing symbols to represent the variables in a situation and writing Pages 170 to 172
formulae that represent situations mathematically; generating values of the
dependent variable using values of the independent variable; comparing
descriptions for similar situations using the formulae to calculate values for
the same value of the independent variable
12.3 Input and output numbers Using formulae to generate input and output numbers in tables; Pages 172 to 173
finding formulae to describe patterns

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Mathematical background
Using letters as placeholders for numbers is a powerful tool in describing situations mathematically by one formula or equation.
An example of such a description of a situation is the simplified description of an electricity account. There is a fixed value (the constant, let’s say R60) which is
the availability cost and then there is a fixed cost per unit, let’s say R1,85. The size of the account depends on the number of units used. Therefore, the two
variables are the number of units (x) and the final amount of the account (y in rand). Each household’s account will differ, because x, the number of units used,
will be different. The formula that gives the amount owed will be y = 1,85x + 60. The power of this formula lies in the fact that thousands of accounts can be
generated with this one formula.
In a formula like this x and y are the variables, with x the independent variable and y the dependent. The cost depends on the number of units used.
Formulae can be used to substitute input values and generate tables of values. It is important that learners do this correctly as it is a skill that they will need to
do future work, for example when working with graphs.
Patterns (geometrical and numerical) can be described by formulae. Sometimes it is helpful to make a table of input and output values and to find a rule from
there.
Resources required
Grid paper

MATHEMATICS GRADE 7 TEACHER GUIDE 189

12.1 From counting to calculating
Teaching guidelines
In this section learners are guided to find formulae with which to calculate the
dependent values in a relationship.
By using different formulae, some of which are different versions of the same
formula, learners substitute values and learn intuitively about simplifying
algebraic expressions, for example that 2 × (2 × x + 1) gives the same values as
4 × x + 2 .
When learners answer question 3, point out that it does not matter which
symbols we use for the variables, as long as the rule is correct.
Answers
1. (a) See the table on LB page 169 alongside.
(b) See the table on LB page 169 alongside.
(c) Learners draw the arrangements. Answers for arrangements 5 and 6 are
shown on LB page 169 alongside. Arrangement 7 follows the pattern
and covers 9 by 9 squares.
(d) 82, 86 and 90 red squares, and 402, 443 and 486 black squares. It is fine
if learners do not manage to get this right now. Advise them to continue
to the next question after some time (at most 20 minutes).
2. (a) y = 2 × (2 × x + 1) and y = 4 × x + 2
(b) x is the number of the arrangement; y is the number of red squares.
(c) 82, 86 and 90 red squares.

MATHEMATICS GRADE 7 TEACHER GUIDE 190

Answers
2. (d) Learners could work in pairs and help correct each other’s mistakes if
there are any.
(e) See the completed table on LB page 170 alongside.
2 2
3. (a) z = x + 2 and p = n + 2
(b) See the completed table on LB page 170 alongside.
4. (a) Both formulae can be used; they give the same answers.
(b) y = 4 × x – 6 and 4 × (x − 2) + 2
(c) See the completed table on LB page 170 alongside.

12.2 What to calculate and how

REPRESENTING SITUATIONS MATHEMATICALLY
Teaching guidelines
The situations described in this section are “word” sums that learners have to
find formulae for to represent mathematically and then use the formulae to
generate values.
Learners should ask the questions: What do I have to calculate? What
information do I have that I can use. This means they have to find the
dependent and independent variables in the situation. For example, the cost of
using the buses depends on distance travelled and not the other way around.
Misconceptions
Notes on the questions
In the discussion of the problems learners are guided through the process of
describing the situations mathematically. Guide learners through the discussion
about the different formulae and help them to test the formulae to find out
which describes the situation and which of them do not (and why not).
Answers
1. (a) 60
(b) 120
(c) 180
(d) I multiplied the number of hours by the number of minutes (60) in one
hour.

MATHEMATICS GRADE 7 TEACHER GUIDE 191

Answers
1. (e) Number of minutes = 60 × number of hours.
(f) See the completed table on LB page 171 alongside.
2. (a) Formula A
(b) Formula C
(c) Formula F
(d) See the completed table on LB page 171 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 192

Answers
2. (e) Saamgaan Tours. For all four distances above it offers the cheapest fare.
(f) See the completed flow diagram on LB page 172 alongside.
(g) y is the fare; x is the distance (for all three of Wandile’s formulae)
(h) Hamba Kahle : y = 0,5 × x + 500 = R1 000
Saamgaan Tours: y = 0,6 × x + 450 = R1 050
Comfort Tours: y = 0,55× x + 480 = R1 030
Hamba Kahle Tours is the cheapest.

12.3 Input and output numbers

FROM FORMULAE TO TABLES
Teaching guidelines
Learners must be able to substitute values and do the calculations correctly to
find values of the dependent variable.
In these problems learners have to check which formula fits which table. They
do this by substituting the values of x into the formula to see if they get the given
values of y.
They use given formulae to generate values by substitution. They must keep
the order of operations in mind and remember to multiply before they add or
subtract.
Notes on the questions
Learners must be able to describe a function using different representations:
from tables to formulae; from formulae to tables and later also from formulae or
tables to graphs. They should also be able to describe a function in words.
Answers
1. See LB page 172 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 193

Answers
2. See the completed tables on LB page 173 alongside.
FROM PATTERNS TO FORMULAE
Teaching guidelines
If learners struggle to find a formula from the geometric representation of the
pattern, let them write the sequence of numbers formed by the pattern, or make
a table to describe the pattern. They can find the formula by working from the
table.
Misconceptions
Learners get confused with the number (position) of the pattern and the side
length of the square. First work with the pattern number and then with the side
length. Make sure that learners understand the difference.
Notes on the questions
The sequence for the black squares is 6; 11; 18; 27; … The number in a term
increases by two more than the difference between the previous two terms,
starting with an increase of 5 between the first and the second term. The
increases are 5; 7; 9; 11; 13; …
The red squares increase by two between terms: 3; 5; 7; 9; …
Answers
1. (a) 27 + 11 = 38 black squares in arrangement 5, and 38 + 13 = 51 black
squares in arrangement 6.
(b) z is the number of red squares, x is the length of a side, y is the number
of black squares.
(c) z is the number of red squares, n is the number of the arrangement (its
position from the left in the above picture), y is the number of black
squares.
2. Possible answers, with letter symbols having the same meanings as in
question 1:
2 2
z = 2 × n + 2 or z = 2 × x − 2 and y = (n + 1) + 1 or y = x × (2 × x − 2)

MATHEMATICS GRADE 7 TEACHER GUIDE 194

Grade 7 Term 3 Chapter 13 Algebraic expressions 1

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
13.1 Describing and doing computations Looking at different ways of describing a computation; describing patterns Pages 174 to 177
using algebraic expressions
13.2 Relationships represented in formulae Understanding variables and constants in formulae and expressions Pages 177 to 178

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Mathematical background
An algebraic expression is a symbolic description of a set of calculations that can be performed on different values of a variable. For example, the expression
3x + 5 means “multiply the value of x by three and add five to the answer”.
To find the value of an expression for particular values of the variable or variables, the normal rules of arithmetic apply – i.e. do the calculations in brackets
first, then do multiplication and division in the order they appear and lastly, do the additions and subtractions in the order that they appear.
If a relationship is given as a table or in words, it can usually be given in an expression as well, for example: the table that describes a relationship is:
Input 1 2 3 4 5 6
Output 7 11 15 19 23 27

And the words are: three more than a number multiplied by 4. It can be written algebraically as 3 + 4 × x or 4 × x + 3.
An equation is a statement about an unknown number (a constant, not a variable). An equation states what result (answer) is obtained if certain
calculations are performed on an unknown constant. For example, the equation 2x + 3 = 15 states that “when a certain unknown number is multiplied by two
and three is added to the result, the answer is fifteen”. To “solve an equation” means to find out what the unknown number is.
Substitution is used to find out when expressions are equal in value. Algebraic expressions that have the same numerical value for the same values of x, but
look different, are called equivalent expressions.

MATHEMATICS GRADE 7 TEACHER GUIDE 195

13.1 Describing and doing computations
DIFFERENT WAYS OF DESCRIBING A COMPUTATION
Teaching guidelines
The diagrams in question 1 represent the even numbers. Work from the pattern
to the table and the flow diagram and then to the expression; following the
explanation in the Learner Book, and represent the expression as another way of
describing the patterns. Let learners see that the rule 2 × n generates even
numbers for:
n = 1, 2, 3, 4, …
It is critically important that learners are made to realise that the letter symbols
in algebraic expressions are placeholders for numbers.
Notes on the questions
Note that we are still using the × sign in algebraic expressions. In terms of
computational procedures and flow diagrams, it is natural for learners to write
2 × x for some time. The idea of dropping the × sign by convention will be
introduced later. Neither form of notation should be prescribed. Different
learners will adopt the shorter notation at different times. Eventually, everybody
in the class will naturally write 2x and not 2 × x.
Answers
1. (a) See the completed table on LB page 174 alongside.
(b) The number of rows.
(c) The number of circles per diagram and the number of circles per row.
(d) See the completed flow diagram on LB page 174 alongside.
(e) There will be 22 circles because diagram 11 will have 2 rows of 11 circles
per row.
(f) It represents the number of rows.
(g) The letter symbol n represents the number of circles in a row.

MATHEMATICS GRADE 7 TEACHER GUIDE 196

Teaching guidelines
The rule for the odd numbers can be derived from the rule for the even numbers.
If 2 is the first even number, generated by 2 × n, the first odd number is one less,
therefore 2 × 1 – 1, and so on.
In each expression in this section point out which numbers are constants and
which are variables.
Let learners know that any letter symbol can be chosen to represent a variable,
but that those most often used are x, y, z and n.
Remind learners what we mean by input and output numbers in a flow
diagram or a table. When the rule to generate output numbers is written as an
expression, for example 5 × x + 4, x represents the input and 5 × x + 4 represents
the output values.
Answers
2. (a) 2 × 10 − 1 = 20 − 1 = 19
(b) 2 × 30 − 1 = 60 − 1 = 59
(c) 2 × 100 − 1 = 200 − 1 = 199
(d) 2 × n − 1
3. The letter symbol n represents the position of the odd number in the
sequence.
4. (a) See the completed flow diagram on LB page 175 alongside.
(b) C. Add 4 to the input number and then multiply by 5.
5. (a) 10 × 5 + 4 = 54
(b) 10 + 45 = 55
(c) (10 + 4) × 5 = 14 × 5 = 70

MATHEMATICS GRADE 7 TEACHER GUIDE 197

Teaching guidelines
Talk about the fact that x in an expression like 5 × x + 4 is a variable, but if the
expression equals a value, as in 5 × x + 4 = 29, then x is an unknown number that
makes the number sentence true, namely 5 in this case.
Learners should be able to make a clear distinction between a letter symbol as a
variable and as an unknown.
Answers
1
6. (a) 2 × x + 2
(b) x × 6 − 2 or 6 × x − 2
(c) (x + 3) × 10
(d) (x − 4) × 7
7. (a) Yes, Paul is correct.
(b) Cardo’s expression means you first add 5 and 2 to get 7 and then
multiply the answer by 3. By convention, the operation in brackets is
done before any other operation.
(c) See LB page 176 alongside.
8. See LB page 176 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 198

Answers
9. (a) Multiply by 4 and then add 7.
(b) Add 7 and then multiply the answer by 4.
(c) Multiply by 9 and then subtract 5.
(d) Subtract 5 and then multiply the answer by 9.
10. See the first completed table on LB page 177 alongside.

13.2 Relationships represented in formulae

MAKING SENSE OF VARIABLES AND CONSTANTS IN FORMULAE
Teaching guidelines
Let learners test the two formulae:
P = 2 × l + 2 × b and
P = 2 × (l + b)
to show that they give the same result for the same values of l and b.

Show learners how to change the formula:

P = 2 × l + 2 × b to
P = 2 ×(l + b)
by inserting the brackets.
Answers
1. (a) See the completed table on LB page 177 alongside.
(b) P = 2 × (l + b) Testing for rectangle 1: 2 × (24 + 1) = 2 × 25 = 50
(c) There are two lengths (longer sides) and two breadths (shorter sides) in
every rectangle.
(d) It is called a constant.
(e) The letter symbols P, l and b. All (perimeter, length and breadth) have
changing values.
(f) The area of all of the rectangles is 24, so the area stays constant.

MATHEMATICS GRADE 7 TEACHER GUIDE 199

Teaching guidelines
Remind learners that constants in a formula or expression do change their value.
The variable quantities do change their value and are usually indicated by letter
symbols.
Answers
2. Substitute Sindi’s age then for x:
F = 43 + 37
∴ F = 80
Sindi’s father was 80 years old when he died.

3. (a) See the completed table on LB page 178 alongside.

(b) No, because by the eighth week he will have saved only
45 + 5 × 8 = 45 + 40 = R85.
(c) See the completed table on LB page 178 alongside.
4. See the completed table on LB page 178 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 200

Grade 7 Term 3 Chapter 14 Algebraic equations 1

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
14.1 Solving by inspection Use number puzzles to introduce mathematical sentences (equations) Pages 179 to 180
where an unknown value, represented by a letter symbol, has to be found;
solve equations by inspection
14.2 Solving by the trial and improvement The solving of equations using trial and improvement; then solve Pages 180 to 181
method problems either by inspection or by trial and improvement
14.3 Describing problem situations with Descriptions of situations in words have to be translated to mathematical Pages 181 to 182
equations equations that can be solved; equations that describe real-life situations are
interpreted as to the meaning of the variables and constants used

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Mathematical background
In an equation, the equal sign expresses equality; expressions written on either side of the equal sign have the same value: 15 =18 – x or 3 + x = 9.
Solving an equation means working out the value of the unknown, for example x, that would make the equation true. There are different methods of
solving an equation, depending how complex the equation is. We usually solve equations using inverse operations. In order to build the algebraic reasoning
to do that, ask: “Which value(s) makes this equation true?”
Solving equations by inspection means we can answer this question immediately. For example, the solution to “what plus 7 is 12?” can be written as
x + 7 =12 and x = 5 because we can see at a glance that 5 + 7 = 12.
Questions like 24 – x = 14 are often done wrong when inverse operations are used, but if the question is asked “24 minus what is 14?”, the answer by inspection
is quite simple.
The numbers in these problems (solving by inspection) should be easy to work with as the computations here take second place to the insight into the
algebraic structure of solving equations.
Solving equations using trial and improvement involves substituting values for the unknown until the value that makes the equation true is found.

MATHEMATICS GRADE 7 TEACHER GUIDE 201

14.1 Solving by inspection
NUMBER PUZZLES
Notes on the questions
A few word problems are used to introduce learners to equations and the need to
solve an equation.
Teaching guidelines
You could start by writing a sentence like this on the board:
• A certain number plus 3 equals 13.
We can change the sentence into mathematical language as follows:
• A certain number + 3 = 13.
This mathematical statement is called an equation.
The phrase (words) “a certain number” is a placeholder for the number that
will make the sentence true. It can be replaced by any letter symbol, for
example x. The sentence then becomes x + 3 = 13.
Repeat the explanation by writing sentences like these on the board:
• A certain number multiplied by 6 equals 30 i.e. x × 6 = 30.
• A certain number is multiplied by 5 and 2 is added to the result to give 17
i.e. x × 5 + 2 = 17.
Learners choose variables to write the sentences.
Discuss the fact that only one value of x makes the left-hand side equal in value
to the right-hand side. In that case, we say the number sentence is true. That
value is called the solution to the equation.
Misconceptions
For many learners, from their experience with number sentences in the lower
grades, the equal sign had the meaning “to do something”, for example:
13 + 8 = ? Especially if they were never given examples like 21 – ? = 8. In order to
have insight into solving equations, learners have to understand the meaning of
the equal sign as relating two sides, “making them equal”.
Answers
1. 10 2. 6
3. (a) No, because 3 × 3 + 4 = 9 + 4 = 13
(b) No, because 3 × 4 + 4 = 12 + 4 = 16
(c) Yes, because 3 × 5 + 4 = 15 + 4 = 19
(d) No, because 3 × 6 + 4 = 18 + 4 = 22

MATHEMATICS GRADE 7 TEACHER GUIDE 202

THE SOLUTION IS THERE TO SEE
Notes on the questions
If learners are only taught what steps to follow when solving an equation, it
could lead to rote learning. Solving equations by inspection strengthens
learners’ understanding of what it means to solve an equation.
Teaching guidelines
Learners ask the question: “What must x be so that the left-hand side will have
the same value as the right-hand side?”
Answers
1. (a) x = 16 (b) x = 13
(c) x = 2 (d) x = 32
(e) x = 8 (f) x = 5
2. (a) x = 12 (b) x = 9
(c) x = 44 (d) x = 44

14.2 Solving by the trial and improvement method

Teaching guidelines
Let learners work through the example given on LB page 180 alongside. Discuss
the way in which the first value for x, the unknown, was chosen.
Misconceptions
Learners are sometimes confused and call anything with variables equations
when they are not. For example, you may see something like this referred to as
an equation: 2x + 12. Since it does not have an equal sign, it does not have two
sides that are compared, therefore it is not an equation. This is called an
expression.
Some learners report the value of the expression as the answer instead of the
value of x; for example, a learner might say 43 is the answer instead of x = 9 is the
answer to the example on LB page 180.
Answers
1. to 5. Let learners work in pairs or alone. They choose the values to start with
and make a table as shown on LB page 180 alongside for each sum in
their books.
The solutions are written next to each question on LB page 180 alongside
and LB page 181 on the next page.

MATHEMATICS GRADE 7 TEACHER GUIDE 203

SOLVING BY INSPECTION OR TRIAL AND IMPROVEMENT
Teaching guidelines
Learners could work on their own and then discuss their methods and answers in
pairs or small groups.
Misconceptions
Learners find different values of x on either side of the equation. Stress the fact
that in a specific equation, all the instances of the unknown with the same
variable will have the same value.
Answers
1. (a) x = 5 (b) k = 5 (c) q = 6 (d) t = 11
2. (a) y = 2 (b) p = 6 (c) z = 6
(d) x = 4 (e) m = 7 (f) x = 4

14.3 Describing problem situations with equations

WRITE NUMBER SENTENCES TO DESCRIBE PROBLEM SITUATIONS
Teaching guidelines
Discuss with learners what steps to take when they solve word problems. Steps
like the following:
• Read the problem and think what it is you have to find.
• Write a variable to represent the quantity you have to find.
In the problems the first two steps have already been done.
• Write down what the variable represents.
• Write an equation using the quantities given in the problem.
• Solve the equation.
• Check your solution.
Answers
1. 30 − x = 19 or 19 + x = 30 or 30 − 19 = x
2. 70 − m = 23 or m + 23 = 70 or 70 − 23 = m
3. 90 × x = 1 260 or x = 1 260 ÷ 90
4. 5 × c = 240 or c = 240 ÷ 5
5. 30 × x + 100 = 400 or x = (400 − 100) ÷ 30
6. 6 × x = 54 or x = 54 ÷ 6 or 54 ÷ x = 6

MATHEMATICS GRADE 7 TEACHER GUIDE 204

7. A = 2,5 × 2
8. 2 × x + 6 = 38
9. x = 3 × 12 + 7 or x = 7 + 3 × 12
MAKING SENSE OF EQUATIONS
The emphasis should be to analyse and interpret number sentences that describe
a given situation.
Notes on the questions
Not only should learners be able to interpret words to make equations, but they
should also be able to interpret equations that describe a situation, knowing
what the variable represents and what the constants represent.
Teaching guidelines
These equations describe real-life situations. Discuss that the symbols are not
critical, but what they represent is important. Any other symbols could have
been used to represent the unknown values in the equations.
Answers
1. (a) 80 is the total amount charged for the trip.
t is the number of kilometres travelled.
10 is the cost per kilometre.
30 is the standard charge.
(b) Because each kilometre travelled costs R10.
2. (a) The cost of a child’s ticket.
(b) Because the cost of an adult’s ticket is four times that of a child’s ticket.
(c) 4 × x = 240; 4 × 60 = 240 ÷ 4 so x = 60
(d) R60
3. (a) The number of cartons.
(b) c = 6
(c) The total number of eggs in c cartons.

MATHEMATICS GRADE 7 TEACHER GUIDE 205

MATHEMATICS GRADE 7 TEACHER GUIDE 206
Grade 7 Term 3 Chapter 15 Graphs

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
15.1 A graph can tell a story Describing a situation that involves a relationship mathematically using visual means Page 183
15.2 Investigating rate of change Representing situations in tables, graphs and verbal descriptions; understanding rate of Pages 184 to 186
in situations change
15.3 Interpreting graphs Understanding how to read information from a graph; relating the way the output Pages 187 to 192
numbers change to the rate of change; relating the rate of change to the steepness of
the graph and to the shape and direction of the graph
15.4 Drawing graphs Interpreting information and representing it in a graph Pages 192 to 193

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Mathematical background
A graph shows information about a situation and can be used to reveal trends.
Graphs are used by businesses, governments, organisations, and all kinds of people in many different contexts to represent information and study trends.
We therefore need to be able to interpret graphs so that we can make sense of the information offered to us.
In this unit, the focus is on being able to discover the trend that a graph shows and understand the “story” it tells rather than the basics, such as using formulae
to generate coordinates, plotting points, etc. We also focus on identifying the variables in the “story” that a graph represents and how these variables relate to
each other at different points, and how that relationship changes if they change.
The direction of the graph is linked to the increase or decrease of the dependent values. The increase or decrease is determined by the rate of change of the
output values in the relationship.
Working with the rate of change in this context prepares learners to have a better understanding in later, more formal work, of what a gradient means.
Interpreting graphs involves making up a story that contains the facts shown by the graph.
Drawing graphs involves another way of thinking. The story is known and has to be represented in a graph while making sure that all the elements of the story
are represented and then checking that the graph actually tells the story that was intended from the start.

MATHEMATICS GRADE 7 TEACHER GUIDE 207

15.1 A graph can tell a story
Teaching guidelines
We can represent a relationship between two variables graphically, for example
the time of day and the feeling of hunger. Although, strictly speaking, we cannot
really describe feeling hungry in terms of numbers (in other words, we cannot
quantify it), time and feeling hungry can be seen as variables as the feelings of
hunger depend on the time of the day.
We label the axes to represent the variables. The independent variable is always
shown on the horizontal axis.
The purpose of this discussion is to show how to interpret a graph and how to
use a graph to describe a situation or to tell a story.
Answers
1. Possible answers:
At the start of the day Jena was fairly hungry. She ate something (probably
at breakfast) and her feelings of hunger decreased sharply. After a while she
started feeling hungry again. She felt hungrier than at the start of the day.
She had something to eat (probably at break time) after which her feelings
of hunger decreased rapidly. From feeling very little hunger after break time,
her hunger grew so that at lunch time she was very hungry. Once she had
eaten, her feelings of hunger dropped to not feeling hungry. Throughout
the afternoon her hunger grew so that at supper time she was feeling
moderately hungry, ate something and her hunger decreased a little.
OR:
She had breakfast, lunch, dinner and a snack before bed time (hunger
dropped). Her hunger increased after each meal, reaching a maximum
before dinner.
2. Learners draw their own graph.

MATHEMATICS GRADE 7 TEACHER GUIDE 208

15.2 Investigating rate of change situations
COMPARE SITUATIONS AND REPRESENT THEM IN A DIFFERENT WAY
Teaching guidelines
It is not the intention that learners should find the rules for these relationships;
but there may be learners to whom it is a challenge to find the rule.
The first situation shows a relationship where the output numbers steadily
increase each week. Learners could have predicted this as the output numbers
grow by a fixed amount from week to week. Learners may see that the rule in this
case is: multiply the number of weeks by 4, or if the number of weeks is
represented by x, the rule is 4x.
In the second situation, the output is determined by dividing the fixed number
of chocolates by the input numbers that increase. This leads to decreasing output
numbers that give the shape of the graph. As the number of friends increase, the
number of chocolates per friend decreases. The rule in this case is: divide 24 by
the number of friends. If the number of friends is represented by x, the rule is
24 ÷ x.
Notes on the questions
The fact that learners represent the output numbers using bars should make it
easier for them to relate the shape of the graph to the relationship: linear
increase in the first case and non-linear decrease in the second case.
Answers
1. (a) The completed table is shown on LB page 184 alongside.
(b) The completed table is shown on LB page 184 alongside.
(c) The completed graphs are shown next to each other on LB page 184
alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 209

Teaching guidelines
The situation in 2(a) shows a relationship where the output numbers double
with each new bag added. This relationship leads to increasing output numbers;
each successive number is double the previous number. We would expect the
bars to increase in length rapidly. (For the teacher: this is an exponential pattern
n-1
with rule 2 if the number of bags is given by n.)
In the second situation, the output numbers (area of the square) are
determined by squaring the side length of the square. The output numbers that
give the shape of the graph are therefore the squares of the input numbers. The
rule in this case is: if the side length is represented by x, the rule to get the output
2
numbers is x .
Answers
2. (a) The completed table is shown on LB page 185 alongside.
(b) The completed table is shown on LB page 185 alongside.
(c) The completed graphs are shown next to each other on LB page 185
alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 210

Teaching guidelines
Let learners work in pairs or small groups and discuss the changes in the output
numbers using their tables and graphs. See the discussion above for comments
on questions 3 and 4.
Guide them to find descriptions for the shapes of the bar graphs, working
through the answers with them.
Work through the concept of the rate of change with learners, using the
situations in questions 1 and 2 to explain the different possibilities that it can
have. Work through the discussion about rate of change on LB page 186
alongside.
Answers
3. 1(a) They increase steadily/by the same amount every month (constant
rate).
1(b) There is a rapid decrease and then the decrease becomes slower and
slower.
2(a) They increase slowly in the beginning and then faster and faster.
2(b) They increase slowly in the beginning and then faster and faster.
4. 1(a) is a straight line, increasing.
1(b) is a curve that is steep at first and then becomes flatter and flatter.
2(a) is a curve that increases quite steeply in the beginning and then
becomes even steeper.
2(b) is a curve that slopes upwards slowly and then the slope becomes
steeper.
5. See the answers on LB page 186 alongside, as well as below.
(a) Sally’s savings grow by a constant amount every week.
(b) The number of chocolates per friend decreases rapidly and then the
decrease becomes slower.
(c) The amount grows slowly at first and then increases faster and
faster.
(d) The areas of the squares increase faster and faster.
6. If the rate of change is constant, the tops of the bars in the graph form a
straight line.
If the rate of change is changing, the shape of the graph is curved. If it
increases, the graph slants upwards and if it decreases, the graph slants
downwards.

MATHEMATICS GRADE 7 TEACHER GUIDE 211

15.3 Interpreting graphs
READING GRAPHS – TO ANALYSE AND INTERPRET GLOBAL GRAPHS
Teaching guidelines
Extracting information from graphs is an important skill. Let learners work in
pairs or small groups and discuss each situation. The first graph gives them an
opportunity to read the information on the two axes, interpret the shape of the
graph and make deductions.
The second situation requires learners to interpret the information and choose
the correct graphical representation. Discuss the different trends of growth of
plants A, B and C, and how to relate these trends to the information learners
have about the plants, so that they can match the plant name with a trend.
Answers
1. (a) There are two peak periods when traffic is heavy: early morning and late
afternoon/evening. The number of vehicles increases slightly over the
lunch hour.
(b) The graph has a maximum at about 08:00 and at about 18:00. There is a
small maximum during the lunch hour.
2. (a) It means it grows by the same amount per unit of time, for example per
week.
(b) Plant A: 0,3; 0,1; 0,8; 0,1; 0,1; 1,7.
The amount by which the plant grows varies from week to week.
Plant B: 1,9; 2,0; 1,9; 2,1; 2,1; 1,9.
The plant grows by about 2 cm each week.
Plant C: 0,5; 0,6; 0,7; 0,9; 1,1; 1,9.
The plant grows slowly at first, then faster and faster.
(c) Plant B = Glamiolus. The salesman told Mr Thatcher that Glamiolus
grows at a constant rate.
Plant C = Bouncy Bess. The salesman said Bouncy Bess grows slowly at
first, then faster and faster.
Therefore, Plant A = Samara.
(d) A: rate of change is constant, i.e. Glamiolus
B: rate of change varies, i.e. Samara
C: rate of change increases (becomes faster and faster), i.e. Bouncy Bess

MATHEMATICS GRADE 7 TEACHER GUIDE 212

CHANGE AND RATE OF CHANGE
Teaching guidelines
As learners work through the questions, make sure that they discover and
understand the facts about the rate of change of a relationship.
The rate of change of the output values in a relationship influences the
appearance of the graph:
• the higher the rate of change, the faster the output numbers change and
the steeper the graph
• if the rate of change is constant, the graph is a line (linear)
• if the rate of change is not constant, the graph is non-linear and is a
curve
• if the rate of change is increasing, constantly or not, the graph slopes
upward from left to right
• if the rate of change is decreasing, constantly or not, the graph slopes
downward from left to right.
Show learners an example of graphs where the rate of change is 0, in other
words, the relationship is constant and the graph is a horizontal straight line.
Answers
1. (a) The graphs have been drawn on LB page 188 alongside.
(b) Sally’s graph is steeper than Ben’s graph. Charlie’s savings will grow
faster than Ben’s and Sally’s savings.
2. (a) See the completed table on LB page 188 alongside.
(b) See the completed table on LB page 188 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 213

Teaching guidelines
Discuss with learners how to relate the change in the output numbers to the rate
of change and from there to choose a graph that fits the situation.
Learners should be clear about the difference between linear increasing or
linear decreasing as constant rates of change, and graphs that do not show a
constant rate of change, but that are decreasing faster and faster or increasing
faster and faster.
Answers
2. (c) See the completed table on LB page 189 alongside.
(d) See the completed table on LB page 189 alongside.
3. (a) B
(b) C
(c) D
(d) A

MATHEMATICS GRADE 7 TEACHER GUIDE 214

Teaching guidelines
Make sure that learners understand that when the output values increase, graphs
slope upward, and when output values decrease, the graphs slope downward.
You could make various drawings on the board of linear and non-linear
graphs, that increase and decrease, as well as graphs that show no increase or
decrease (horizontal lines) and let learners classify them.
Answers
4. (a) Graph A shows a linear decrease. Graph C shows a linear increase.
(b) Graph B shows a non-linear decrease. Graph D shows a non-linear
increase.
5. They left home and their speed increased to 60 km/h. They travelled at a
constant speed and then slowed down (perhaps at a corner). They picked up
speed again up to 60 km/h and continued driving at that speed for a while.
They then slowed down (perhaps at another corner); then the speed
increased again. They drove at a constant speed of 60 km/h for a while until
they slowed down and the car came to a standstill at the school.
6. See the completed questions on LB page 190 alongside.
Misconceptions
Learners wrongly see the graph as a picture of the physical event instead of
recognising that it represents the data. For example, in question 5, learners can
confuse a sloped line showing how the speed changes with the actual
movement, thinking the car moved uphill, then level, downhill, then uphill
again, etc. This sort of thinking shows that they do not understand the
connection between the graph and the information it represents.

MATHEMATICS GRADE 7 TEACHER GUIDE 215

EXPLORING MORE GRAPHS
Teaching guidelines
Explain that the independent variable is always shown on the horizontal axis.
Discuss why time is the independent variable; the amount of water that runs
into the bath has no influence on the time passed. In question 2, the distance
from home also has no influence on the time passed.
Misconceptions
Learners wrongly see the graph as a picture of the data instead of recognising
that it represents the data. For example, in question 2, learners can think the
graph shows the actual movement, thinking the movement was uphill, then
level and then downhill again, etc. This shows that they do not understand the
connection between the graph and the information it represents.
Answers
1. Water flows into the bathtub at a constant rate up to A. At point A, the tap is
closed and remains closed. At point B, Janet gets into the bathtub, so the
water level rises to point C. The water level stays the same up to point D.
Janet then pulls the plug and the water runs out of the bathtub. At point E,
the bathtub is empty (and Janet climbs out of the bath).
2. (a) The set of labels in B could fit the graph.
(b) A person walks (or travels) at a constant speed away from home. The
person stays at one place for a period of time and then starts walking
back home – again at a constant speed, but slower than in the first part
(the slope is less steep).
3. (a) A started at a good speed but slowed down as she neared the finish line.
B was the slowest at the start, but picked up speed to pass A close to the
finish line.
C had a good start but fell and was at the same spot for a while, then ran
the rest of the race.

MATHEMATICS GRADE 7 TEACHER GUIDE 216

Answers
3. (b) 400 m
(c) B
(d) Not necessarily. B won, but was the slowest over the first part of the
race. C had a very good start and was ahead when she fell. She might
have won the race if she had not fallen.
4. All the parts of the graphs in questions 1 and 2 are linear and all of the parts
of the graphs in question 3 are non-linear.

15.4 Drawing graphs

Teaching guidelines
You could ask learners how high they think the water level would be in each of
the containers after the same amount of time has elapsed (for example, five
minutes). Then ask them what they think the water level would be in each
container after a further ten minutes. Questions like these might help learners
who struggle to visualise the shapes of the graphs.
Misconceptions
Learners may want to draw horizontal lines to represent the height of the water
in the containers.
Answers
1. The graphs have been drawn on LB page 192 alongside.
2. See graph drawn on LB page 192 alongside.
Note: The water level will increase at a constant rate for the first part, when
the walls of the pool are going “straight upwards”. The first part of the graph
will therefore initially be a straight line.
One wall of the pool then changes shape (not vertical any more) and the
water level will increase (rise) slower and slower because the pool becomes
wider and wider.
Compare this to question 1, example C.

MATHEMATICS GRADE 7 TEACHER GUIDE 217

Teaching guidelines
Let learners work in pairs and discuss the speed of the car in question 3. The car
should go slower when going around the bends. Draw an answer on the board
and ask questions about the speed at the start and the general shape of the graph,
for example: Why is the first peak in the speed not so high and why is there a dip
in the speed?
Let them work on question 5 on their own and share their answers with a
partner to check correctness.
Answers
3. The graph is shown on LB page 193 alongside.
4. The graph is shown on LB page 193 alongside.
5. The graph is shown on LB page 193 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 218

Grade 7 Term 3 Chapter 16 Transformation geometry

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
16.1 Lines of symmetry Introduce lines of symmetry and congruent figures Pages 194 to 196
16.2 Original figures and their images Introduce images of figures, translation, reflection and rotation Page 197
16.3 Translating figures Investigate properties of translation; practise translating figures Pages 197 to 200
16.4 Reflecting figures Investigate properties of reflection; practise reflecting figures Pages 200 to 204
16.5 Rotating figures Investigate properties of rotation; practise rotating figures Pages 205 to 208
16.6 Enlarging and reducing figures Investigate properties of enlargements and reductions; practise resizing figures Pages 209 to 212

CAPS time allocation 5 hours

CAPS content specification Pages 78 to 79

Mathematical background
Transformation geometry deals with the operations that may be used on a figure to affect its position, size or shape, or any combination thereof.
• The figure (also referred to as the object) is the original shape before transformation is applied.
• The image is the shape which appears after transformation has been applied to the figure.
Transformations that affect the position of a figure are translations, reflections and rotations:
• During a translation, every point in the figure is shifted in the same direction and over the same distance.
• During a reflection, every point in the figure is flipped perpendicularly over a line of symmetry (mirror line) so that the point and its image are
the same distance from the line of symmetry.
• During a rotation, every point in the figure is turned clockwise or anti-clockwise through the same angle about a fixed point, the centre of
rotation, so that the point and its image are the same distance from the centre of rotation.
Transformations that affect the size of a figure are enlargements and reductions:
• During an enlargement, every side of a figure is multiplied by a positive number bigger that 1 to produce an image larger than the figure.
• During a reduction, every side of a figure is multiplied by a positive number smaller than 1 (but not 0) to produce an image smaller than the figure.
Transformations that affect the shape of a figure are shears and stretches:
• During a shear, all points along a fixed line remain fixed while all other points are shifted parallel to the fixed line (turning a square into a rhombus).
• During a stretch, all points along a fixed line remain fixed while all other points are stretched away from the fixed line (turning a square into a
rectangle).

MATHEMATICS GRADE 7 TEACHER GUIDE 219

16.1 Lines of symmetry
WHAT IS THE LINE OF SYMMETRY?
Background information
The symmetry of a figure describes how parts of that figure can, under certain
rules of movement, fit exactly on to other parts of the same figure. Figures can
have three types of symmetry:
• A figure has line symmetry if it can be folded along a line running
through the figure so that one half of the figure fits exactly on the other
half. The fold line is called the line of symmetry or axis of
symmetry. Figures such as the following have more than one line of
symmetry.

• A figure has rotational symmetry if it can be turned around a point

and fitted on to itself somewhere other than in its original position. The
point about which the figure has rotational symmetry is called the
centre of symmetry. During one revolution, a square fits four times
on to itself.

• A solid has plane symmetry if a flat mirror can be placed so that the
reflection in the mirror looks exactly like the part of the solid which is
covered up by the mirror. A cube has nine planes of symmetry.

Teaching guidelines
Use paper folding to find the lines of symmetry of regular and irregular figures.
Answers
In the arrow diagrams, A has a line of symmetry.

MATHEMATICS GRADE 7 TEACHER GUIDE 220

Teaching guidelines (continued)
Discuss the concept of congruent figures.
Misconceptions
Some learners may think that a line of symmetry of a single figure can be
positioned alongside the figure. This is NEVER possible.
IDENTIFYING LINES OF SYMMETRY
Teaching guidelines
Remind learners that any line of symmetry has to run through the middle of the
figure in order to divide it into two congruent halves.
Note on question 1(d)
If the figure is changed to the one below, it will have eight lines of symmetry.

Answers
1. See LB page 195 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 221

Answers
2. See LB page 196 alongside.
3. See LB page 196 alongside.
Note
Learners can use congruent figures to design interesting patterns with lines of
symmetry.

MATHEMATICS GRADE 7 TEACHER GUIDE 222

16.2 Original figures and their images
Figures can, without changing their shape or size, be moved around in three
different ways:
• Translation is often referred to as “sliding”.
• Reflection is often referred to as “flipping” (turning over).
• Rotation is often referred to as “turning” (swinging).

16.3 Translating figures

INVESTIGATING THE PROPERTIES OF TRANSLATION
Background information
• During a translation the figure is shifted to another position without
changing the direction in which it is facing.

• A translation has the following properties:

o All the points on the figure move in the same direction.
o All the points on the figure move by the same distance.
o A figure and its image are congruent figures because they have the
same shape and size.
• The image of a figure ABC is denoted by using the same letters but we
add a prime symbol after each letter: A¢B¢C¢.
Teaching guidelines
Discuss the concept of movement in the same direction over the same distance.
Explain the use of the prime symbol ( ¢ ) to label the image of a figure.
Answers
1. (a) Refer to the drawing on LB page 198 on following page.

MATHEMATICS GRADE 7 TEACHER GUIDE 223

Answers
1. (b) Yes
(c) Yes
2. (a) Refer to the drawing on LB page 198 alongside.
(b) Refer to drawing on LB page 198 alongside.
(c) Yes
(d) Yes
An important note
Translations can be used to draw simple three-dimensional objects. Follow these
simple steps:
1. Draw any figure. This figure will eventually form the front face of the object.
2. Translate the figure four steps to the right and two steps up. Join the
corresponding vertices of the figure and its image.

MATHEMATICS GRADE 7 TEACHER GUIDE 224

Teaching guidelines (continued)
Make sure that learners understand the three important properties of
translations listed on the right.
PRACTISE TRANSLATING FIGURES
Background information
• The first two properties of translations are used to produce the required
image. The distance and direction of the translation is explained by
describing the horizontal movement (right or left) in a chosen
measuring unit, followed by the vertical movement (up or down)
measured in the same unit.
• The third property of translations can be used to evaluate the result.
Teaching guidelines
• Apply the first two properties of translations (same distance; same
direction) to draw the image of a figure. Use the information provided.
• Apply the third property of translations (congruent figures) to check the
result.
• Describe a translation by providing the distance and direction of the
horizontal movement, followed by the distance and direction of the
vertical movement.
Answers
1. See LB page 199 alongside.
2. See LB page 199 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 225

Answers
3. (a) Seven units to the right
(b) Five units down
(c) Seven units to the right and three units up

16.4 Reflecting figures

INVESTIGATING THE PROPERTIES OF REFLECTION
Background information
• During a reflection, the figure is flipped over a line of reflection
(mirror line) to its new position, like a page of a book.

• A reflection has the following properties:

o The figure and its image lie on opposite sides of the line of
reflection.
o An original point and its image lie at equal distances from the line
of reflection.
o The line that connects an original point to its image is always
perpendicular to the line of reflection.
• A figure and its image are congruent figures because they have the
same shape and size.
Teaching guidelines
Discuss the concept of being on opposite sides of and at equal distances from a
line of reflection. Recall the use of the prime symbol ( ¢ ) to label the image of a
figure.
Misconceptions
“The mirror line must be drawn on top of a side of the figure.” This statement is
NOT true. On the contrary, it can be drawn across the figure, through any of the
vertices (corners) of the figure or anywhere alongside the figure.

MATHEMATICS GRADE 7 TEACHER GUIDE 226

Teaching guidelines (continued)
Refer to the figures on the right.
• The second reflection is incorrect because point A and its image A¢ are
not at equal distances from the line of reflection. The same applies to
point B and B¢ as well as point C and C¢.
• The fourth reflection is incorrect because point D and its image D¢ are
not at equal distances from the line of reflection. The same applies to
points E and E¢ as well as points F and F¢.
• The sixth reflection is incorrect because the line that connects points
G and G¢ is not perpendicular to the line of reflection. The same applies
to the lines that connect points H and H¢ as well as points K and K¢.

MATHEMATICS GRADE 7 TEACHER GUIDE 227

Answers
1. See LB page 202 alongside.
2. (a) Yes
(b) Yes
3. (a) Refer to the relevant drawings on LB page 201 on the previous page.
(b) Yes
4. (a) Refer to the relevant drawings on LB page 201 on the previous page.
(b) Not always; in the third reflection it is not.
Teaching guidelines (continued)
Make sure that learners understand the four important properties of reflections
listed on the right and at the top of the next page.

MATHEMATICS GRADE 7 TEACHER GUIDE 228

PRACTISE REFLECTING FIGURES
Teaching guidelines
To reflect a figure in a line of reflection, follow these steps:
• Reflect the points (vertices) of the figure perpendicularly across the line
of reflection.
• Check that a point and its image are at equal distances from the line of
reflection.
• Join the reflected points.
• Check whether the figure and its image are still congruent.
Answers
1. (a) Refer to the image on LB page 203 alongside.
(b) Refer to the image on LB page 203 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 229

Note on question 2
Remember the following:
• The line of reflection should lie between a figure and its image.
• Each point and its image must be at equal distances from the line of
reflection.
• The line that connects any point and its image must be perpendicular to
the line of reflection.
Answers
1. (c) Refer to the image on LB page 204 alongside.
2. (a) Refer to the line of reflection on LB page 204 alongside.
(b) Refer to the line of reflection on LB page 204 alongside.
(c) Refer to the line of reflection on LB page 204 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 230

16.5 Rotating figures
INVESTIGATING THE PROPERTIES OF ROTATION
Background information
• During a rotation the figure is swung around a fixed point into its new
position.

• A rotation has the following properties:

o An original point and its image lie at equal distances from the
point of rotation.
o The angle formed by the connecting lines between any original
point, the centre of rotation and the original point’s image is called
the angle of rotation.
o A figure and its image are congruent figures because they have the
same shape and size.
Teaching guidelines
Discuss different ways of performing a rotation.
Recall the use of the prime symbol ( ¢ ) to label the image of a figure.
Misconceptions
“The point of rotation must be part of the figure.” This statement is NOT true.
On the contrary, it can be positioned inside the figure, on an edge (side) or a
vertex (corner) of the figure, or anywhere outside the figure.

MATHEMATICS GRADE 7 TEACHER GUIDE 231

Note on question 1
Rotate through 90° anti-clockwise from AS to AS¢.
Note on question 2
Rotate through 90° anti-clockwise from AP to AP¢.
Answers
1. (a) 20 mm
(b) 20 mm
(c) They are the same.
(d) It is 90°.
2. (a) 45 mm
(b) 45 mm
(c) They are the same.
(d) It is 90°.

MATHEMATICS GRADE 7 TEACHER GUIDE 232

Note on question 3
Rotate through 90° anti-clockwise from AR to AR¢.
Answers
3. (a) 50 mm
(b) 50 mm
(c) They are the same.
(d) It is 90°.
4. All the corresponding sides are equal, so the triangles are congruent.
Teaching guidelines (continued)
Make sure that learners understand the three important properties of rotation
listed on the right.

MATHEMATICS GRADE 7 TEACHER GUIDE 233

PRACTISE ROTATING FIGURES
Teaching guidelines
To rotate a figure 90° clockwise about a centre of rotation, follow these steps:
• Rotate each point (vertex) of the figure 90° clockwise about the centre of
rotation.
• Check that each point and its image are at equal distances from the
centre of rotation.
• Check that the angle formed by a point, the centre of rotation and the
point’s image is 90° clockwise.
• Join the reflected points.
• Check whether the figure and its image are still congruent.
Answers
1. Refer to the image on LB page 208 alongside.
2. Refer to the image on LB page 208 alongside.
3. Refer to the image on LB page 208 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 234

16.6 Enlarging and reducing figures
INVESTIGATE THE PROPERTIES OF ENLARGEMENTS AND REDUCTIONS
Background information
• An enlargement is the image of a figure which was made bigger by
multiplying the lengths of all its sides by a number.
• A reduction is the image of a figure which was made smaller by
multiplying the lengths of all its sides by a number smaller than 1, but
larger than 0.
• The number by which the sides of a figure are multiplied is called the
scale factor.
• When the corresponding points of a figure and its image are joined by
straight lines, then all those lines will cross at a common point called the
centre of enlargement or reduction.

• The blue triangle is an enlargement of the yellow triangle.

• The yellow triangle is a reduction of the blue triangle.
Teaching guidelines
Discuss the meaning of enlargement and reduction.
Discuss the meaning of scale factor.
Answers
1. (a) Two times
They are the same.
(b) Two times
Two times

MATHEMATICS GRADE 7 TEACHER GUIDE 235

Background information (continued)
• The size of the scale factor determines whether the image will be
larger or smaller than the figure.
o If the scale factor is a positive number bigger than 1, the image
will be larger than the figure (enlargement).
o If the scale factor is a positive number smaller than 1 (but
not 0), the image will be smaller than the figure (reduction).

Teaching guidelines (continued)

Discuss the facts about the scale factor listed at the top of LB page 210.
Discuss the difference between congruent and similar figures.
Answers
2. (a) 2 2 2 2 2 2
(b) Yes. The lengths of all corresponding sides have been multiplied by 2.
(c) Yes. The lengths of all corresponding sides have been multiplied by 0,5.

MATHEMATICS GRADE 7 TEACHER GUIDE 236

PRACTISE RESIZING FIGURES
Teaching guidelines
To draw an enlargement with a scale factor of 2, draw a similar figure of which
the sides are twice as long as the sides of the original figure.
To draw a reduction with a scale factor of 0,5, draw a similar figure of which
the sides are half as long as the sides of the original figure.
Answers
1. (a) larger
(b) smaller
(c) larger
(d) smaller
2. Refer to the enlargement on LB page 211 alongside.
3. Refer to the reduction on LB page 211 alongside.
4. Refer to the reduction on LB page 211 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 237

Answers
5. (a) Image 2
(b) Scale factor of 0,5
6. Image 1: Scale factor 1,5
Image 2: Scale factor 2
Note

MATHEMATICS GRADE 7 TEACHER GUIDE 238

Grade 7 Term 3 Chapter 17 Geometry of 3D objects

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
17.1 Classifying 3D objects Defining a polyhedron; using properties to identify and describe 3D Pages 213 to 215
objects
17.2 Prisms and pyramids The difference between prisms and pyramids; using properties to Pages 215 to 217
identify prisms and pyramids
17.3 Describing, sorting and comparing 3D objects Using properties of 3D objects to classify them Pages 218 to 219
17.4 Nets of 3D objects Defining a net of a 3D object; evaluating possible nets of a cube; Pages 220 to 224
identifying nets of a cube; working with nets of other 3D objects
17.5 Using nets to construct cubes and prisms How to draw the net of a prism; drawing nets and using them to Pages 225 to 226
construct 3D models

CAPS time allocation 9 hours

CAPS content specification Page 66

Mathematical background
A three-dimensional object (3D object) has length, breadth and height and takes up space. 3D objects can have curved surfaces only (spheres) or curved and
flat surfaces (like cylinders and cones) or only flat surfaces. A cylinder is shaped like a pipe and has one curved surface (on the side) and two flat surfaces or
faces (at each end). The 3D objects that have flat surfaces only, like a cube or a pyramid, are called polyhedra (singular: polyhedron).
Prisms have identical faces at the top and bottom, and all remaining faces are
either rectangles or squares. The base of a prism (the face on which it rests) can
be a triangle, quadrilateral, pentagon, hexagon, heptagon or octagon or any
polygon. The name of a prism or a pyramid is related to its base, for example a
prism with an octagon as a base is called an octagonal prism and has eight
rectangles or squares (depending on its height) as side faces because its base has
eight sides. A rectangular prism has six faces of which at least four are rectangles.
A cube is a prism with all six of its faces being identical squares.
Pyramids rest on a particular 2D shape with straight sides only. All remaining
faces of pyramids are isosceles triangles which meet at one point (called the
apex).
The net of a 3D object is a flat 2D arrangement of all the faces that make up the
3D object when joined to each other at one side.

MATHEMATICS GRADE 7 TEACHER GUIDE 239

17.1 Classifying 3D objects
Try to have 3D objects when you explain what curved
surfaces and flat surfaces are. Objects like a ball, a tin (for
example a tin of baked beans), a milk carton or any other
rectangular box.
• A flat surface is called a face.
• An edge of a 3D object is where the sides of two of
its surfaces come together.
• A straight edge is formed when both surfaces are faces (flat).
• A curved edge is formed when at least one of the two surfaces is curved.
WHAT IS A POLYHEDRON?
Teaching guidelines
If possible, have an example of a prism and a pyramid in the class or have
pictures available or draw them on the board. Point out that each of these objects
is a polyhedron. Let learners point out objects around them that are polyhedra.
Point to the faces, edges and vertices on a polyhedron and let learners name
the different properties.

Let them draw a polyhedron of their choice and identify

and label the vertices, edges and faces on their drawing
using arrows.
Misconceptions
Learners do not make a distinction between polyhedra
and objects with curved surfaces.

MATHEMATICS GRADE 7 TEACHER GUIDE 240

IDENTIFYING AND DESCRIBING 3D OBJECTS
Teaching guidelines
Point out that polyhedra can be distinguished from objects that are not
polyhedra by the fact that they have only flat surfaces (faces). Objects with
curved surfaces are not polyhedra.
Notes on the questions
The objects in question 2 can be used to increase learners’ ability to recognise
and identify the faces, vertices and edges of objects.
Answers
1. (a) vertices
(b) vertex
(c) edges
(d) face
2. (a) not a polyhedron
(b) polyhedron
(c) polyhedron
(d) polyhedron
(e) not a polyhedron
(f) polyhedron
3. See answers on LB page 214 alongside.
4. (a) Debbie (b) Maggie (c) Tumi
(d) Xola (e) Mpuka (f) Brad

MATHEMATICS GRADE 7 TEACHER GUIDE 241

17.2 Prisms and pyramids
DIFFERENCE BETWEEN PRISMS AND PYRAMIDS
Background
The apex of a pyramid is the vertex
at which all the triangular faces
meet.
An edge of a 3D object is where
the sides of two of its surfaces come
together.
A straight edge is formed when
both surfaces are faces (flat).
Describe, sort and compare prisms
and pyramids using their edges.
Prisms and pyramids have only flat surfaces. The face on which a prism or
pyramid rests is called its base.
Teaching guidelines
Explain the properties of prisms.
Mention that the lateral faces of right prisms are perpendicular to their
bases.
Oblique prisms have their lateral faces at an angle to their bases.
Discuss the fact that right pyramids have only one base and that the lateral
faces are isosceles triangles that meet in a vertex, called the apex. Show learners a
drawing of an oblique pyramid. The lateral faces of such a pyramid are not
isosceles triangles.

MATHEMATICS GRADE 7 TEACHER GUIDE 242

Teaching guidelines
Explain the difference between prisms and pyramids.
Discuss the fact that a pyramid has only one base, whereas a prism has two
congruent faces parallel to each other and joined by perpendicular lateral faces.
These faces are rectangular.
A pyramid has only one base and the lateral faces are isosceles triangles that
meet in a vertex, called the apex. Show learners a drawing of an oblique pyramid.
The lateral faces of such a pyramid are not isosceles triangles.

MATHEMATICS GRADE 7 TEACHER GUIDE 243

IDENTIFYING PRISMS AND PYRAMIDS
Teaching guidelines
Let learners work in pairs and take turns to explain to each other what type of
object the drawing shows and why the base is where it is indicated to be.
Misconceptions
Learners think that the face that is drawn to be horizontal is always the base, for
example in F, the base is triangular.
Answers
1. See LB page 217 alongside.
Note: In E and G any of the faces can be the base.
2. See LB page 217 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 244

17.3 Describing, sorting and comparing 3D objects
PRACTISE DESCRIBING AND CLASSIFYING 3D OBJECTS
Teaching guidelines
Explain how to use the following properties to classify the objects:
• First look for types of surfaces and edges; straight edges and faces as
opposed to curved edges and curved surfaces.
• Secondly, separate prisms from pyramids.
• Thirdly, sort the prisms into cubes, rectangular prisms, triangular prisms,
etc.
Answers
1. See LB page 218 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 245

Answers
2. (a) Prisms: B, C, E, F, G, H, L, M
Pyramids: A, K, N
Cylinders: D, I, J
(b) Cubes: B, M
Rectangular prisms: E, H, L
Triangular prisms: C, F, G

MATHEMATICS GRADE 7 TEACHER GUIDE 246

17.4 Nets of 3D objects
WHAT IS A NET?
Teaching guidelines
The net of a 3D object is a flat, two-dimensional arrangement of all the faces that
make up the 3D object, joined to each other at one side.
Show learners how to cut open a box and lay it flat to see the net.
Let learners bring boxes to class to cut open and draw the nets. They should
measure the dimensions and draw it more or less to scale.
Learners can draw the four nets A to D, cut them out and try to fold them to
form a cube.
Misconception
Learners do not realise that only certain arrangements of the faces of an object
will be a net.
Note on the question
Learners can try to find as many different nets of a cube as they can.
Answer
Net A

MATHEMATICS GRADE 7 TEACHER GUIDE 247

A CUBE OR NOT A CUBE
Teaching guidelines
Work through the steps to fold a cube from this net. You could let the learners
draw the net on a sheet of paper first, cut it out and fold it with you.
Let learners choose another face as the bottom face and try to fold the cube
from there.

MATHEMATICS GRADE 7 TEACHER GUIDE 248

IDENTIFYING THE NETS OF A CUBE
Teaching guidelines
Let learners first imagine the folds and decide whether they will be able to fold
the cube or not.
You could let them draw the nets, cut them out and try to fold the cubes.
Answers
1. (a) Forms a cube
(b) Forms a cube
(c) Forms a cube
(d) Does not form a cube

MATHEMATICS GRADE 7 TEACHER GUIDE 249

NETS OF OTHER 3D OBJECTS
Teaching guidelines
Learners can cut open a box to see how the shapes in the net lie.
Let learners investigate if there are other nets that can be made for the objects
shown in question 1.
Let learners discuss how to change the nets in question 2 that do not form 3D
objects, so that they will each form an object. For example, in 2(c) another
square should be added to the row of three squares in the middle; in 2(d) a square
should be removed and the triangles moved to be opposite each other.
Answers
1. See the answers on LB page 223 alongside.
2. (a) Yes
(b) Yes
(c) No
(d) No

MATHEMATICS GRADE 7 TEACHER GUIDE 250

Answers
3. See LB page 224 alongside.
4. (a) A: Hexagon
B: Rectangle
C: Hexagon
D: Rectangle
E: Rectangle
F: Rectangle
G: Rectangle
H: Rectangle
(b) six
(c) two; hexagons
(d) A prism
(e) It has two congruent and parallel bases. Pyramids don’t use rectangles
for the sides as they converge to a point.
(f) Hexagonal prism
5. (a) Triangles and an octagon
(b) eight triangles
(c) one octagon
(d) A pyramid
(e) There is only one base and the lateral faces are triangles.
(f) Octagonal-based pyramid

MATHEMATICS GRADE 7 TEACHER GUIDE 251

17.5 Using nets to construct cubes and prisms
HOW TO DRAW A NET OF A PRISM
Teaching guidelines
Explain to learners that a prism will have the same number of lateral faces as the
number of edges of its base.
Work through the process of drawing the triangular prism with the learners.
When they draw the net, let learners make a rough drawing first and then they
can decide if their net will work or not.

MATHEMATICS GRADE 7 TEACHER GUIDE 252

PRACTISE DRAWING NETS AND CONSTRUCTING 3D MODELS
Teaching guidelines
Learners should be able to draw the nets for the objects, but if they still have
difficulty, let them work with a partner that can help.
Answers
1. See answers LB page 226 alongside.
2. The nets of (a) and (c) look like the net in question 1(a) on LB page 223. The
net of (b) looks like the net in question 1(c) on LB page 223.
3. (c) Example of a response: I found it difficult to make the sides exactly the
right size and I overcame this by measuring accurately. I found it
difficult to close the object, and I overcame this by adding a small,
overlapping flap just for the tape.

MATHEMATICS GRADE 7 TEACHER GUIDE 253

MATHEMATICS GRADE 7 TEACHER GUIDE 254
Term 4

Chapter 18: Integers ........................................................................................ 257

18.1 The need for numbers called integers ............................................................... 258
18.2 Finding numbers that make statements true ..................................................... 263
18.3 Adding and subtracting integers ....................................................................... 265

Chapter 19: Numeric patterns ......................................................................... 269

19.1 Investigating and extending numeric patterns .................................................. 270
19.2 Making patterns from rules ............................................................................... 271
19.3 Making patterns from expressions .................................................................... 271

Chapter 20: Functions and relationships 3 ...................................................... 275

20.1 Relationships between variables ....................................................................... 276
20.2 Integers in the rules for relationships ................................................................ 279

Chapter 21: Algebraic expressions 2 ................................................................ 281

21.1 Interpret rules to calculate values of a variable .................................................. 282
21.2 Slightly different kinds of rules .......................................................................... 284

Chapter 22: Algebraic equations 2 .................................................................. 287

22.1 Describing problem situations .......................................................................... 288
22.2 Analysing and interpreting equations ............................................................... 289
22.3 Solving and completing equations ................................................................... 289
22.4 Identifying variables and constants ................................................................... 292
22.5 Numerical values of expressions ....................................................................... 293

MATHEMATICS GRADE 7 TEACHER GUIDE [TERM 4] 255

Chapter 23: Collect, organise and summarise data .......................................... 295
23.1 Collecting data ................................................................................................. 296
23.2 Organising data ................................................................................................ 300
23.3 Summarising data ............................................................................................. 308

Chapter 24: Represent data ............................................................................. 313

24.1 Bar graphs and double bar graphs .................................................................... 314
24.2 Histograms ....................................................................................................... 317
24.3 Pie charts .......................................................................................................... 324

Chapter 25: Interpret, analyse and report on data .......................................... 329

25.1 Interpreting and reporting on data ................................................................... 330
25.2 Identifying bias and misleading data ................................................................. 332

Chapter 26: Probability ................................................................................... 337

26.1 Possible and actual outcomes, and frequencies ................................................ 338
26.2 Relative frequencies .......................................................................................... 339
26.3 More trials and relative frequencies .................................................................. 340

MATHEMATICS GRADE 7 TEACHER GUIDE [TERM 4] 256

Grade 7 Term 4 Chapter 18 Integers

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
18.1 The need for numbers called Investigate the concept of integers; focus on the use of negative integers Pages 227 to 231
integers in real-life situations
18.2 Finding numbers that make Solve simple open number sentences involving integers Pages 232 to 234
statements true
18.3 Adding and subtracting integers Discover and use the addition and subtraction rules for integers Pages 234 to 237

CAPS time allocation 5 hours

CAPS content specification Pages 78 to 79

Mathematical background
• In Chapter 1 we worked with the set of natural numbers N = {1; 2; 3; 4; 5; …}, which has the following properties:
o It is closed under addition because the sum of natural numbers is always a natural number.
o It is closed under multiplication because the product of natural numbers is always a natural number.
o It contains the identity element for multiplication: Any natural number multiplied by 1 stays the same.
• By adding 0 to the set of natural numbers we created the set of whole numbers N0 = {0; 1; 2; 3; 4; 5; …}, which has the following additional property:
o It contains the identity element for addition: Any whole number added to 0 stays the same.
• We extend the set of whole numbers as follows: For every natural number we add another number called the additive inverse.
For example, –24 is the additive inverse of 24. When you add 24 and its additive inverse, the answer is 24 + (–24) = 0. By doing so, we create the set of
integers Z = {…; –5; –4; –3; –2; –1; 0; 1; 2; 3; 4; 5; …}, which has the following additional properties:
o It is closed under subtraction because the difference between integers is always an integer.
o It enables us to describe real-life situations by using a single number, for example:
§ A temperature of 7 °C below freezing point can be described as –7 °C.
§ A bank balance of R200 in the red can be described as –R200.
§ If a golfer is three shots under par for her round, we can describe her score as –3.
§ If a diver is 4 m below sea level, his depth can be described as –4 m.
• This chapter focuses on integers and how to add and subtract them.

MATHEMATICS GRADE 7 TEACHER GUIDE 257

18.1 The need for numbers called integers
SAYING HOW COLD IT IS
Background information
• For every natural number there is an additive inverse:
o The additive inverse for 15 is –15 (read as “negative fifteen”).
o The additive inverse for –10 is 10.
• The sum of any number and its additive inverse is 0:
o 15 + (–15) = 0: Read as “fifteen plus negative fifteen equals nought”.
o –10 + 10 = 0: Read as “negative ten plus ten equals nought”.
• The set of natural numbers and their additive inverses, together with 0,
form the set of integers Z = {…; –5; –4; –3; –2; –1; 0; 1; 2; 3; 4; 5; …}
• The set of integers is closed under subtraction:
o 15 – 10 = 5, which is an integer
o 10 – 15 = –5, which is an integer.
• Integers enable us to describe real-life situations by using a single
number.
• The most common real-life situation where integers are used is for the
measurement of temperature with a thermometer.
o Water boils at 100 °C at sea level.
o Water freezes at 0 °C.
o Temperatures to the nearest degree above 0 °C are described by using
positive integers.
o Temperatures to the nearest degree below 0 °C are described by using
negative integers.
Teaching guidelines
Discuss the concepts of natural numbers, fractions, integers and additive
inverses as reflected in the paragraph on LB page 227.
Learners should know what a thermometer is and how it works.
Use a thermometer to explain how negative integers can describe real-life
situations by means of a single number.

MATHEMATICS GRADE 7 TEACHER GUIDE 258

Teaching guidelines (continued)
Learners recall that water boils at 100 °C at sea level and freezes at 0 °C.
Point out that:
• negative integers lie to the left of 0 on a horizontal number line
• negative integers lie below 0 on a vertical number line.
Misconceptions
Reading –15 as “minus fifteen” instead of “negative fifteen” could confuse
learners when they have to simplify problems like 15 + (–15).
Answers
1. (a) 80 °C
(b) 190 °C
(c) −20 °C
(d) −60 °C
(e) −30 °C
(f) 10 °C
2. (a) 50 °C
(b) 50 °C
(c) 10 °C

MATHEMATICS GRADE 7 TEACHER GUIDE 259

Answers
3. (a) −2 °C
(b) −12 °C
(c) 2 °C
(d) −14 °C
4. See LB page 229 alongside.
SAYING HOW MUCH MONEY IT IS
Background information
Another real-life situation where integers are frequently used is in the financial
world.
• A surplus in a bank account, to the nearest rand, is described by using
positive integers.
• A shortage in a bank account, to the nearest rand, is described by using
negative integers.
Teaching guidelines
Discuss how integers feature in the financial world.
Answers
1. R360
2. R160 + R180 = R340
R340 + R90 = R430
The total cost is R430.
3. R360 − R160 = R200
He will have R200 left.
4. R360 − R160 = R200
R200 − R180 = R20
He will have R20 left.
5. R360 − R160 = R200
R200 − R180 = R20
R20 − R90 = −R70
He won’t have any money left. He is R70 short.

MATHEMATICS GRADE 7 TEACHER GUIDE 260

Background information (continued)
• When a number is subtracted from a larger number, the answer is
positive.
• When a number is subtracted from a smaller number, the answer is
negative.
Teaching guidelines (continued)
Ask the following questions:
• When will the answer of a subtraction be positive?
• When will the answer of a subtraction be negative?
Answers
6. (a) R210 + R180 = R390
R390 − R160 = R230
(b) R150 + R130 = R280
R280 − R460 = −R180
7. See the table on LB page 230 alongside.
8. (a) −4 (b) −14 (c) −24
(d) −44 (e) −184 (f) −995
9. R200 + R40 + R50 = R290
She has R290, provided that her brother will pay her back the R50.

MATHEMATICS GRADE 7 TEACHER GUIDE 261

Answers
10. R290 − R60 − R150 = R80
Actually, she only has R80.
11. R80 − R250 = −R170
She is R170 short.
ORDERING AND COMPARING INTEGERS
Background information
Number lines can be used to discuss the following features of integers:
• All positive integers lie to the right of 0.
• All negative integers lie to the left of 0.
• The further an integer lies to the right of 0, the larger its value.
• The further an integer lies to the left of 0, the smaller its value.
• The larger of two positive integers lies to the right of the smaller one
because the larger one lies further away from 0 than the smaller one.
o 5 lies further from 0 than 3, therefore 5 > 3
o 3 lies closer to 0 than 5, therefore 3 < 5
• The larger of two negative integers lies to the right of the smaller one
because the larger one lies closer to 0 than the smaller one.
o –3 lies closer to 0 than –5, therefore –3 > –5
o –5 lies further from 0 than –3, therefore –5 < –3
Teaching guidelines
Discuss how to compare a pair of positive or negative integers by using their
distances from 0 on a number line.
Answers
1. −9 °C; −6 °C; −4 °C; −1 °C; 0 °C; 4 °C; 7 °C; 12 °C
2. See LB page 231 alongside.
3. See LB page 231 alongside.
4. See LB page 231 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 262

18.2 Finding numbers that make statements true
Background information
• A number sentence is a statement about numbers, for example,
8 × 2 = 16.
• A number sentence is a sentence with the verb “=”, “is equal to” or
“is equivalent to”.
• A calculation plan (expression) tells how to execute a certain
sequence of calculations, for example,
98 – 20 + 12 × 2 or 98 – (20 + 12) × 2.
• A true number sentence is a statement of equivalence with
equivalent calculation plans on both sides, for example,
3 × 12 + 5 × 12 = 8 × 12.
Teaching guidelines
Discuss the concept of a number sentence as explained above.
Learners should realise that answers to problems are influenced by the set of
numbers from which the answer can be chosen.
Note on question 2
All these sentences are open number sentences because they contain an
unknown number.
Note on question 4
Answers are influenced by the set of numbers from which the answer can be
chosen.
Note on question 5
All these questions are calculation plans (expressions) because there is no verb.
Answers
1. See LB page 232 alongside.
2. See LB page 232 alongside.
1
3. (a) No (b) 22
4. (a) No (b) Learners’ own answer.
5. See LB page 232 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 263

Background information (continued)
• The sum of an integer and its additive inverse is always equal to 0.
• The number 0 is regarded as an integer.
• The additive inverse can be used to add integers:
o 20 + (–15) = 5 + 15 + (–15) = 5 + 15 + (–15) = 5 + 0 = 5
o –18 + 12 = (–6) + (–12) + 12 = (–6) + (–12) + 12 = (–6) + 0 = –6
Teaching guidelines (continued)
Investigate how the idea of additive inverses can be used to explain addition of
integers.
Answers
6. (a) −24 (b) 24 (c) 103 (d) −2 348
7. (a) 13 + 30 + (−30) = 13 + 0 = 13
(b) 70 + 80 + (−80) = 70 + 0 = 70
8. (a) 10 (b) 10 (c) 3 (d) 3
9. (a) 30 (b) 30 (c) 12 (d) 12
(e) 12 (f) 12 (g) 12 (h) 12
(i) 8 (j) 8 (k) 8 (l) 8
(m) 8 (n) 8
10. (a) 5 (b) 5 (c) 12 (d) 12
(e) 20 (f) 10 (g) 0 (h) −10
(i) 2 (j) 4 (k) −6

MATHEMATICS GRADE 7 TEACHER GUIDE 264

Background information (continued)
• A closed number sentence is one in which all numbers are known, for
example, 8 + 2 = 10.
• An open number sentence is one in which some numbers are not
known at first, for example, 8 – (a number) = 10 or 8 – x = 10.
Teaching guidelines
Discuss the difference between closed and open number sentences.
Answers
11. (a) 20 + 30 = 50 (b) 50 + (−30) = 20
(c) 20 + (−10) = 10 (d) 75 + (−25) = 50
(e) (−25) + (−25) = (−50)
12. (a) 43 + (−43) + (−7) = 0 + (−7) = −7
(b) 60 + (−60) + (−25) = 0 + (−25) = −25
STATEMENTS THAT ARE TRUE FOR MANY DIFFERENT NUMBERS
Background information
• Some statements are true for a limited number of pairs of numbers,
for example, the statement
(natural number) + (natural number) = 10 has five different solutions:
1 + 9 = 10; 2 + 8 = 10; 3 + 7 = 10; 4 + 6 = 10; 5 + 5 = 10
• Some statements are true for an infinite number of pairs of
numbers, for example, the statement (integer) + (integer) = 10 has
infinite different solutions: all those above as well as solutions like
11 + (–1) = 10; 12 + (–2) = 10; 13 + (–3) = 10; 14 + (–4) = 10;
15 + (–5) = 10; etc.

18.3 Adding and subtracting integers

PROPERTIES OF INTEGERS
Background information
• Refer to question 11 above:
o In question 11(b): 50 + (–30) = 20, but we know that 50 – 30 = 20.
o In question 11(c): 20 + (–10) = 10, but we know that 20 – 10 = 10.
o In question 11(d): 75 + (–25) = 50, but we know that 75 – 25 = 50.

MATHEMATICS GRADE 7 TEACHER GUIDE 265

 • All these number sentences prove the addition rule for integers:
Adding a negative integer is equivalent to subtracting its
additive inverse.
• Addition and subtraction are inverse operations (what one does is the
opposite of what the other does). This means the following:
o If 50 + (–30) = 20 then 50 – (–30) = 80, but 50 + 30 = 80.
o If 20 + (–10) = 10 then 20 – (–10) = 30, but 20 + 10 = 30.
o If 75 + (–25) = 50 then 75 – (–25) = 100, but 75 + 25 = 100.
• All these number sentences prove the subtraction rule for integers:
Subtracting a negative integer is equivalent to adding its
additive inverse.
Teaching guidelines
In question 4 learners should discover the following rules for integers:
• Adding a negative integer is equivalent to subtracting its additive
inverse.
• Subtracting a negative integer is equivalent to adding its additive inverse.
Answers
1. (a) 20 (b) 100
2. (a) Yes (b) 25
3. (a) Yes, it equals 60. (b) (−40)
4. See LB page 234 above and page 235 alongside.
5. (a) 0 (b) 30 (c) 0 (d) (−30)
6. (a) 20 + (−12) = 8 (Read as “twenty plus negative twelve”, NOT
“twenty plus minus twelve”.)
Because 20 = 12 + 8 and 12 + 8 + (−12) = 12 + (−12) + 8 = 8
(b) 20 + 8 = 28
Addition of positive numbers.
(c) 20 − (−8) = 28 (Read as “twenty minus negative eight”, NOT
“twenty minus minus eight”.)
To subtract a negative number gives the same result as adding a positive
number.
(d) 20 − 8 = 12
Because the difference between 12 and 20 is 8.

MATHEMATICS GRADE 7 TEACHER GUIDE 266

SOME HISTORY
This passage confirms that:
• adding a negative number has the same effect as subtracting its additive
inverse
• subtracting a negative number has the same effect as adding its additive
inverse
• the addition rule for integers above can be investigated by comparing
patterns P and Q below
• the subtraction rule for integers above can be investigated by comparing
patterns R and S below.
Pattern P Pattern Q Pattern R Pattern S
1 + 3 = … 1 + 3 = … –1 – 3 = … –1 + (–3) = …
1 + 2 = … 1 + 2 = … –1 – 2 = … –1 + (–2) = …
1 + 1 = … 1 + 1 = … –1 – 1 = … –1 + (–1) = …
1 + 0 = … 1 + 0 = … –1 – 0 = … –1 + 0 = …
1 + (–1) = … 1 – 1 = … –1 – (–1) = … –1 + 1 = …
1 + (–2) = … 1 – 2 = … –1 – (–2) = … –1 + 2 = …
1 + (–3) = … 1 – 3 = … –1 – (–3) = … –1 + 3 = …
1 + (–4) = … 1 – 4 = … –1 – (–4) = … –1 + 4 = …
1 + (–5) = … 1 – 5 = … –1 – (–5) = … –1 + 5 = …
Misconceptions
• Read 5 – (–5) as “five minus negative five”, NOT “five minus minus five”.
• Read 5 + (–5) as “five plus negative five”, NOT “five plus minus five”.
• Read (–5) – 3 as “negative five minus three”, NOT “minus five minus
three”.
Answers
7. (a) 20 + 10 = 30 (b) 100 + 100 = 200 (c) 20 − 10 = 10
(d) 0 (e) (−10) (f) 0
(g) (−30) (h) (−200)
8. See LB page 236 alongside.
9. (a) True: (−10) − (+3) = (−10) + (−3) = −13
(b) False: (−10) + 5 ≠ (+10) + 5

MATHEMATICS GRADE 7 TEACHER GUIDE 267

Answers
9. (c) False: (+15) − (−10) ≠ (+15) − (+10)
(d) True: (+8) + (−10) = (+8) − (+10) = 8 − 10 = −2
(e) False: (−10) + (+8) ≠ (−10) + (−8)
(f) True: (−10) + (+8) = (−10) − (−8) = −2
(g) False: (−10) − (+8) ≠ (−10) − (−8)
(h) True: (+10) − (−8) = (+10) + (+8) = 18
PROPERTIES OF OPERATIONS
Background information
• Addition of integers is commutative, which means that when integers
are added, the numbers can be swopped around.
• Addition of integers is associative, which means that the order in
which you perform the operations makes no difference.
Teaching guidelines
Learners use the addition and subtraction rules for negative numbers to solve
problems.
Answers
1. (a) −8 (b) −8 (c) −2 (d) −2 (e) 4
(f) 4 (g) 34 (h) 34 (i) −36 (j) −36
2. (a) Yes, it is commutative.
(b) If you add any two integers, the order of the integers does not affect the
answer, for example (−2) + 5 = 3 and 5 + (−2) = 3.
3. (a) 4 (b) −4 (c) −10 (d) 10
(e) 27 (f) −27 (g) −17 (h) 17
4. (a) No, it is not commutative.
(b) If you change the order of the numbers, you do not get the same answer,
for example 9 − 5 ≠ 5 − 9 and (−40) − (−23) ≠ (−23) − (−40).
5. Yes, it is. For example:
[(−6) + 4] + (−3) = −5 (−6) + [4 + (−3)] = −5 [(−6) + (−3)] + 4 = −5

MATHEMATICS GRADE 7 TEACHER GUIDE 268

Grade 7 Term 4 Chapter 19 Numeric patterns

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
19.1 Investigating and extending numeric Extending patterns in both directions from given values Pages 238 to 239
patterns
19.2 Making patterns from rules Using recursive rules to generate terms of patterns Page 239
19.2 Making patterns from expressions Using expressions to generate output values for given input values; Pages 239 to 241
understanding what decreasing and increasing sequences mean

CAPS time allocation 3 hours

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Mathematical background
We can think of a sequence as a list of numbers (or elements) that are in a certain order. There are many mathematical fields where sequences are useful, for
example when we study functions, sequences are useful, and the study of series has sequences as its basis.
The function concept is a formal description of the relationships between different quantities. The work we did on number patterns leads directly to the
function concept.
Patterns can be extended if a few elements are given and the rule can be deduced, for example “add 5”.
Patterns, like those mentioned above can be extended, in both directions.
Patterns can be generated if a rule is given, for example “start at 3 and add 11” or “start at 20 and subtract 3”.
Patterns or sequences can be generated if a rule is known in the form of an expression, for example “multiply the input by 4 and add 2”.
Patterns can be increasing, which means as the term number increases, the value of the term also increases, or they can be decreasing.
To recognise a number pattern is an important problem-solving skill. It helps you to be able to generalise towards a solution. It helps learners to understand
the use of symbolic forms to represent and analyse mathematical situations. It also helps learners understand how to use mathematical models and analyse
change in real and in abstract contexts.

MATHEMATICS GRADE 7 TEACHER GUIDE 269

19.1 Investigating and extending numeric patterns
PATTERNS IN TWO DIRECTIONS
Teaching guidelines
Learners have to find the constant difference between successive terms and use it
to continue the sequence forwards and backwards. To go forwards, the constant
difference should be added, and to go backwards, it should be subtracted. For
example, in sequence A, the constant difference is 2. To get the terms that
precede 4, learners have to subtract 2 from each term as it is formed to get the
one preceding it.
The rules used in this section are quite simple, given as “add the constant
difference”.
When learners write their own patterns, let them write their rules down as
well. You could let them work in pairs and find the rules to each other’s
sequences.
Misconceptions
Once learners have the constant difference, they add it to go backwards instead
of subtracting.
Note on the questions
In this section the main focus is to recognise the rules by which parts of a
sequence were formed.
Answers
1. (a) See the completed table on LB page 238 alongside.
(b) +2
(c) +3
2. (a) 120; 140; 160
(b) 280
3. (a) 80; 60; 40
(b) −80
4. (a) −2
(b) The difference is not constant.
5. See the completed table on LB page 238 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 270

Answers
6. (a) 36 49 64 81 (b) 38 51 66 83
(c) 5 −1 −8 −16 (d) 35 35 34 32
7. Learners’ own answer

19.2 Making patterns from rules

Teaching guidelines
Help learners who struggle with the negative numbers to understand what is
required.
The sequences in questions 1 and 2 can be checked for correctness.
Learners can work in pairs to make their own sequences from question 3 to
question 8. Let them first write their sequences and then explain to a partner
what their rule was. They can check each other’s sequences for correctness.
Answers
1. (a) 30 25 20 15 10 5 0 −5 −10 −15
(b) −30 −35 −40 −45 −50 −55 −60 −65 −70 −75
(c) −30 −25 −20 −15 −10 −5 0 5 10 15
2. (a) −10 −5 0 5 10 15 20 25 30 35
(b) −10 −15 −20 −25 −30 −35 −40 −45 −50 −55
3. to 8. Learners’ own answers.

19.3 Making patterns from expressions

Teaching guidelines
Remind learners that they use the values of x as input and the output is given by
the calculated values of the expression.
Let them check each other’s substitution if necessary, i.e. if there are learners
who cannot substitute correctly and get the wrong answers.
Misconceptions
Some learners may forget the order of operations and do the calculation
incorrectly.
Answers
1. (a) See the completed table on LB page 239 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 271

Answers
1. (b) Yes, the constant difference is +2.
(c) See the completed table on LB page 240 alongside.
(d) +3
(e) See the completed table on LB page 240 alongside.
(f) One may say 3, but since the values decrease by 3, we may describe the
difference as −3.
(g) See the completed table on LB page 240 alongside.
(h) −2
2. (a) −15 (b) −27 (c) −35
3. (a) 29 (b) 17 (c) 53 (d) 41
4. 5 and 7; or 9 and 11; or any two consecutive odd numbers bigger than 5
Teaching guidelines
Talk about the words we use:
• consecutive means one follows directly on the other
• constant or common difference means if consecutive terms are
subtracted, the differences are the same.
Discuss ways that the expressions in question 5 can be matched with the
correct sequence. They could use substitution or find the common difference
between the terms and match it with an expression where the variable is
multiplied by that number. For example, see question 5 on LB pages 240–241,
sequence A has a difference of 5 between terms, so test expression (d) to see if it
generates the given terms of the sequence.
Explain the meaning of an increasing sequence and a decreasing sequence and
connect the idea to the coefficient of the variable (the value by which x is
multiplied) – if it is positive, the sequence increases, but if it is negative, the
sequence decreases. The rate at which the sequence increases or decreases is
determined by the magnitude of the coefficient.

MATHEMATICS GRADE 7 TEACHER GUIDE 272

Answers
5. See LB page 241 alongside.
6. (a) A, B, C, E, G and H
(b) D, F and I
7. (a) 5
(b) 4
(c) H increases by the biggest amount, namely 7 from one term to the next.
8. (a) I
(b) D
9. (a) For example: 50 42 34 26 18
(b) For example: 50 52 54 56 58
10. (a) 6 × x − 1
(b) One way is to write some terms of the sequence for each of the
expressions.
11. increasing decreasing increasing increasing

MATHEMATICS GRADE 7 TEACHER GUIDE 273

MATHEMATICS GRADE 7 TEACHER GUIDE 274
Grade 7 Term 4 Chapter 20 Functions and relationships 3

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
20.1 Relationships between variables Different ways to describe a rule for a relationship; tables to words; Pages 242 to 245
tables to flow diagrams; formulae to tables
20.2 Integers in the rules for Rules that have integers as constants Pages 245 to 246
relationships

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Mathematical background
In algebra, a multiplication sign between a number and a letter symbol, or between two letter symbols, does not need to be written, for example
• 2 × x and a × b can be written as 2x and ab respectively.
• Also, 5(x + 2) means 5 × (x + 2).
A relationship between two variables can be described:
• in words
• in tables
• using flow diagrams
• using an expression like 3x – 7
• using a formula like y = 3x – 7.
When we work with rules like –2x + 5 care must be taken when substituting negative numbers, for example if x = –3: –2(–3) + 5 = 6 + 5 = 11.

MATHEMATICS GRADE 7 TEACHER GUIDE 275

20.1 Relationships between variables
DIFFERENT WAYS TO REPRESENT THE RULE FOR A RELATIONSHIP
Teaching guidelines
Learners have already worked with the different ways in which a relationship
can be represented. Remind them that we work with input numbers to which we
apply a rule to get output numbers.
Show learners that a relationship can be represented by:
• a description in words
• a flow diagram
• a table of values
• an expression, such as x × 7 + 25
• a formula, such as y = 7 × x + 25.
Notes on questions
In this section learners substitute input values into the rules to get output values.
Answers
1. (a) 7 × 10 + 25 = 70 + 25 = 95
(b) 7 × 20 + 25 = 140 + 25 = 165
(c) 7 × 5 + 25 = 35 + 25 = 60
(d) 7 × 15 + 25 = 105 + 25 = 130
2. (a) 25
(b) 55
(c) 70
(d) 295

MATHEMATICS GRADE 7 TEACHER GUIDE 276

Teaching guidelines
We introduce the following two new ideas in this section:
• When we know the output value and need to calculate the
corresponding input value, we can write an equation, for example
3 × x – 5 = 25 means that the value of x is now an unknown in the
equation.
• In an expression like 3 × x – 5, the multiplication sign can be left out so
that we get 3x – 5, which is a shorter way of writing expressions.
Misconceptions
Learners misinterpret expressions in flow diagram form like –5 ×3 and write
it as an expression as x – 5 × 3, not inserting brackets. The correct expression
would be (x – 5) × 3.
Notes on questions
Learners do not have to solve equations formally, but they may intuitively
reverse the flow diagram.
Answers
3. See the completed table on LB page 243 alongside.
4. 3 × x − 5 = 61
5. (a) See LB page 243 alongside.
(b) Flow diagram C
6. (a) y = 3(x − 5)
(b) y = 5x + 3 and y = 3 + 5x
FORMULAE FOR TABLES
Teaching guidelines
Let learners work in pairs and find the rule and the missing values of the output
values. They should find the difference between successive terms, which is 8 in
question 1. If x is multiplied by 8, the amount still to be added to get 13 is 5.
Therefore, the rule is y = 8x + 5. Let learners write a flow diagram for the rule and
also give the rule in words.
Answers
1. (a) If x = 3, y is 29 If x = 7, y is 61 If x = 8, y is 69

MATHEMATICS GRADE 7 TEACHER GUIDE 277

1. (b) If x = 20, y is 165
If x = 21, y is 173
If x = 22, y is 181
(c) y = 8x + 5
2. See the completed tables on LB page 244 alongside.
3. See the completed tables on LB page 244 alongside.
4. See the completed tables at the top of LB page 245 on the following page.

MATHEMATICS GRADE 7 TEACHER GUIDE 278

20.2 Integers in the rules for relationships
RULES THAT MAY LOOK STRANGE AT FIRST
Teaching guidelines
Explain that we usually write the expressions with the variable term first, for
example it is not wrong to write 5 + 12x, but we normally write it as 12x + 5.
Care should be taken when there are negative numbers in an expression, for
example 3 – 10x can be written as –10x + 3 and not as –3 + 10x.
Misconceptions
Learners do not keep the sign and the value of a negative number together, in
other words, rewriting an expression like 50 – 4x they write 4x – 50. Let learners
describe the original expression in words so that they can understand the order
of the operations.
Answers
1. See answers on LB page 245 alongside.
2. A. Multiply by 3 and then subtract 5
B. Multiply by 3 and then add (−5)
C. Subtract 3 and then multiply by 5
D. Add (−3) and then multiply by 5
E. Multiply by 3 and then subtract (−5)
F. Multiply by 3 and then add 5
3. (a) −(10 × 5) + 3 = −50 + 3 = −47
(b) −(10 × 10) + 3 = −100 + 3 = −97
(c) −(10 × 20) + 3 = −200 + 3 = −197
(d) −(10 × 1) + 3 = −10 + 3 = −7
4. A. y = 3x − 5 B. y = 3x + (−5)
C. y = 5(x − 3) D. y = 5(x + (−3))
E. y = 3x − (−5) F. y = 3x + 5
5. (a) 20 − 5x (−5x) + 20 20 + (−5x)
(b) 20 + 5x 5x + 20 20 − (−5x) 5(x + 4)
(c) 5x − 20 (−20) − (−5x) −((−5x) + 20)

MATHEMATICS GRADE 7 TEACHER GUIDE 279

Notes on questions
Rules like 5x + 20 and –5x + 20 may seem different, but learners must be aware
that there may be values of x for which the expressions could have the same
value, in this case x = 0 (both expressions equal 20).
Answers
6. See the completed table on LB page 246 alongside.
7. (a) x = 0
(b) all values of x
(c) all values of x
(d) no values of x
(e) all values of x

MATHEMATICS GRADE 7 TEACHER GUIDE 280

Grade 7 Term 4 Chapter 21 Algebraic expressions 2

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
21.1 Interpret rules to calculate values of Rules to calculate values if variables are given in words and are translated into Pages 247 to 249
a variable expressions; expressions are translated into words; rules are compared to find
different forms of the same rule; brackets are removed
21.2 Slightly different kinds of rules Integers are used as constants in the expressions; additive inverses are used to Pages 249 to 251
write rules for relationships as expressions

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Mathematical background
Algebraic expressions are instructions to calculate values.
The independent variable, is the input. The expression tells you what calculations should be performed on the input variable to produce an answer, called
the output variable. In this way, the expression forms the rule for a relationship.
The constants in the expression can be negative numbers and the input values can also be integers.
An understanding of the additive inverse of numbers is important when we work with integers in expressions.
Rules can be simplified to make the number of calculations less or easier, for example a rule like:
• 3x + 7 + 2x – 3 can be written as 5x + 4
• 3(x + 2) can be written as 3x + 6
• 22 – (–3x) can be written as 22 + 3x, and so on.

MATHEMATICS GRADE 7 TEACHER GUIDE 281

21.1 Interpret rules to calculate values of a variable
RULES IN VERBAL AND SYMBOLIC FORM
Teaching guidelines
Learners use the rule given in words to complete the table in question 1. Let
learners read through the explanation and discuss in small groups or pairs how
to write the rule as an expression.
As they work through the questions remind them to be aware of the
expressions that give the same values.
Misconceptions
Learners remove brackets incorrectly so they may think that 3(x + 5) and 3x + 5
give the same values (and are therefore equal).
Notes on the questions
By describing rules in words, learners can become aware of which expressions are
equivalent, which means they give the same output values for the same input
values. This teaches them about removing brackets correctly; inserting brackets;
when to do multiplication first and how to do operations when brackets are
involved.
Answers
1. See the completed table on LB page 247 alongside.
2. (a) Multiply the number by 15 and then add 30 to the answer.
(b) Multiply the number by 15 and then add 30 to the answer.
(c) Add 30 to the number and multiply the answer by 15.
(d) Add 2 to the number and multiply the answer by 15.
(e) Multiply the number by 15 and subtract 30 from the answer.
(f) Subtract 30 from the number and multiply the answer by 15.
(g) Subtract 2 from the number and multiply the answer by 15.
3. 3(x + 5) means you first add 5 to the number and then multiply the answer
by 3, while 3x + 5 means you first multiply the number by 3 and then add 5
to the answer. The difference is 10.
4. See the completed table on LB page 247 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 282

Answers
5. See the completed table on LB page 248 alongside.
6. (a) A, C and D will produce the same output numbers.
See the completed table on LB page 248 alongside.
(b) A: 10x + 20
B: (x + 20) × 10 or 10(x + 20)
C: (x + 2) × 10 or 10(x + 2)
D: 3x + 15 + 7x + 5
7. (a) A, D, E and F
(b) A: Multiply the number by 5 and then add 20.
B: Multiply the number by 4 and then add 19.
C: Add 20 to the number and then multiply the answer by 5.
D: Multiply the number by 5 and then add 20.
E: Add 4 to the number and then multiply the answer by 5.
F: Multiply the number by 3, add 7, add twice the number and then
add 13.
(c) See the completed table on LB page 248 alongside.
(d) Learners can work in pairs to check their answers.

MATHEMATICS GRADE 7 TEACHER GUIDE 283

Answers
8. (a) A, E and F.
Learners should be allowed to check their answers themselves when
they have done question (c).
(b) A: Multiply the number by 5 and subtract 20 from the answer.
B: Multiply the number by 5 and subtract the answer from 20.
C: Subtract 20 from the number and multiply the answer by 5.
D: Multiply the number by 3 and subtract 18 from the answer.
E: Subtract 4 from the number and multiply the answer by 5.
F: Multiply the number by 9, add 10, then subtract 4 times the number
and then subtract 30.
(c) See the completed table on LB page 249 alongside.

21.2 Slightly different kinds of rules

SUBTRACT POSITIVE AND NEGATIVE QUANTITIES
Teaching guidelines
Use the tables to show learners that expressions like –100 + 5x and 5x – 100 give
the same values, the only difference is the order of the terms in the expression.
Use this to reaffirm the idea that we can change the order when adding, but
where negative numbers are involved, care should be taken. For example, with
5 + 7x = 7x + 5, we can exchange the terms, but if we have 5 – 7x, we should think
of it as 5 + (–7x), so if we want to change the positions, we have to write
(–7x) + 5 and we can leave out the bracket and write –7x + 5.
Misconceptions
Learners write 10x – 5 and 5 – 10x as if they were the same and give the same
values.
Answers
1. See the completed table on LB page 249 alongside.
2. (a) See the completed table on LB page 249 alongside.
(b) 100 − 5x and 5 − 10x
(c) The values increase.

MATHEMATICS GRADE 7 TEACHER GUIDE 284

Answers
3. (a) They will keep on increasing.
(b) 100 − 3x decreases as x increases, because the bigger x is, the more is
subtracted from 100.
4. −20 −30 25 20 −40
5. See the completed table on LB page 250 alongside.
6. See the completed table on LB page 250 alongside.
7. See the completed table on LB page 250 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 285

EXPRESSIONS WITH ADDITIVE INVERSES
Teaching guidelines
Stress the fact that a number and its additive inverse add up to 0.
Show learners that adding the additive inverse of a number is the same as
subtracting the number by using the values in the tables alongside.
For example: 5 + (– 5) = 5 – 5.
Misconceptions
Learners ignore the negative sign and for example, work with 100 – (–10x) as if it
were 100 – 10x.
Answers
1. See the completed table on LB page 251 alongside.
2. See the completed table on LB page 251 alongside.
3. See the completed table on LB page 251 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 286

Grade 7 Term 4 Chapter 22 Algebraic equations 2

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
22.1 Describing problem situations Writing closed number sentences in order to describe situations Page 252
22.2 Analysing and interpreting equations Choosing equations to fit situations and interpreting the equations Page 253
22.3 Solving and completing equations Using inspection to find solutions to equations; using trial and improvement Pages 253 to 256
to find solutions to equations
22.4 Identifying variables and constants Using the information in the problem to decide which quantities are variables Page 256
and which are constants
22.5 Numerical values of expressions Using substitution to find values of expressions and comparing these Page 257
expressions in various ways

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Mathematical background
Two mathematical expressions on either side of an equal sign is an equation, for example 3x + 5 = 17 or 5x – 1 = 2x + 2.
The equality sign in an equation tells us that the value of the expression on the left-hand side is equal to the value of the expression on the right-hand side.
In other words, an equation tells us that two mathematical expressions have the same value, for example: 12 + x = 30; 3x – 7 = 14.
We can interchange the left-hand side and the right-hand side of an equation and it will still be true, for example: 30 = 12 + x is the same as 12 + x = 30 and
14 = 3x – 7 is the same as 3x – 7 = 14.
When we solve an equation, we find the value (or values) of the unknown (x in the examples) that makes the equation true.
An equation like y = ax + b is an example of a rule for a function. The value of y depends on the value of x. Therefore, we can find a set of pairs of values for x
and y that will satisfy the equation.
In a sense, most of the work learners will do in algebra will be with rules for functions. When they substitute values
into expressions, they will be finding y-values and when they solve equations, they will be finding an x-value that
goes with a particular y-value as the diagram alongside illustrates.
In Grade 7 learners will be working with equations to:
• understand that a situation can be described in terms of an open mathematical sentence in order to find a
solution to a problem
• learn how to make use of variables and constants in a situation
• solve equations by inspection or trial and improvement, which strengthens the idea that only certain values of the variable make the equation true
• compare the values of different expressions for the same values of the independent variable (to compare y-values for the same x-values).

MATHEMATICS GRADE 7 TEACHER GUIDE 287

22.1 Describing problem situations
Teaching guidelines
Learners can work on their own and check their answers with a partner. All the
answers are closed sentences.
Misconception
Learners get the two sides of the sentence wrong, or they interpret the given
information incorrectly. For example, for question 3 learners might write
500 – 150 if they misunderstand which amount was discounted.
Notes on the questions
Writing the closed sentences in this section gives learners more practice in
translating sentences given in words into writing mathematical sentences.
Answers
1. 14 + 3 = 17
2. (a) −16 + (−17) = −33
(b) 2 × 3 = 6
3. 500 + 150 = 650
4. 55 − 12 + 9 + 12 − 9 = 55
5. See LB page 252 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 288

22.2 Analysing and interpreting equations
Teaching guidelines
Let learners analyse the situation and decide which quantity will be the
unknown (variable) represented by a letter symbol. In most of these questions
the unknown is given.
The next step is to write an open sentence that describes the situation, using
the given numbers and the correct operations, for example in question 2 the
number of sweets each learner gets has to be multiplied by 5 (the number of
learners) to get the total number of sweets.
When a solution is found, it has to be tested to see if it makes the open
sentence true.
Answers
1. (a) C. x + 20 = 520 (b) R500
2. (a) B. 5s = 60
(b) 5s = 60 so s = 60 ÷ 5 = 12 Each learner gets 12 sweets.
(c) s represents the number of sweets each learner should receive.
3. (a) A. n − 6 = 7 (b) 13 passengers
4. 3 × 5 = 15 or 5 + 5 + 5 = 15
5. 4 + 3 + 5 = 12

22.3 Solving and completing equations

SOLVE BY INSPECTION
Teaching guidelines
Remind learners how to add and subtract integers, especially adding two
negative numbers (1(b)) and subtracting a negative number from another
negative number (1(k)).
Misconception
Learners write negative numbers without the sign.
Answers
1. (a) 13 + 9 = 22 (b) −50 + (−50) = −100 (c) 7 × 8 = 56
(d) 9 − (−3) = 12 (e) −5 + 12 = 7 (f) 4 × 7 = 28
(g) 6 − 9 = −3 (h) 9 − 6 = 3 (i) 5 + (−12) = −7
(j) 10 + (−2) = 8 (k) (−1) − (−1) = 0 (l) 0 + (−2) = −2

MATHEMATICS GRADE 7 TEACHER GUIDE 289

2. (a) Yes. −3 + 3 = 0
(b) No. 3 − 1 = 2
(c) No. −5 + (−2) + (−2) = −9
(d) Yes. 3 − (−1) = 3 + 1 = 4
3. (a) x = 2 (b) x = −2 (c) x = −6
(d) x = −2 (e) x = 2 (f) x = 6
1
(g) x = 8 (h) x = 8 (i) x = 2
4. (a) x = 0 (b) x = −8 (c) x = −3
(d) x = −5 (e) x = 5 (f) x = 15
(g) x = −15 (h) x = −5 (i) x = 15
(j) x = 1 (k) x = 0 (l) x = 0
5. (a) x = 7 (b) x = −7
(c) x = −2 (d) x = −2
6. (a) See the completed table on LB page 254 alongside.
(b) See the completed table on LB page 254 alongside.
(c) See the completed table on LB page 255 on the following page.

MATHEMATICS GRADE 7 TEACHER GUIDE 290

SOLVE BY TRIAL AND IMPROVEMENT
Teaching guidelines
Learners should understand that when we solve an equation we are working out
the value of an unknown quantity. That value will make the left-hand side of the
equation equal to the right-hand side. In other words, we want to know, “what
must the unknown value be so that the equation is true?” For example, “what
should x be in 42x + 8 = 302?” One of the ways we can use to find the answer is
by trial and improvement.
• Try x = 10: it is too large and gives 428 when substituted into 42x + 8 and
not 302.
• Try x = 5 next: it is too small and gives a number less than 302 when
substituted.
• Now we know the answer should be between 5 and 10, so we try x = 6:
42 × 6 + 8 = 260, x is still too small; try x = 7: 42 × 7 + 8 = 302, so x = 7.
Misconception
Learners become confused with what they are calculating and forget to give the
value of the unknown that satisfies the equation as the answer.
Answers
1. See LB page 255 alongside.
2. See LB page 255 alongside.
3. See LB page 255 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 291

Answers
4. See LB page 256 alongside.
5. See LB page 256 alongside.

22.4 Identifying variables and constants

Teaching guidelines
Explain to the learners that when we write an equation to describe a situation we
need to be clear on what the variables are and what the constants are.
Misconceptions
Learners cannot recognise the variable, for example the number of pockets of
cement, and confuse it with the mass. Make sure that they can isolate the
quantities that can vary in a description of the situation.
Answers
1. (a) y is a variable. The combined mass varies or changes according to the
number of pockets of cement.
(b) 90 is a constant. The mass of one pocket of cement is 90 kg.
(c) x is a variable. The number of pockets of cement to be transported may
vary.
(d) 2 680 is a constant. The mass of the empty truck is 2 680 kg.
2. (a) y is a variable. The length of the spring depends on the number of mass
pieces hooked.
(b) 8 is a constant. It remains the same all the time.
(c) x is the variable. It is the number of mass pieces hooked to the bottom
and it changes.
(d) 40 is a constant.

MATHEMATICS GRADE 7 TEACHER GUIDE 292

22.5 Numerical values of expressions
SUBSTITUTING NUMBERS INTO EXPRESSIONS
Teaching guidelines
Substituting the values creates the sequences from which learners can make
deductions about finding an unknown, for example 100 – 9x = –800 means –9x
has to be –900, so x has to be 100.
Substituting values also reinforces the use of x as a variable.
Furthermore, the concept of two different expressions having the same value
will be important in later work when learners solve two equations
simultaneously.
Comparing two expressions for the same values of the variable (x) could help
learners to think about the way the values of the expressions increase or
decrease, and at which x values the one is less than the other, equal to and
greater than the other.
Looking at expressions such as 3x – 3; 3x – 2 and 3x – 1, shows learners that the
difference between the first and the second is always 1 and between the first and
the last is always 2. Let them try to give a reason why this is so (the constants
differ by those values).
Answers
1. (a) See the completed table on LB page 257 alongside.
(b) The sequence generated by 100 − 9x decreases fastest, and the sequence
generated by 100 − 3x decreases slowest.
2. (a) See the completed table on LB page 257 alongside.
(b) x = 4
(c) For x values 5, 6 and 7 (in fact for all x values bigger than 7, but it would
be unfair to expect learners to realise this now).
(d) Yes (because 3x − 1 increases by +3 while 2x + 3 increases by +2).
(e) The sequence generated by 3x – 3.

MATHEMATICS GRADE 7 TEACHER GUIDE 293

MATHEMATICS GRADE 7 TEACHER GUIDE 294
Grade 7 Term 4 Chapter 23 Collect, organise and summarise data

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
23.1 Collecting data Distinguish between populations and samples; construct a questionnaire Pages 258 to 262
23.2 Organising data Classify data; organise data using tallies in frequency tables, dot plots and Pages 262 to 270
stem-and-leaf displays; group data into intervals
23.3 Summarising data Find the mode, median, mean and range of a set of numerical data Pages 270 to 273

CAPS time allocation 5 hours

CAPS content specification Pages 78 to 79

Mathematical background
Data handling is the part of Mathematics that deals with numbers and facts that we collect about the world around us. Data can be many different things,
for example, people’s opinions on politics or the success rates of treating people with a certain kind of medicine. We use data to help us make decisions and
solve problems about the world around us.
The data handling cycle consists of the following phases:
• Pose a question: Identify a real-life problem and pose (formulate) a question that requires the collection of data.
• Collect data: Identify the data source (the population), which is the whole group you are asking the question about. If the population is too large to
handle, select a smaller group (the sample) to represent the population. Find the most suitable method to collect the data, for example through
observation (by watching something closely) or by using a questionnaire (a list of questions) or research material. Decide whether to use a data
collection sheet (during observation) or a questionnaire (during interviews) to collect the data.
• Classify and organise data: Identify whether the data is categorical (words) or numerical (numbers) and whether the numerical data is discrete
(fixed numbers) or continuous (measurements). Sort the data into categories or into ungrouped or grouped intervals. Organise the data using tallies in
frequency tables as well as dot plots or stem-and-leaf displays.
• Summarise data: Find the mode, median and mean, which are measures of central tendency (balance), as well as the range, which is a measure of
spread (width).
• Represent data: Draw a graph of the data, for example a bar graph, histogram or pie chart.
• Interpret and analyse data: Ask questions about the data and identify and describe trends or patterns in the data in order to draw conclusions
about the data.
• Report on the data: Explain what the data tells about the problem or question and predict how the data can be used to solve problems about the
world around us.

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23.1 Collecting data
Background information
The data handling cycle is started by identifying a real-life problem and
posing (formulating) a question that requires the collection of data. Before data
is collected, questions should be asked about the following:
• The question: What was asked?
• The population: Who/What is the whole group the question is about?
• The sample: Must a smaller group be chosen to represent the
population?
• The data collection method: Which method is best to obtain the
data?
o Observation (by watching something closely)
o Interview (by talking to someone face-to-face)
• The data collection instrument: How will the data be recorded?
o On a data collection sheet (during observation)
o On a questionnaire (during an interview or survey).
POPULATIONS AND SAMPLES: FROM WHOM TO COLLECT DATA
Teaching guidelines
Discuss the following:
• the bullet points in the Learner Book on page 258 are to be considered
when data is collected
• the difference between the population and a sample of an investigation
• Thandeka’s method of choosing a sample.

MATHEMATICS GRADE 7 TEACHER GUIDE 296

Background information (continued)
• How to choose a representative sample from the learners in a school:
o Simple random sampling: Choose the sample by drawing names
from a bag that contains the names of all the learners in the school.
o Systematic random sampling: Choose a number from 1 to 20 at
random, say 14. Then choose every fourteenth name on an
alphabetical list of all the learners in the school.
o Stratified sampling: Determine the ratio of boys to girls in the
school. Now choose a random sample from the whole school in that
ratio.
o Cluster sampling: Divide the learners in the school into grades
and each grade into classes. Choose one class at random from each
grade.
• How NOT to choose a sample from the learners in a school:
o Convenience sampling: Choose only your friends to be part of the
sample.
o Self-selection sampling: Ask who in school would like to be part
of the sample.
o Quota sampling: Choose only boys in Grade 12 to be part of the
sample.
Teaching guidelines (continued)
Discuss the following:
• the points to remember when choosing a sample, on LB page 259
• Ganief’s method of choosing a sample.
THINKING ABOUT POPULATIONS AND SAMPLES
Teaching guidelines
The sample is a smaller group than the population.
Answers
1. See LB page 259 alongside.

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Answers
2. (a) All the learners in every grade in my school.
(b) Possible answer: Ten learners from each grade in my school.
3. (a) 2 500 ÷ 26 000 × 100% = 9,6%
(b) To make sure that they were not collecting data from only one group.
(c) Learners’ own answer.
4. No, because her sample is only girls (who don’t often play rugby) and
because she is sampling from only one school (and learners in other schools
in her town may have different views). Also, there are 13-year-olds in other
grades too, which she needs to include in her sampling method.
CONSTRUCTING QUESTIONNAIRES: HOW TO COLLECT DATA
Background information
• A questionnaire is a sheet with questions used to collect data from
people.
• The person who answers these questions is called the respondent.
• When a questionnaire is constructed, different types of questions can
be asked:
o Questions with “yes” or “no” responses (answers).
o Multiple choice questions with a selection of answers.
o Questions that ask for a rating like “never”, “sometimes” or “always”.
o Open questions where the respondents may enter their own view or
information.
• If you use the wrong method or instrument for collecting data, the data
may be flawed. This could lead to unreliable conclusions and
predictions.
Teaching guidelines
Discuss:
• what questionnaires and respondents are
• the types of questions listed on LB page 260.

MATHEMATICS GRADE 7 TEACHER GUIDE 298

Background information (continued)
The type of questions that you choose depends on the data you want to collect.
The following should be kept in mind when constructing a questionnaire:
• Ask clear and short questions.
• Start with easy questions.
• Avoid leading questions as they tell you what the answer should be.
• Avoid biased questions as they favour someone or something.
• Avoid offensive questions as they are too personal and may upset
respondents.
• Give clear instructions.
• Make the questionnaire as short as possible.
Teaching guidelines (continued)
Work through the five examples on LB page 261. Point out the following:
• Each question is worded to be as clear as possible.
• Each question allows the data to be collected easily.
MAKING QUESTIONNAIRES
Background information
Multiple choice questions should be constructed with the following in mind:
• The options should not overlap.
• There should be no gaps between the options.
• The options should cover all possible answers.
Teaching guidelines
Discuss the requirements for options of multiple questions listed above.
Answers
1. (a) The question does not make it clear whether this is per week, per month,
per term or per year. The rand symbols are missing. The options overlap
(e.g. if you receive R10 you could tick two different boxes). There is no
option that someone who gets more than R40 a month could tick.
(b)
How much pocket money do you get each month?

□ less than R10 □ R10–R19,99
□ R20–R29,99 □ R30 or more

MATHEMATICS GRADE 7 TEACHER GUIDE 299

Answers
2. (a) All the learners at the school.
(b) Possible answer: ten learners in each grade from Grade 4 to Grade 7.
3.
Sample answer of a question with yes/no responses:
Do you play the following sport? Yes No
soccer
hockey
netball
rugby
cricket

Sample answer of a question with multiple-choice responses:

Which of the following sports do you play?
□ soccer □ hockey
□ netball □ rugby

4. Learners collect data from their population or a sample that they chose.
They keep the data for the next chapter.

23.2 Organising data

Background information
The next phase in the data handing cycle is to classify, sort and organise
the data.
• Classify the data as either categorical (words) or numerical (numbers),
of which the latter can be discrete (fixed numbers) or continuous
(measurements).
• Sort any categorical data into categories and numerical data into
ungrouped or grouped intervals.
• Organise the data using tallies in frequency tables as well as dot plots or
stem-and-leaf displays.

MATHEMATICS GRADE 7 TEACHER GUIDE 300

DIFFERENT TYPES OF DATA
Background information
• Data in the form of words is called categorical data, for example, the
colour of people’s eyes or the type of car they own.
• Data in the form of fixed numbers is called discrete data, for example,
the number of siblings per family or the possible scores when a die is
thrown.
• Data in the form of numbers obtained through measurement is called
continuous data, for example the weight and height of respondents.
• An important note: Although age and shoe size are measurements,
both are treated as discrete data because, in real life, they are expressed in
fixed numbers.
Teaching guidelines
Discuss the difference between categorical and numerical data.
Answers
1. Example 1
2. Question 6 in Example 5
3. See the completed table on LB page 262 on the previous page.
4. Example 3
5. See LB page 263 alongside.
ORGANISING CATEGORICAL DATA
Background information
Data can be organised in ordinary tables, frequency (tally) tables, dot plots and
stem-and-leaf displays.
• Ordinary tables show raw data, which is data as it is collected, before
any sorting is done (refer to the table on LB page 263).
• Frequency (tally) tables show sorted data, after it has been sorted
into categories or intervals (refer to the table in question 4 on LB page
265). Tally marks ( | ) are used to record data items in clusters of five
( | | | | ), which makes it easy to count the number of tally marks in a
particular category.

MATHEMATICS GRADE 7 TEACHER GUIDE 301

Teaching guidelines
Categorical data can be organised in an ordinary table by recording the data as it
is collected, before any sorting is done.
Answers
1. I need to know how many times each language appears in the list. This will
tell me how many learners speak each language.
2. No, there is no particular order as the data is categorical.
Background information (continued)
A dot plot uses dots to show the number of data values in each category of the
data set (refer to question 3(a) on LB page 264 alongside).
• The different categories of data are shown below a horizontal line. To
avoid bias (prejudice and unfairness), the categories are usually listed in
alphabetical order.
• The number of data items in each category is shown as dots directly
above each category.
Teaching guidelines (continued)
Check whether learners understand the features of a dot plot.
Answers
3. (a) See LB page 264 alongside.

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Answers
3. (b) English and Tshivenda; Sepedi and Sesotho
(c) IsiZulu, Afrikaans, isiXhosa, Sepedi, Sesotho, Setswana, Ndebele,
Tshivenda, English, Siswati, Xitsonga
Background information (continued)
A frequency (tally) table uses tally marks to show the counts of data values. It
consists of three columns (see question 4(a) on LB page 265 alongside):
• Column one shows the different categories of data in alphabetical
order.
• Column two show the counts of each category in tallies.
• Column three shows the total number of counts in each category. These
numbers are called the frequency of each category.
Teaching guidelines (continued)
Check whether learners know how to use tallies to organise data in a frequency
(tally) table.
Answers
4. (a) See completed table on LB page 265 alongside.
(b) 44
(c) isiZulu
(d) Siswati and Xitsonga
(e) The highest number of learners (ten) speak isiZulu. This is followed by
Afrikaans, which is spoken by eight learners. One learner speaks English
and one Tshivenda. No learners have Xitsonga or Siswati as a home
language.
An important note
Empty tally tables and dot plots can be used to record categorical and numerical
data as it is collected. This sorts the data at the same time as it is recorded.

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INTRODUCING STEM-AND-LEAF DISPLAYS
Background information
A stem-and-leaf display (plot) shows numerical data listed in two columns
separated by a vertical line (refer to Examples 1 and 2 on LB page 266).
• The stem column (on the left of the vertical line) shows the tens and
hundreds of all the data values in numerical order, including those
which are missing from the sequence.
• The leaf column (on the right of the vertical line) shows the units of all
the data values in numerical order and in line with their relevant stems,
which means that something like 23 | 0, 5 represents the data values 230
and 235.
Teaching guidelines
Learners work through Example 1.
Check whether learners understand the following:
• the features of the stem-and-leaf display
• the key: 1 | 2 means 12.

MATHEMATICS GRADE 7 TEACHER GUIDE 304

Teaching guidelines (continued)
Learners work through Example 2.
Check whether learners understand the following:
• the features of the stem-and-leaf display
• the key: 10 | 2 means 102.
DOT PLOTS AND STEM-AND-LEAF DISPLAYS
Teaching guidelines
Learners work with stem-and-leaf displays and dot plots and answer relevant
questions.
Answers
1. (a) 131, 139, 140, 162, 163, 165, 165, 165, 176, 178, 178, 194, 196, 197
(b) 160s
(c) 165
(d) Refer to the stem-and-leaf display in question 1 on LB page 267
alongside.
(e) No, we cannot because this would mean that there is a value of 150 in
the data set, which is not true. (Remind learners not to leave out stems
15 and 18!)
2. (a) 354, 360, 361, 375, 378, 378, 378, 378, 379, 382, 390, 394, 395, 399, 400
(b)
Key: 35 | 4 means 354
··················
35 4
36 0, 1
37 5, 8, 8, 8, 8, 9
38 2
39 0, 4, 5, 9
40 0

(c) 378

MATHEMATICS GRADE 7 TEACHER GUIDE 305

Answers
3. (a) Refer to the dot plots in question 3(a) on LB page 268 alongside.
(b) The whole set of dots for Mercury looks as if it is more to the left than
the dots for Jupiter, even though the sets do have some of the same
values (they overlap). This means that the sales for Jupiter are generally
higher.
SOMETHING TO THINK ABOUT
Teaching guidelines
When a stem-and-leaf display is turned through 90° in an anti-clockwise
direction, the new graph resembles a dot plot.

MATHEMATICS GRADE 7 TEACHER GUIDE 306

GROUPING DATA INTO INTERVALS
Background information
• Sets of numerical data are usually grouped when:
o the set contains a large number of data values
o the data values are very different in magnitude.
• Data is grouped into intervals to make it easier to handle.
• When data is grouped, the following should be kept in mind:
o intervals should not overlap
o there should be no gaps between intervals.
An important note
Once data is grouped, the original data values cannot be found again. The values
can only be found in the raw data.
Teaching guidelines
Discuss the concept of class intervals and frequency.
WORKING WITH GROUPED DATA
Teaching guidelines
Remind learners that class intervals should neither overlap, nor have gaps
between them.
Answers
1. (a) See the table on LB page 269 alongside.
(b) Less than 1 km.

MATHEMATICS GRADE 7 TEACHER GUIDE 307

Answers
2. (a)
Key: 13 | 9 means 139 cm
13 5, 8, 8, 8, 9, 9
14 0, 0, 2, 3, 6, 8, 8, 8, 8
15 0, 0, 2, 2, 5, 5, 6, 6, 8, 8, 9
16 0, 0, 0, 0, 0, 0, 0, 0, 2, 3,3, 4, 4, 4, 5, 5, 5, 5, 5, 7, 7
17 1, 8, 9

(b) The interval with the biggest number of heights by far is 160–169 cm.
But there are quite a few boys who are between 130 cm and 159 cm tall.
Only three boys are taller than 170 cm.
(c) See the table on LB page 270 alongside.

23.3 Summarising data

Background information
The next phase in the data handling cycle is to summarise the data.
• We summarise data by finding a few numbers that, together, show us
more about the whole data set. Some of these numbers involve all data
values. Others involve only a few.
• Measures of central tendency tell us more about the balance in a
data set.
• The mode shows the most common data value in an ordered data set. It is
equal to the data value with the highest frequency.
o A data set can have more than one mode.
o If the frequencies of all data values are equal, the data set has no mode.
• The median cuts an ordered data set in half.
o If the data set consists of an odd number of data values, the median
is the data value in the middle of the ordered data set.
o If the data set consists of an even number of data values, the median
is the value between the two data values in the middle of the
ordered data set.
• The mean is the average of a data set. It is found by adding all the data
values and dividing the total by the number of data values.

MATHEMATICS GRADE 7 TEACHER GUIDE 308

 • Measures of spread tell us how far apart the data values in an ordered
data set lie.
• The range tells us how far apart the smallest and largest data values in
an ordered data set are. It is equal to the difference between the largest and
smallest data values (the width of the ordered data set).
Teaching guidelines
Discuss the following concepts:
• measures of central tendency
• mode, median and mean of a data set.
Point out the following important facts:
• The mode and median of a data set make no sense if the data values are
not arranged in ascending or descending order.
• ALWAYS change the data set into an ordered data set BEFORE you try to
find the mode and the median.
UNDERSTANDING THE MEAN
Background information
The diagram below explains why the mean of a data set is seen as a “balancing”
measure.

• The number at the end of each arrow shows the difference between the
corresponding data value and the mean.
• The sum of differences to the right of the mean is +49.
• The sum of differences to the left of the mean is –49.
• If the two sums are added, the answer is 0 (the differences from the mean
to the right and to the left balance out).

MATHEMATICS GRADE 7 TEACHER GUIDE 309

Teaching guidelines
• Refer to the stacks of blocks on LB page 271. There are three blocks in a
position higher than fourth. These three blocks can be used to fill the
gaps where the stacks are lower than four blocks high, therefore the
mean height of the five stacks together is four blocks.
• Discuss the concept of range of a data set and point out that it makes no
sense if the data values are not arranged in ascending or descending
order.
DETERMINING THE MODE, MEDIAN, MEAN AND RANGE
Teaching guidelines
Revise the concepts of mode, median, mean and range of a data set.
Answers
1. (a) 5
(b) 4
Total of values 69
(c) Mean = Number of values = 19 = 4
(d) 6 − 1 = 5
2. (a) 23
(b) 2
(c) 2
Total of values 47
(d) Mean = Number of values = 23 = 2

(e) 5 − 0 = 5
3. (a) 16
(b) 40
40 + 40
(c) Median = 2 = 40
Total of values 559
(d) Mean = Number of values = 16 = 34,9

(e) 48 − 15 = 33
4. (a) 16

MATHEMATICS GRADE 7 TEACHER GUIDE 310

Answers
4. (b) 40
40 + 40
(c) Median = 2 = 40
Total of values
(d) Mean = Number of values
635
= 16 = 39,7

(e) 50 − 25 = 25
5. (a) 10, 13, 23, 30, 31, 34, 40, 42, 44, 49, 50, 53, 61, 64, 67, 67, 68, 69, 91, 94
(b) 20
(c) 67
49 + 50 99
(d) Median = 2 = 2 = 49,2

Total of values
(e) Mean = Number of values
1 000
= 20 = 50

(f) 94 − 10 = 84
6. (a) See LB page 273 alongside.
(b) five goals and seven goals
(c) one goal
(d) 0 and 3
(e) One goal is the mode.
(f) Count up to the fifteenth and sixteenth goals (dots) from the left-hand
side. The median is 2.
(g) 61 ÷ 30 = 2,03 goals ≈ 2 goals

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MATHEMATICS GRADE 7 TEACHER GUIDE 312
Grade 7 Term 4 Chapter 24 Represent data

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
24.1 Bar graphs and double bar graphs Draw and interpret bar graphs and double bar graphs Pages 274 to 277
24.2 Histograms Draw and interpret histograms Pages 277 to 283
24.3 Pie charts Draw and interpret pie charts Pages 284 to 287

CAPS time allocation 5 hours

CAPS content specification Pages 78 to 79

Mathematical background
In Chapter 23 we covered the following phases in the data handling cycle:
• Pose a question about a real-life problem that requires the collection of data.
• Collect and record data on data recording sheets during observations and on questionnaires during interviews.
• Classify, sort and organise data in categories or intervals on frequency tables, dot plots and stem-and-leaf displays.
• Summarise data by finding the mode, median, mean and range of the data set.
In this chapter the focus is on representing data, which is the next phase in the data handling cycle. Data is represented by drawing a picture of the
tabulated data. This is done for the following reasons:
• A picture makes information easier to understand.
• It is easier to identify patterns in a picture than in a table. Humans are great at seeing patterns, but they struggle with raw numbers.
• It is easier to identify trends in a picture than in a table. These trends can be upward or downward, and they can even be cyclical. Trends are easy to
see in a picture, but not easy to see in a table.
• People are more attracted when visual information is presented in an aesthetically pleasing manner in the media.
A large variety of statistical displays are used by statisticians and in the media to convey information, for example:
• dot plots, pictographs, single and double bar graphs, pie charts, line and broken-line graphs and scatter plots
• histograms, frequency polygons, ogives (cumulative frequency polygons), regression functions, normal distributions, and so on.
In this chapter we focus on single bar graphs, double bar graphs, histograms and pie charts.

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24.1 Bar graphs and double bar graphs
DRAWING A BAR GRAPH
Background information
• A bar graph uses separate bars to show the frequencies of different
categories in a data set.
• Here are some features of a bar graph:
o It represents only one set of data.
o It represents either categorical or ungrouped numerical data.
o It never represents grouped numerical data.
o It uses bars to show the frequencies of the different categories.
o The heights or lengths of the bars represent the frequencies of the
different categories.
• Bar graphs are suitable to:
o identify patterns in the data
o describe trends shown by the data.
• To draw a bar graph, remember the following:
o All bars must be equally wide.
o Gaps between bars must be equally wide, but narrower than the bars,
unless a bar is missing from the sequence.
o The first bar should not touch the frequency axis.
• Vertical bar graphs are usually used to show change over time at
discrete times, for example, absentees per day of the week.
• Horizontal bar graphs are usually used to compare or rank items at
one point in time, for example, absentees per grade on a specific day.
Teaching guidelines
Discuss the features of a bar graph as reflected by the bar graph on LB page 274.

MATHEMATICS GRADE 7 TEACHER GUIDE 314

Answers
Learners represent Thandeka’s data about languages spoken in her class
(Section 23.2 of Chapter 23) in a bar graph like the one on LB page 275.
USING DOUBLE BAR GRAPHS
Background information
• A double bar graph uses separate pairs of bars to show the frequencies
of different categories in two related data sets.
• Here are some features of a double bar graph:
o It represents two sets of data with matching categories.
o It represents either categorical or ungrouped numerical data.
o It never represents grouped numerical data.
o It uses pairs of bars to show the frequencies of matching categories.
o The heights or lengths of the bars represent the frequencies of the
matching categories.
• Double bar graphs are suitable to:
o identify similar and different patterns in the two sets of data
o describe similar and different trends shown by the two sets of data.
• To draw a double bar graph, remember the following:
o All bars must be equally wide.
o Gaps between pairs of bars must be equally wide, but narrower than
the bars, unless a bar is missing from one or both sequences.
o The first bar should not touch the frequency axis.
o A key (legend) should explain the colours used to distinguish the two
sets of data.
Teaching guidelines
Discuss the features of a double bar graph as reflected by the double bar graph on
the right.
Point out that there is no blue bar for netball because none of the boys play
netball.

MATHEMATICS GRADE 7 TEACHER GUIDE 315

Answers
1. (a) Primary schools
(b) Northern Cape
(c) Eastern Cape, KwaZulu-Natal and Limpopo
2. Refer to the double bar graph on the top of LB page 277 on following page.

MATHEMATICS GRADE 7 TEACHER GUIDE 316

24.2 Histograms
A SITUATION WHERE DATA HAS TO BE ORGANISED
Background information
• A histogram uses touching bars to show the frequencies of different
data intervals in a data set.
• Here are some features of a histogram:
o It represents only one set of data.
o It represents numerical data which is grouped in class intervals.
o It uses bars to show the frequencies of the different class intervals.
o The heights of the bars represent the frequencies of the different class
intervals.
• Histograms are suitable to:
o identify patterns in the grouped data
o describe trends shown by the grouped data.
• To draw a histogram, remember the following:
o All bars must be equally wide if all class intervals are equally wide.
o There are no gaps between bars unless the frequency of a specific
class interval is equal to 0.
o The first bar should not touch the frequency axis.
Teaching guidelines
Introduce learners to question 1 on LB page 277 alongside and challenge them in
groups to find a solution for Mr Makae’s problem.
Answers
1. Refer to the teaching guidelines above. The purpose of the question is to
engage learners and make them think.

MATHEMATICS GRADE 7 TEACHER GUIDE 317

2. Learners put their solutions in words. No specific answer is required.
3. Refer to the tally and frequency tables on LB page 278 alongside.

MATHEMATICS GRADE 7 TEACHER GUIDE 318

Background information (continued)
Refer to the histogram on LB page 279 alongside.
• A class of data is one of the groups in a collection of grouped data, for
example, all data values from 500 up to 599.
• The class limits are the two values at the ends of a class between
which the data values must lie, for example, 500 is the lower class limit
of the green bar and 600 is the lower class limit of the yellow bar, which
means that the smallest data value in the yellow class can be 500 but the
largest data value must be less than 600.
• The class interval is the width of a class and is measured by the
difference between the class limits, for example, the class interval of the
green bar is 600 g – 500 g = 100 g.
• The class boundaries are the smallest and largest possible values
that fit inside a given class, for example, equal to 500 g but less than
600 g for the green bar.
Teaching guidelines (continued)
• Use the background information on page 317 of this TG and discuss the
features of a histogram as shown by the one on LB page 279.
• Point out that there are no gaps between bars (no gaps between class
intervals) and no bars overflow (no class intervals overflow).
• Point out that 500 is the lower boundary of the green bar and 600 is the
lower boundary of yellow bar, therefore the green bar contains all masses
from 500 g to 599 g.
Answers
4. (a) In the green column.
This is because all the trees that produced 500 kg or more but less than
600 kg are represented in this column.
(b) Masses of 900 kg or more, but less than 1 000 kg.
In this case, 902 kg, 947 kg and 952 kg.
(c) The class interval 700–800, in other words masses of 700 kg or more but
less than 800 kg.
(d) Four
(e) The light blue column
5. Refer to the histogram for Farm B alongside and Farm C on the next page.

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Teaching guidelines (continued)
• Point out that class intervals are consecutive and cannot overlap.
• Explain that the upper boundary of each class interval is not
included in the interval.
INTERPRETING A HISTOGRAM
Background information
To interpret histograms, do the following:
• extract data from the histogram
• identify patterns shown by the histogram
• describe trends shown by the histogram.
Teaching guidelines
Learners extract data from the histogram on LB page 281 to answer some of the
questions below.
Answers
1. Refer to the histogram on LB page 281 on following page.

Age (years) Frequency

20–30 0
30–40 3
40–50 11
50–60 17
60–70 34
70–80 19

2. 17 members
3. 3 + 11 + 17 + 34 + 19 = 84 members
4. Yes, the order of the columns is important, because the horizontal axis
shows a range of age intervals, from smallest to biggest, like a number line.

MATHEMATICS GRADE 7 TEACHER GUIDE 320

Teaching guidelines (continued)
Point out that the individual data values in a histogram cannot be seen because
the data was grouped. This is a disadvantage of histograms as well as of grouped
data.

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DRAWING MORE HISTOGRAMS
Teaching guidelines
Remind learners that:
• bars should be equally wide without any gaps in between because the
classes are equally wide with no gaps in between
• the class intervals do not overflow because the upper class boundary of
each class is not included in the interval
• the height of the bar that represents a category should match the
frequency of that category.
Note on question 1(d)
The first bar touches the frequency axis because the lower boundary of the first
class interval is equal to 0.
Answers
1. (a) 7 + 18 + 11 + 3 = 39
(b) Look at the maximum frequency (which is 18). Then choose a scale that
will cover the greater part of the axis and grid.
(c) Intervals of 10 because the data is grouped in tens. The columns can be
one or two blocks wide.
(d) See the graph on LB page 282 alongside.
2. (a) 6 + 9 + 11 + 7 + 5 = 38
(b) Each block represents one or two vendors.
(c) One block to show R100, or two blocks to show R100.

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Note on question 2(d)
The first bar touches the frequency axis because the lower boundary of the first
class interval is equal to 0.
Answers
2. (d) See the graph on LB page 283 alongside.
3. (a) See the table on LB page 283 alongside.
(b) Refer to the histogram below.

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24.3 Pie charts
Background information
A pie chart uses sectors (slices) of the same circle to compare the frequencies of
the different categories within a data set.
• Here are some features of a pie chart:
o It represents only one set of data.
o It can be used to display any type of data.
o It compares parts of a whole because it shows how the data set is
divided up into different categories and what fraction of the data set
each category represents.
o The sizes of the sectors are proportional to the frequencies of the
different categories.
o It works best if the frequencies of the different categories in the data
set are expressed as percentages.
• Pie charts are suitable to compare categories within a data set.
• To draw a pie chart, express the frequency of each category as a
fraction of the total frequency of the data set and convert it to either
degrees or a percentage.
Teaching guidelines
Discuss the features of a pie chart as reflected by the pie chart on LB page 284.
Point out the following:
• The numbers surrounding the pie chart are frequencies. If they were
percentages, they would add up to 100.
• The key is only necessary if the different sectors are not labelled
separately.

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ESTIMATING SIZES OF SLICES IN A PIE CHART
Background information
If a whole is divided into:
1
• two equal parts, each part is 2 of the whole
1
• three equal parts, each part is 3 of the whole
1
• four equal parts, each part is 4 of the whole, etc.

Teaching guidelines
Learners should realise that the given sectors in each pie chart in question 1 are
equal in size.
Answers
1. (a) See the pie charts on LB page 285 alongside.
(b) See beneath the pie charts on LB page 285 alongside.

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Teaching guidelines (continued)
Point out that a key is not necessary if the different sectors are labelled
separately.
Note on question 2
Each white sector should be divided into smaller sectors in the same ratio as the
percentages provided in each table.
Answers
2. (a) See the pie chart on LB page 286 alongside.
(b) See the pie chart on LB page 286 alongside.
(c) See the pie chart on LB page 286 alongside.
REPRESENTING DATA AS FRACTIONS AND PERCENTAGES IN PIE CHARTS
Background information
• Before data in a frequency table can be displayed on a pie chart, the
following has to be done:
o Express the frequency of each category as a fraction of the total
frequency of the data set.
o Convert each common fraction to either degrees or a percentage.
• Use the degrees or percentages to divide the circle into sectors.
Teaching guidelines
Revise the conversion of common fractions to percentages.
Answers
1. (a) See the fraction column of the table on LB page 287 on the following
page.
(b) See the percentage column of the table on LB page 287 on the following
page.

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Answers
1. (c) Refer to the pie chart below.

2. (a) Refer to the fraction column of the table on LB page 287 alongside.
(b) Refer to the percentage column of the table on LB page 287 alongside.
(c) Refer to the pie chart below.

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MATHEMATICS GRADE 7 TEACHER GUIDE 328
Grade 7 Term 4 Chapter 25 Interpret, analyse and report on data

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
25.1 Interpreting and reporting on data Critically read data; identify patterns in data sets; describe trends Pages 288 to 290
shown by data sets; report on a data set
25.2 Identifying bias and misleading data Critically analyse data in order to identify bias and misleading data Pages 290 to 293

CAPS time allocation 5 hours

CAPS content specification Pages 78 to 79

Mathematical background
In this chapter the focus is on interpretation and analysis of data and reporting on findings.
• To interpret data means to extract information directly from the data. This process is often used to determine whether learners understand the given
data.
• To analyse data means to investigate the given data in order to find patterns and trends shown by the data.
o Patterns can be cyclic (e.g. data may show that learners tend to be absent from school on Mondays).
o Trends are increasing or decreasing patterns (e.g. the percentage of girls per grade increases in higher grades).
• To report on data means to summarise the most important findings from the data in a short paragraph.
• Bias is a term which refers to how far the information gained from a sample lies from the information hidden by the population. Bias can surface
during the sampling process of the data handling cycle.
o A biased sampling method is a method that tends to give non-representative samples. Such samples under-represent or over-represent some
characteristics of the population.
o An unbiased sampling method is a method than tends to give representative samples. Such samples give a true reflection of the characteristics
of the population.
• Misleading data is data which is manipulated in order to favour a specific opinion. This usually occurs when statistical displays in newspapers and
financial reports are presented in such a way that the data reflects a positive picture of one party and/or a negative picture of the opposition. It can be
done in a variety of ways, for example:
o Starting the scale on the frequency axis at a point other than 0 (refer to question 1 on LB page 290).
o Using three-dimensional displays to give a better impression of a specific category (refer to question 2 on LB page 291).
o Using different scales on the frequency axes of two displays (refer to question 4 on LB page 292).

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25.1 Interpreting and reporting on data
CRITICALLY READING AND REPORTING ON DATA
Background information
• We interpret data by reading information directly from the data. This
proves that we understand the given data.
• We analyse data by identifying cyclic patterns and describing
increasing and decreasing trends shown by the data.
• We report on data by writing a short paragraph to summarise our
findings.
Teaching guidelines
Learners should have a thorough understanding of the data that is given before
they attempt to answer any questions on the data.
Misconceptions
Learners may misunderstand the given data because their reading abilities are
not up to standard. Ask some learners to explain what the given data is about.
Answers
1. (a) 26 000 schools (b) 2 500 schools
(c) Eastern Cape (d) Northern Cape
(e)

(f) Refer to the table above.

(g) The sample of schools surveyed made up almost 10% of the population.
Most of the schools (16,6%) surveyed were in the Eastern Cape, followed
closely by KwaZulu-Natal (15,4%). The fewest schools were from the
Northern Cape (5,2%).

MATHEMATICS GRADE 7 TEACHER GUIDE 330

Note on questions 2(g) and 2(h)
In these questions learners have to analyse the data in order to find an
increasing or decreasing trend.
Note on question 3(c)
In this question learners have to analyse the data in order to find a pattern in
the data.
Answers
2. (a) Grade 8 (51,1%)
(b) Grade 4 (47,9%)
(c) Grade 4 (52,1%)
(d) Grade 8 (48,9%)
(49,7)
(e) Girls in Grade 6 = (100) × 150 000 = 74 550
(50,3)
Boys in Grade 6 = (100) × 150 000 = 75 450

(f) See LB page 289 alongside.

(g) The trend is for the percentage of males to decrease per grade, so we
would expect there to be fewer males in Grade 10.
(h) The trend is for the percentage of females to increase per grade, so we
would expect there to be more females in Grade 10.
3. (a) Northern Cape
(b) Gauteng
(c) Western Cape, Free State and Limpopo
(30,5)
(d) (1,4) = about 22 times bigger

(e) No. A province may have a large land area, but the population in the
province does not depend on land area. So we cannot use the pie chart to
predict which province has the largest population.
(30,5) 2 2
(f) Northern Cape = (100) × 1 200 000 km = 366 000 km
(1,4) 2 2
Gauteng = (100) × 1 200 000 km = 16 800 km

MATHEMATICS GRADE 7 TEACHER GUIDE 331

Answers
3. (g) The Northern Cape has the largest land area (30,5%) and Gauteng has
the smallest land area (1,4%). The second largest province is the Eastern
Cape, making up 13,8% of South Africa’s land area. The Western Cape,
Free State and Limpopo are approximately the same size, each making
up about 10% of the land area.

25.2 Identifying bias and misleading data

Background information
• Bias refers to how far the information gained from a sample lies from
the information hidden by the population.
• Misleading data refers to the misuse of graphs or the data itself, to
create an impression which favours a specific opinion, for example:
o The vertical scale is distorted or skips numbers or does not start at 0.
o The graph is not labelled properly.
o Some data is left out.
o The graph is drawn in three dimensions.
Teaching guidelines
Datasets given in this section reflect a misleading picture. In each question
learners should be on the lookout for something that could confuse them.
Discuss the meaning of bias. Discuss how statistical graphs can be misleading.
Note on question 1
The bar graph is misleading because the frequency axis does not start at 0.

MATHEMATICS GRADE 7 TEACHER GUIDE 332

Note on question 2
The pie chart is misleading because it is drawn in three-dimensional perspective.
Note on question 3
The histograms are misleading because different samples are used.
Note on question 4
The bar graphs are misleading because different scales are used on the frequency
axes.
Answers
1. (a) A
(b) The heights of the bars do seem to indicate this; however, the vertical
scale does not start at zero, so the full heights of the bars are not shown.
Even though it is not incorrect to show the data in this way, it does give
the false impression that burger A is much more popular than the other
burgers. In reality, 110 people like burger A and 102 people like burger B.
There is a difference of only eight people, not five times as many people.
(c) Learners draw their own bar graphs.
2. (a) The train (19%)
(b) The bicycle (8%)
(c) Sample answer: Yes, the 3D perspective drawing gives a false impression.
It appears as if most learners come to school either on foot, by car or
bicycle, but this is not true. For instance, the bicycle slice is actually the
smallest slice (8%) while the taxi slice (22%) is the largest slice.
3. (a) 0 to 1 hour

MATHEMATICS GRADE 7 TEACHER GUIDE 333

Answers
3. (b) 1 to 2 hours
(c) There is a big difference between the two sets of data. Ilse’s data shows
that most people (65%) spent up to one hour watching TV on the public
holiday, and only 5% spent between three and four hours watching TV.
Moletsi’s data shows that fewer people (20%) spent up to one hour
watching TV, and most people (55%) spent between one and two hours
watching TV.
(d) Ilse collected her data earlier in the day than Moletsi did. If she collected
the data later in the afternoon, people may have had more time to watch
TV on that day, and the data could possibly have shown that people
spent more time watching TV on that particular public holiday.
(e) Ilse collected data from people at a supermarket. These respondents
would have had less time at home to watch TV on that day. Moletsi’s
respondents were all at home at the time of data collection, so they
would most likely have had more opportunity to watch more TV.
(f) Adults and children probably spend different amounts of time watching
TV. Ilse’s respondents were adults, who would perhaps generally have
less time to watch TV than children. Moletsi’s respondents were
children, who would perhaps generally spend more time watching TV
than their parents.
4. (a) The number of CDs sold by Music Note. The graph on the left shows the
sales in Year 1 and the graph on the right shows the sales in Year 2.
(b) 700
(c) 375
(d) No, they sold 500 CDs in those months of Year 1 and 300 CDs in those
months of Year 2.
(e) 400 + 200 + 700 + 500 = 1 800
(f) 250 + 125 + 375 + 300 = 1 050
(g) The scales of the vertical axes on the two graphs are different. For Year 1,
the scale increases in units of 100. For Year 2, the scale increases in units
of 50, and so each bar is “stretched” higher than it would have been had
units of 100 been used, making the number of sales look more than they
actually were.
5. (a) See LB page 292 alongside.
(b) Class A has a wider range of marks, meaning that the spread of marks is
wider.

MATHEMATICS GRADE 7 TEACHER GUIDE 334

Answers
5. (c) See the completed table on LB page 293 alongside.
(d) From the means, it looks as though the learners in the two classes are
performing at the same level.
(e) See the completed table on LB page 293 alongside.
(f) From the medians, it looks as though the learners in the two classes are
performing at more or less the same level.
(g) See the completed table on LB page 293 alongside.
(h) From the modes, it looks like Class A is performing much better than
Class B.
(i) The mode describes only the most frequent values in the set, and does
not take into account all the values. The mean and median take into
account all the values, so these probably represent the data better than
the mode does.

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MATHEMATICS GRADE 7 TEACHER GUIDE 336
Grade 7 Term 4 Chapter 26 Probability

Learner Book Overview

Sections in this chapter Content Pages in Learner Book
26.1 Possible and actual outcomes, Performing probability experiments in which trials, possible outcomes, actual Pages 294 to 295
and frequencies outcomes and actual frequencies are defined
26.2 Relative frequencies Actual frequencies are given as fractions and defined as relative frequencies; Pages 295 to 296
relative frequencies are given as fractions, decimal numbers of percentages; the
range of relative frequencies, expressed as percentages, is defined
26.3 More trials and relative Many more trials result in the range of relative frequencies becoming smaller Pages 296 to 297
frequencies

CAPS time allocation 4,5 hours

CAPS content specification Page 73

Mathematical background
The probability of something happening (an event) is the measure of the likelihood that it will happen.
A trial is an action that can have more than one outcome, for example when rolling a die there could be one of six possible scores.
An experiment is more than one trial, for example rolling a die ten times.
A possible outcome is any of the possible results of a trial, for example scoring 1 or 2 or 3 or 4 or 5 or 6 when rolling a die.
An actual outcome is the result of a single trial of an experiment, for example rolling a die and scoring 3.
The frequency or actual frequency of an event is the number of times the event happens, for example the number of times 3 was scored when a die was
rolled ten times.
number of times the outcome happens
The relative frequency (experimental probability) of an outcome is given by the ratio total number of trials . The relative frequency can be
expressed as a fraction, a decimal number or a percentage.
number of favourable outcomes
Probability is given by the ratio number of possibleoutcomes , for example scoring a prime number (1, 3 or 5) when rolling a die. The probability of scoring a
3 1
prime number when rolling a die is therefore given by 6 = 2, or 0,5 or 50%.

It takes many trials before the relative frequency of an outcome approaches the probability of the outcome.

MATHEMATICS GRADE 7 TEACHER GUIDE 337

26.1 Possible and actual outcomes, and frequencies
WHAT CAN YOU EXPECT?
Teaching guidelines
Explain that a trial is an action that can have more than one outcome. For
example, if you take an object from a bag which has three different coloured
squares in it, you could get a yellow, red or blue square.
An experiment is more than one trial, for example taking an object from the
bag, noting the colour and putting it back and doing this 12 times.
For each of these trials in the experiment there could be three possible
outcomes. Let learners name the possible outcomes. What actually happened in
a trial was the actual outcome, for example if a blue square was drawn from the
bag, it was the actual outcome for that trial.
Misconceptions
Learners confuse the terms “possible outcomes”, “actual outcome” and “trial”.
Answers
1. (a) No, one cannot say. (The purpose of this question and question (b) is to
develop awareness of equally likely events.)
2. (b) While there is some sense in suggesting four occurrences of each colour,
an insightful answer would be that it will not necessarily be four
occurrences of each.
(d) No good reason can be cited. (The purpose of the question is to promote
formation of the idea of “equally likely” outcomes.)
3. Learners make a similar table in their books and record the outcomes in their
table. The number of times for the three colours should add up to 12.

MATHEMATICS GRADE 7 TEACHER GUIDE 338

Answers
4. (a) Drawing a yellow object, drawing a red object, drawing a blue object
(b) 12 trials
(c) This will differ from learner to learner. The purpose of the question is to
encourage learners to use the idea of “actual outcome” in their own
thinking.
(d) The answer depends on the answer in 3(b).

26.2 Relative frequencies

Teaching guidelines
Let learners use their results from questions 3 and 4 in the previous section and
calculate the relative frequency for the outcomes of their experiment.
Remind learners how to calculate percentage – i.e. multiply a common or
decimal fraction by 100.
Make sure that when they do the table in question 3 they complete the
columns for the relative frequencies using the correct ratio and finding the
percentage correctly.
Notes on the questions
When learners have to complete the table in question 3, they may get confused
by the terms “actual frequencies” and “relative frequencies”.
Answers
1. (a) 20 trials (5 + 7 + 8)
5
(b) A quarter of the trials, 5 out of 20, 20
7
(c) 7 twentieths of the trials, 7 out of 20, 20

(d) 8 twentieths, 4 tenths, 2 fifths

1 2 3 4
2. (a) Possible answers: 0 = 0%; 12 ≅ 8,3%; 12 ≅ 16,7%; 12 = 25%; 12 ≅ 33,3%;
5 6 7 8 9 10
12 ≅ 41,7%; 12 = 50%; 12 ≅ 58,3%; 12 ≅ 66,7%; 12 = 75%; 12 ≅ 83,3%;
11 12
12 ≅ 91,7%; 12 = 1 = 100%. (Note: ≅ is being used to communicate
equivalence)
(b) Learners’ own answers (i.e. highest percentage minus lowest percentage).
(c) Learners’ own answers.

MATHEMATICS GRADE 7 TEACHER GUIDE 339

Answers
3. (c) Teams’ answers will differ.

26.3 More trials and relative frequencies

WHAT HAPPENS WHEN YOU CONDUCT MANY TRIALS?
Teaching guidelines
Allow learners enough time to do this activity and to discuss in groups what they
learnt.
Notes on the questions
If the range of the relative frequencies becomes smaller when more experiments
are done, this means that the relative frequency approaches the probability.
Answers
1. The purpose of the question is not to elicit “good answers”, but to instil a
sense of expectancy and put questions in learners’ minds to induce them to
do the experiment reflectively and not as a mere mechanical exercise.
2. Some learners may correctly anticipate that the range will become smaller as
more trials are conducted, but it cannot be expected that learners will know
this intuitively. For the majority of learners, this extended experiment will
be an opportunity to discover that the range diminishes as the number of
trials grows.

MATHEMATICS GRADE 7 TEACHER GUIDE 340

Answers
3. Learners’ own answers.
4. Learners’ own answers.

MATHEMATICS GRADE 7 TEACHER GUIDE 341

MATHEMATICS GRADE 7 TEACHER GUIDE 342
Square grid paper (1 cm × 1 cm)

MATHEMATICS GRADE 7 TEACHER GUIDE 343

Graph paper / Square grid paper (0,5 cm × 0,5 cm)

MATHEMATICS GRADE 7 TEACHER GUIDE 344

Graph paper

MATHEMATICS GRADE 7 TEACHER GUIDE 345

Dotted paper

MATHEMATICS GRADE 7 TEACHER GUIDE 346