MATHEMATICS LESSON PLAN GRADE 7

TERM 2: April - June

DURATION: 1 Hour

1. TOPIC: COMMON FRACTIONS: Ordering, comparing and simplifying

fractions (Lesson 1)

2. CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should be able to:

 Compare and order common fractions, including specifically tenths
and hundredths and extends to thousandths.

Textbooks, DBE Workbook 1

3. RESOURCES:

 Comparing common fractions

4. PRIOR KNOWLEDGE:
 Equivalent fractions
6. INTRODUCTION (Suggested time: 10 Minutes)
 1. Complete the following by making the fractions equal.
2 ¿
2 ×2
a) 6 = 12
6 ¿
b) 22 = 11
20 ¿
4 ×4
c) 25 = 100
2. Complete the pattern.
3 9 27
a) 4 ; 12 ; 36 ;__ ;__;__

9 18 36
b) 11 ; 22 ; 44 ;__;__;__

1 5 25
c) 7 ; 35 ; 175 ;__;__;__
7.LESSON PRESENTATION/DEVELOPMENT(Suggested time: 20 minutes)
Learning activities
Teaching activities
(Learners are expected to:)
Divide learners into groups and present activities based on multiplication  discuss in groups and
of whole numbers give feedback

Example 1  share their solutions with

Replace the * with < or > or = to make the statement true the whole class.
4 6 4 6
3 ×3 ×3 × 3× 3=24
a) 5 * 7 = 5 < 7
72 5 72 5
b) 100 * 10 = 100 > 10
7 900 7 900
c) 8 * 1000 = 8 < 1000

Example 2

Write these fractions in an ascending order

 13 1 25 4 26 14 25 16 1 4 25 13
a) 14 ; 2 ; 28 ; 7 = 28 ; 28 ; 28 ; 28 = 2 ; 7 ; 28 ; 14

19 7 25 750 5 190 700 250 750 500

100 10 100 1000 10 1000 1000 1000 1000 1000
b) ; ; ; ; = ; ; ; ;

19 25 5 7 750
= 100 100 10 10 1000
; ; ; ;

ACTIVITY (Small groups)

1. Replace the * with < or > or =

11 5
a) 12 * 6
3 13
b) 4 * 20
5 2
c) 8 * 3

2. Rewrite the following fractions so that they all have the same
denominator and then arrange the fractions in an ascending
order.

4 1 3 7 19
a) 5 ; 2 ; 4 ; 10 ; 20
3 11 5 2 7
b) 4 ; 12 ; 6 ; 3 ; 8

50 2 20 7 6
c) 1000 ; 10 ; 1000 ; 10 ; 100
8. CLASSWORK(Suggested time: 15 minutes)

 DBE Workbook1: page 74 , No. 1 (a) – (c) and page 75 No. 3 (a – e)

9. CONSOLIDATION/CONCLUSION& HOMEWORK(Suggested time: 5 minutes)
a) Emphasise that:
 Ordering means arranging in ascending or descending order and comparing two or more
fractions means to determine which one is bigger or smaller.
b) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery
of mathematics skills taught in class. Therefore, Homework should be purposeful and the
principle of ‘Less is more’ is recommended, i.e. give learners few high-quality activities that
 address variety of skills than many activities that do not enhance learners’ conceptual
understanding.
Carefully select appropriate activities from the Sasol-Inzalo Books, DBE workbooks and/or
textbooks for learners’ homework. The selected activities should address different cognitive
levels.
 Homework DBE Workbook 1: page 74, No. 1 (d) – (f); No 2 (a) – (e)

MATHEMATICS LESSON PLAN GRADE 7

TERM 2: April - June MATHEMATICS
LESSON PLAN
DURATION: 1 Hour

5. 6. TOPIC: COMMON FRACTIONS: Calculations using fractions (Lesson 2)

8. CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should be able to:

 extend addition and subtraction to fractions where one denominator is not a
multiple of the other.

Textbooks, DBE Workbook 1, Sasol-Inzalo Book 1

9. RESOURCES:

 Addition and subtraction of whole numbers

10. PRIOR KNOWLEDGE:  Conversion of mixed numbers
 LCD
11. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)

Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate
attention. Therefore, it is recommended that you place more focus on addressing errors
from learner responses that may later become misconceptions.
6. INTRODUCTION (Suggested time: 10 Minutes)

Activity

Simplify the following:

1 3
a) 7 + 7
3 2
b) 4 - 4
1 4
c) 2 + 6
5 7
d) 7 - 21

7.LESSON PRESENTATION/DEVELOPMENT(Suggested time: 20 minutes)

Learning activities
Teaching activities
(Learners are expected to:)
Worked examples  discuss in their groups
Divide learners into small groups and give feedback
Simplify the following:
 share their solutions
Example 1 with the whole class.
1 1 3 2
2+ 3 = 6+ 6

5
=6

Example 2

1 1 5 6
2 1
2 + 5 = 2 + 5
25 12
= 10 + 10

37
= 10
 7
3
= 10

Example 3

1 2 25 7
4 1
6 - 5 = 6 - 5

125 42
= 30 - 30
83
= 30
23
2
= 30
ACTIVITY (Small groups)

Calculate the following:

2 1 3
2 1 3
a) 3 + 2 + 4
3 1
8 2
b) 10 - 6
5 2
13 5
c) 13 - 3
1 1 3
3 2 2
d) 4 + 6 - 8

8. CLASSWORK(Suggested time: 15 minutes)

 DBE Workbook 1: page 81 No. 2 (a) – (f)

9. CONSOLIDATION/CONCLUSION& HOMEWORK(Suggested time: 5 minutes)

c) Emphasise that:
 When adding and subtracting of common fractions with mixed numbers, learners
must be able to convert mixed numbers to improper fractions.
 LCM (Lowest common multiple) is very important when adding and subtracting
common fractions.
d) The primary purpose of Homework is to give each learner an opportunity to demonstrate
 mastery of mathematics skills taught in class. Therefore, Homework should be
purposeful and the principle of ‘Less is more’ is recommended, i.e. give learners few
high-quality activities that address variety of skills than many activities that do not
enhance learners’ conceptual understanding.
Carefully select appropriate activities from the Sasol-Inzalo Books, DBE workbooks
and/or textbooks for learners’ homework. The selected activities should address different
cognitive levels.

Homework
 Sasol-Inzalo book 1: page 163 no. 4 (c) - (h).

MATHEMATICS LESSON PLAN GRADE 7

TERM 2: April - June MATH
DURATION: 1 Hour

12. TOPIC: COMMON FRACTIONS: Multiplication of common fractions (Lesson 3)

13. CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should be able to:

 Find the fraction of a whole numbers
 Multiply common fractions, including mixed numbers, not limited
to fractions where one denominator is a multiple of another.

Textbooks, DBE Workbook 1

14. RESOURCES:

 Multiplication of whole numbers

15. PRIOR KNOWLEDGE:  Converting mixed numbers to improper fractions
 Finding fractions of whole numbers
16. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
 Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate attention.
Therefore, it is recommended that you place more focus on addressing errors from learner
responses that may later become misconceptions.

6. INTRODUCTION (Suggested time: 10 Minutes)

Activity

Multiply the following fractions.

1
d) 4 × 8
4
e) 25 × 5
2
f) 7 × 9

7.LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)

Learning activities
Teaching activities
(Learners are expected to:)
 discuss in their groups
Activity 1 and give feedback

Worked examples  share their solutions with

the whole class.
Find the product of the following:
3 2 6
d) 4 × 5 = 20
3
= 10
1 8 1 8
e) 8 × 4 = 1 × 4 = 4 = 2
 1 4 15 9
7 1
f) 2 × 5 = 2 × 5
135 27 1
13
= 10 = 2 = 2
ACTIVITY 2 (Small groups)

Multiply the following fractions

1 3
e) 6 × 7
4
f) 5 × 3
3 2
g) 5 of 9
1 1
5 7
h) 3 × 2
2 1 2
2 1 2
i) 5 × 4 × 3

8. CLASSWORK(Suggested time: 15 minutes)

 DBE Workbook1: page 84, No. 1 (a) – (f ) and page 85, No. 2 (a) – (f)
9. CONSOLIDATION/CONCLUSION& HOMEWORK(Suggested time: 5 minutes)
e) Emphasise that:
 When simplifying fractions, the common fractions must remain equivalent.
f) The primary purpose of Homework is to give each learner an opportunity to demonstrate
mastery of mathematics skills taught in class. Therefore, Homework should be purposeful and
the principle of ‘Less is more’ is recommended, i.e. give learners few high-quality activities that
address variety of skills than many activities that do not enhance learners’ conceptual
understanding.
Carefully select appropriate activities from the Sasol-Inzalo Books, DBE workbooks and/or
textbooks for learners’ homework. The selected activities should address different cognitive
levels.

Homework
DBE Workbook 1: page 86, No. 1 (a) – (f); page 87 No. 2 (a) – (f)
MATHEMATICS LESSON PLAN GRADE 7
TERM 2: April - June

DURATION: 1 Hour
17. TOPIC: COMMON FRACTIONS: Solving problems (Lesson 4)
 18. CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson, learners should be able to :

 Solve problems in context involving common fractions and mixed numbers, including
grouping, sharing, and finding fractions of whole numbers.

19. RESOURCES: DBE workbook 1, Sasol-Inzalo book 1, Textbooks

 addition, subtraction and multiplication of common fractions

20. PRIOR KNOWLEDGE:
 multiplication table up to at least 12 × 12
21. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)

Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate attention.
Therefore, it is recommended that you place more focus on addressing errors from learner
responses that may later become misconceptions.

22. INTRODUCTION(Suggested time: 10 Minutes)

Activity
7 2 2 7
2 3 1 3
a) Calculate: ( 10 + 5 ) - ( 5 + 10 )
3
b) Calculate: 5 of 50
4
c) 200 cars were parked at a stadium parking lot. 5 of the cars left the parking lot after the game.
How many cars were left after the game?

23. LESSON PRESENTATION/DEVELOPMENT(Suggested time: 20 minutes)

Learning activities
Teaching activities
(Learners are expected to:)
 ACTIVITY 1 (Pairs)
5
a) There are 600 learners in a school and 24 of them are in grade 7.

How many learners are in grade 7?  Calculate solutions

3 1 as pairs and present
3 4
b) Jabu rode 4 km on his bike on Monday, 5 km on to the class
1
4
Wednesday and 4 on Friday.
(i) How many km has he covered all together?
(ii) If he needs to complete 15 km in the week, how many
more does he need to ride?
1
c) Eddie bought a pair of jeans worth R950 discounted by 3 .
How much did Eddie pay for a pair of jeans?

 Work out the

ACTIVITY 2 (Individually)
solution
2
a) Calculate 5 of R230.
b) Sasol-Inzalo book 1. Page 165, No. 6 and 7.

MATHEMATICS LESSON PLAN GRADE 7

TERM 2: April - June

DURATION: 1 Hour
 24. TOPIC: COMMON FRACTIONS: Equivalent forms. (Lesson 5)

25. CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should know and be able to:

 Recognize and use equivalent forms of common fractions with 1-digit or 2-digit
denominators.
 Recognize equivalence between common fraction and decimal fraction forms of the same
number
 Recognize equivalence between common fraction, decimal fraction and percentage forms of
the same number

26. RESOURCES: Sasol-Inzalo book 1, DBE Workbook 1, texbooks

27. PRIOR KNOWLEDGE  Common Fractions

 Decimal Fractions
 Percentages
28. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate attention.
Therefore, it is recommended that you place more focus on addressing errors from learner
responses that may later become misconceptions.

29. INTRODUCTION (Suggested time: 10 Minutes)

Divide learners into small groups.

ACTIVITY

Convert the following to percentages:

 40
a)
100

2
b)
6

3
c) 2
4

Convert the following to percentages to common fractions:

d) 80%
e) 45%
f) 12,5%
30. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Learning activities
Teaching activities
(Learners are expected to:)

Worked Examples  Work in small groups

to calculate the
answers and present
to the class
Write the simple forms of 25% and 50%.

25 1
Answers: 25% or or 0,25 or
100 4

50 1
50% or or 0,5 or
100 2

ACTIVITY 1

Write the equivalent forms of the fractions.

 2
a) =¿
4

8
b) =¿
10

4
c) ____ =
14

ACTIVITY 2

Complete the following table.

Common Decimal Percentage

fraction fraction

1
3
0,33 1
33 %
3

2
3
0,66

60%

1
20

0,8

31. CLASSWORK (Suggested time: 15 minutes)

Question 1

Write the next or previous equivalent fraction for:

4
a) =¿
5

50
b) =¿
100

50
c) ¿¿ =
100

Question 2

Copy and complete the below table. The first one has been done for you.

Fraction Equivalent Fraction Decimal Percentage

1 2
5 10
0,2 20%

3
5

17
20

16
50

12
25
 8 CONSOLIDATION/CONCLUSION & HOMEWORK(Suggested time: 5 minutes)
a) Emphasise that:
 Equivalent fractions are fractions which have the same value, even though they may
look different.

b) The primary purpose of Homework is to give each learner an opportunity to demonstrate

mastery of mathematics skills taught in class. Therefore, Homework should be purposeful
and the principle of ‘Less is more’ is recommended, i.e. give learners few high-quality
activities that address variety of skills than many activities that do not enhance learners’
conceptual understanding.
Carefully select appropriate activities from the Sasol-Inzalo Books,DBE workbooks and/or
textbooks for learners’ homework. The selected activities should address different
cognitive levels.

Homework:

 DBE Workbook 1: Page 94, No. 2.

MATHEMATICS LESSON PLAN GRADE 7
TERM 2: April - June

DURATION: 1 Hour

32. TOPIC: AREA AND PERIMETER OF 2D SHAPES: Area and Perimeter (Lesson 6)

33. CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should know and be able to calculate the perimeter of
regular and irregular polygons

DBE workbook 1, Sasol-Inzalo Book 1, textbooks

34. RESOURCES:

 Perimeter of polygons
35. PRIOR KNOWLEDGE:  addition of whole numbers and decimals

36. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)

Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate attention.
Therefore, it is recommended that you place more focus on addressing errors from learner
responses that may later become misconceptions.
37. INTRODUCTION (Suggested time: 10 Minutes)
Activity : Revise with learners the following work done in Grade 6 by asking them to:

 define:
 Perimeter of a polygon: The sum of lengths of its sides or the distance along the sides of
a shape.

 Define and give examples of the following polygons:

 Regular polygon: A polygon with all angles equal (equiangular) and all sides equal
(equilateral).

 Irregular polygon: A polygon that does not have all sides and all angles equal.

NOTE:
 At this stage learners should apply the definition of a perimeter to determine the perimeter of
both regular and irregular polygons.
 Small lines on the sides of polygons indicate equality.
38. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Learning activities
Teaching activities
(Learners are expected to:)
Present the following examples to learners by applying the definition of a be actively engaged during
perimeter to determine the perimeter of a polygon: the lesson presentation by
answering questions.
Example 1: Calculate the perimeter of polygons:
Do example 2 as an activity
a) in their groups and discuss
their solution with the whole
class.

Perimeter ¿ 2 cm+ 2 cm+2 cm+2 cm=8 cm

b)

Perimeter ¿ 2 cm+ 5 cm+2 cm+5 cm

¿ 14 cm
Example 2: Determine the perimeter of the figure below:
a)

Perimeter ¿ 31+42+21+34=128 mm
b)
 Perimeter ¿ 1,6 cm+1,6 cm+1,6 cm+ 1,6 cm=6,4 cm

NOTE: At this stage learners should apply the definition of a

perimeter to determine the perimeter of both regular and
irregular polygons.

39.CLASSWORK (Suggested time: 15 minutes)

Sasol-Inzalo Book 1: page 213 no. 1 (Do shape D, E and F)

40. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5 minutes)

a) Emphasise that:
 Perimeter of a polygon is the sum of lengths of its sides or the distance along the
sides of a shape.
 Regular polygons are polygons with all angles equal (equiangular) and all sides equal
(equilateral)

 Irregular polygons are polygons that do not have all angles and all sides equal.

b) The primary purpose of Homework is to give each learner an opportunity to demonstrate

mastery of mathematics skills taught in class. Therefore, Homework should be purposeful
and the principle of ‘Less is more’ is recommended, i.e. give learners few high-quality
activities that address variety of skills than many activities that do not enhance learners’
conceptual understanding.
Carefully select appropriate activities from the Sasol-Inzalo Book 1, DBE workbook 1
and/or textbooks for learners’ homework. The selected activities should address different
cognitive levels.

Homework:
Sasol-Inzalo Book 1 page 213 no. 1 (Figure B and C)
DBE workbook 1 page 118 no. 1 (a) and (c)
 MATHEMATICS LESSON PLAN GRADE 7
TERM 2: April - June

DURATION: 1 Hour

41.42. TOPIC: COMMON FRACTIONS: Calculations using fractions (Lesson 7)

44. CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should be able to:

 Add and subtract common fractions, including mixed numbers, limited to
fractions with the same denominator or where one denominator is a multiple of
another.

Textbooks, DBE Workbook 1, Sasol-Inzalo book 1

45. RESOURCES:

 Addition and subtraction of whole numbers

46. PRIOR KNOWLEDGE:  Conversion of mixed numbers
 LCD
47. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)

Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate
attention. Therefore, it is recommended that you place more focus on addressing errors
from learner responses that may later become misconceptions.

6. INTRODUCTION (Suggested time: 10 Minutes)

Activity

Add the following fractions

 1 3
e) 7 + 7
3 2
f) 5 + 5
3 2
g) 4 - 4

7.LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)

Learning activities
Teaching activities
(Learners are expected to:)
 discuss in their groups
Examples of how to add or subtract fractions and give feedback

Example 1 (Start from what learners learnt in grade 6)  share their solutions
with the whole class.
1 1 11 6 1 1
2 1
5 + 5 = 5 + 5 OR 2 + 1 + ( 5 + 5 )

17 2
= 5 =3(5 )
2 2
3 3
= 5 = 5

Example 2

1 1 5 5
2 1
2 + 4 = 2 + 4
10 5
= 4 + 4

15
= 4
3
3
= 4

Example 3

1 2 25 5
4 1
6 - 3 = 6 - 3
 25 10
= 6 - 6
15
= 6
3
2
= 6
1
2
= 2

ACTIVITY (Small groups)

Calculate the following:

2 1 3
2 1 3
j) 3 + 3 + 3
2 7 2
6 1 2
k) 3 + 15 + 3
3 1
8 2
l) 10 - 10
5 2
13 5
m) 2 - 4
1 1 3
3 2 2
n) 4 + 6 - 12

8. CLASSWORK(Suggested time: 15 minutes)

 Sasol-Inzalo book 1: page 163 no. 4 (a), (b), (f) and (g).

9. CONSOLIDATION/CONCLUSION& HOMEWORK (Suggested time: 5 minutes)

g) Emphasise that:
 When adding and subtracting of common fractions with mixed numbers; learners
 must able to convert mixed numbers to proper and/or improper fractions.
 LCM (Lowest common multiple) is very important when adding and subtracting
common fractions.
h) The primary purpose of Homework is to give each learner an opportunity to demonstrate
mastery of mathematics skills taught in class. Therefore, Homework should be
purposeful and the principle of ‘Less is more’ is recommended, i.e. give learners few
high-quality activities that address variety of skills than many activities that do not
enhance learners’ conceptual understanding.
Carefully select appropriate activities from the Sasol-Inzalo Books, DBE workbooks
and/or textbooks for learners’ homework. The selected activities should address different
cognitive levels.

Homework
 Sasol-Inzalo book 1: page 163, No. 1 (c) , (d) , (e) and (h)