Name of Teacher Tamkeen Jinnah Subject Mathematics

Topic Integers and Decimals Day Day 2 week 4

Class VII Duration 80 min
● Reinforce performing mental calculations involving mixed operations and large numbers less than 100
Attainment Target
● Reinforce using vocabulary and symbols related to addition, subtraction, multiplication and division of for integers and decimal
number to describe and record number sentences
Learning Outcomes By the end of the lesson students should have:
(Knowledge, Skills and Attitudes) 

Content and teacher activity Student activity Time Learning materials and resources Formative
assessment
(Day to day
assessment)

How are you explaining and demonstrating the topic? (The What are the students doing to help What resources will you use that will How do you plan
teaching strategies/ methodology selected) them understand the topic? support the teaching and learning activities? to assess
learning as it is
happening?
Check up – Order of Operations: Students will individually solve in
15 Notebooks Formally
a) [(12 − 18) ÷ 3 − 5] × (−4) their notebooks
min assessed of 5
2
b) 4 − 7 × 16 − (4 − 5) marks

Starter Activity .
● Teacher will ask a question and ask the students to Students will write answers to the
10min Paper slips Informally
assessed
given questions quickly on paper
write their answer within half a minute: through
slips.
promptness and
a) 22/11x10 = (20) accuracy of their
b) 50+60x5 = (350) performance
c) 50/5+4x3 = (22)
d) 9/3 + 2 x 5

Main Activity
Informally
( WALT: Writing number sentences)
Students listen carefully and give assessed
(WILF: to write a number sentence for a given problem) 5mins
their responses when prompted. through
(TIB: It is useful for solving problems): Whiteboard promptness and
 accuracy of
Drafting pads/loose sheets
o What do you know about a number sentence? (a responses
mathematical sentence, made up of numbers and
signs.)
o a number sentence contains numbers,
mathematical operations, equal to or inequality sign
and a number after the equality or inequality sign.
o Steve has £10 and spends £4.50 on his lunch. How
much does he have left?
o The number sentence is
o 10 - 4.50 = 5.50
o 2 divided by the quotient of 8 divided by 5
o 2 ÷ (8 ÷ 5)
o A number sentence may or may not be true.
 4 – 4 = 75 x 0
 2+2=5
3
 200 ÷ 100 = √8
 When we have a variable or a blank or any unknown
in the number sentence, we call it an open sentence. 5mins
 Fill the missing numbers to complete these open (pair work)
sentences: Students write their responses on a
a) ___ + 14 = 30 drafting pad.
b) ___ × 3 = 96
c) 31 - ___ = 18
d) 25 ÷ 5 + ___ = 14 5mins
e) 7 × ___ =0

(Answer key: 16, 32,13,9,0) Vocabulary chart

Students listen carefully and give
 To take help us in writing a number sentence we their responses when prompted.
should always identify the keywords/vocabulary words
that describe an operation. (Chart prepared by class in
previous lesson will be referred to) 5mins
 Students will be asked to write numeric expressions
for the given phrases (Using ppt or whiteboard)
o The sum of 7 and 15
(whole class)
o 22 less than 71
Students give their responses.
o Difference between 5 and 3
Students may be called to board to
o Half of 54 answer
o Product of 8 and 11
o Quotient of 12 and 3
o 7 more than the difference of 6 and 3
o 22 less than the sum of 71 and 34
o 5 times the sum of 7 and 3
 o Half of the product of 54 and 2
o Find 9 divided by 12 and then take away 5
o Two less than the quotient of 12 and 3

Written Task: 30min Number sentences Worksheets Formally,

Instructions for class work will be given. Students will solve Q 1-5 in the through written
worksheet. work

Homework:
Solve the Qs 6-10 in the given worksheet

Plenary: Write a phrase in words for the given number Students write their responses 5min Sticky notes
sentence: 10 – (3 + 5)

How did you meet the individual learning needs of your students?
Questioning , pair work, Class discussion, written work, Presentation

Lesson Evaluation:
Strength Areas for improvement

Identify a way forward to improve this lesson

Name of Teacher Tamkeen Jinnah Subject Mathematics

Topic LCM and HCF Day Day 3 week 4
Class VII Duration 80 min
Attainment Target  Reinforce calculation of LCM and HCF of multi digit numbers (up to different numbers)

Learning Outcomes By the end of the lesson students should have:

(Knowledge, Skills and Attitudes)  Calculated HCF using division and prime factorisation methods

Content and teacher activity Student activity Time Learning Formative assessment
materials and (Day to day assessment)
resources

How are you explaining and demonstrating the topic? (The teaching What are the students doing to help them What resources will How do you plan to
strategies/ methodology selected) understand the topic? you use that will assess learning as it is
support the teaching happening?
and learning
activities?
Recap (Whole Class) .
Feedback of homework will be taken and difficulties discussed. Students give their responses. 5min Informally assessed
Students will be asked to write a number sentence for: through promptness
Find 6 times as many as 2 divided by 6 and accuracy of
responses

Starter Activity: (whole class) Multimedia Informally through

students’ collaboration
Students will participate one by one to 15min
Interactive game will be used to reinforce factor trees and HCF and accuracy of
complete the factor trees and find the
calculation using Venn Diagrams. responses
HCF
https://www.mathplayground.com/factortrees.html
Main Activity 15min Informally through
(WALT: Highest factor that numbers have in common with each students’ activity and
other.) Whiteboard participation
(WILF: Calculate HCF using the Division or Prime Factorisation
methods)

 Following questions will be written on board earlier: Students will listen carefully and
o What is a factor? (For example, 2 is a factor of 6.) respond when prompted.
o Does every number have factors?
o Can you think of a number that has… exactly 2
factors? ... exactly 3 factors? ... exactly 4 factors?

 Q: Does anyone have any comments on, questions about or

answers to any of these? You can start with whichever one
you want.”
 A factor is a number (a positive integer) that goes into
another number.
 Every number has at least 1 factor, because 1 is a factor of
every number. The only number with exactly 1 factor is 1,
and all prime numbers have exactly 2 factors.
 Q: When might an HCF be important?
 (TIB) One situation is when cancelling down fractions. If you
want to simplify 12/20, you could divide the numerator and
denominator by any common factor (e.g., 2), but dividing by
the highest common factor (HCF) of 4 simplifies the fraction
as much as possible in one go, giving 3/5.
 Methods of prime factorisation and division to find HCF will
be explained using these numbers:
o 48, 72, 132
o 36, 168, 144, 252

Written Task: Students will solve individually 40min NSM1 books Formally, through
Instructions will be given. Notebooks written work
Find the HCF of:
a) 27, 63 and 207
b) 84, 63 and 126
c) 48, 72, and 132
d) 30, 75, 90, and 135
e) 36, 168, 144 and 252

Homework: From NSM1 Ex-2B page 21 solve Q1 Homework will be shared in class group.
Plenary: Students will be asked What is the highest common
They will give their responses. 5min Exit slips
factor (HCF) of and ; 18, 24 or 6?

How did you meet the individual learning needs of your students?
Questioning , interactive online game , Class discussion, written work, on spot checking

Lesson Evaluation:
Strength Areas for improvement

Identify a way forward to improve this lesson

Name of Teacher Tamkeen Jinnah Subject Mathematics
Topic LCM and HCF Day Day 4 Week 3
Class VII Duration 80 min
Attainment Target  Reinforce calculation of LCM and HCF of multi digit numbers (up to different numbers)

Learning Outcomes By the end of the lesson students should have:

(Knowledge, Skills and Attitudes)  Calculated LCM using division and prime factorisation methods

Content and teacher activity Student activity Time Learning materials Formative assessment
and resources (Day to day assessment)

How are you explaining and demonstrating the topic? What are the students doing to help them What resources will you How do you plan to assess
(The teaching strategies/ methodology selected) understand the topic? use that will support the learning as it is happening?
teaching and learning
activities?
Recap (One question quiz) . Formally assessed through
Notebook
a) Find HCF of 60, 180, 210 Students will answer questions in notebooks accuracy of answers
individually. 5mins (not marked)

Starter Activity: (whole class) Multimedia Informally through students’

collaboration and accuracy
Students will participate one by one to 15min
Interactive game will be used to reinforce factor of responses
complete the factor trees and find the LCM
trees and LCM calculation using Venn
Diagrams.
https://www.mathplayground.com/factortrees.ht
ml
Main Activity
Informally through students’
(WALT: Lowest multiple that numbers have in
activity and participation
common with each other.) 1
Whiteboard
(WILF: Calculate LCM using the Division or Students will listen carefully and respond 5
Prime Factorisation methods) when prompted.
 Q: You now know what a highest common
factor is. What do you think a lowest
common multiple is?
 It is the smallest it is the smallest number
that is in all times tables.
 Q: Have you ever used LCM? Where?
 (TIB): one common use of LCM is when
adding/subtracting fractions.
 Methods of LCM using prime factorisation
and division will be explained using these
numbers:
o 28, 44, 68
o 18, 12, 6, 8 (Pair Work)
 Pair work:
 Students will find HCF and LCM of: 21 and They will solve in drafting pads
28
Written Task: Students will solve individually NSM1 books
40min Formally, through written
Instructions will be given. Notebooks work
Find the LCM of:
a) 6, 9 and 15
b) 14, 18 and 21
c) 28, 44, and 68
d) 65, 175, and 135
e) 18, 12, 6 and 8
f) 6, 12, 9 and 24
Homework:
Homework will be shared in class group.
From NSM1 Ex-2B page 21 solve Q2
Plenary: A few students will share their
Students share their responses. 5min Informally through their
learning verbally in 60 seconds
responses

How did you meet the individual learning needs of your students?
Pair work, Questioning , interactive online game , Class discussion, written work, on spot checking

Lesson Evaluation:
Strength Areas for improvement

Identify a way forward to improve this lesson