NEW

COUNTDOWN THIRD EDITION

7
A Comprehensive Mathematics
Series for Grade 7

Teaching Guide
CONTENTS

Introduction iv

Curriculum 1
Strands and Benchmarks
Syllabus Matching Grid

Teaching and Learning 8

Guiding Principles
Mathematical Practices
Lesson Planning
Features of the Teaching Guide
Sample Lesson Plans

Assessment 70
Types of Assessment
Bloom's Cognitive Domains
Evaluation

Contents

iii
 Introduction
Welcome, users of the Countdown series. Countdown has been the choice of
Mathematics teachers for many years. This Teaching Guide has been specially
designed to help them teach mathematics in the best possible manner. It will serve
as a reference book to streamline the teaching and learning experience in the
classroom.
Teachers are entrusted with the task of providing support and motivation to their
students, especially those who are at the lower end of the spectrum of abilities.
In fact, their success is determined by the level of understanding demonstrated by
the least able students.
Teachers regulate their efforts and develop a teaching plan that corresponds to the
previous knowledge of the students and difficulty of the subject matter. The more
well-thought out and comprehensive a teaching plan is, the more effective it is. This
teaching guide will help teachers streamline the development of a lesson plan for
each topic and guide the teacher on the level of complexity and amount of practice
required for each topic. It also helps the teacher introduce effective learning tools
to the students to complete their learning process.

Shazia Asad
Introduction

iv
 Curriculum

Strands and Benchmarks

Pakistan National Curriculum for Mathematics 2022

The Pakistan National Curriculum for Mathematics 2022 is based on these five strands:

Numbers
and
Operations

Statistics
and STRANDS Algebra
Probability
OF
MATHEMATICS

Geometry Measurement
Curriculum

1
 Towards greater focus and coherence of a mathematical programme
A comprehensive and coherent mathematical programme needs to allocate proportional time
to all strands. A composite strand covers number, measurement and geometry, algebra, and
information handling.
Each strand requires a focussed approach to avoid the pitfall of a broad general approach. If, say,
an algebraic strand is approached, coherence and intertwining of concepts within the strand at all
grade levels is imperative. The aims and objectives of the grades below and above should be kept
in mind.
“What and how students are taught should reflect not only the topics that fall within a certain
academic discipline, but also the key ideas that determine how knowledge is organised and
generated within that discipline.”
William Schmidt and Richard Houang (2002)

Strands and Bench marks of the Pakistan National Curriculum 2022

Grade 6 Grade 7 Grade 8
Strand Benchmarks:
Domain A: Students will be able use language, notation and Venn diagrams to de-
Numbers and scribe sets and their elements, operate with real numbers, their proper-
Operations ties and identify absolute value of real numbers, apply commutative ,as-
sociative and distributive laws on real numbers , compare, arrange and
round off real numbers to required degree of accuracy, calculate factors,
multiples, HCF and LCM, square roots and cube roots, ratio, rate, propor-
tion, percentages, profit, loss, discount, Zakat, Ushr, commission, Taxes,
insurance, partnership and Inheritance and apply all of these concepts in
real life contexts.

Domain B: Benchmarks:
Algebra Students will be able to recognise and manipulate number patterns, use
letters to represent numbers, expand, simplify, factorise, evaluate and
manipulate algebraic expressions, use algebraic identities, interpret and
plot graphs of linear equations, solve linear and simultaneous linear
equations and linear inequalities and apply all these concepts in real life
context.

Domain C: Benchmarks:

Measurement Students will be able to convert between different units of measure,

solve problems involving speed, distance, time, area and perimeter of 2D
shapes, surface area and volume of 3D shapes and apply the Pythago-
rean Theorem.
Curriculum

2
Domain D: Benchmarks:

Geometry Students will be able to construct lines, angles of different measure,

bisectors of angles, line segments, triangles and quadrilaterals, use the
properties of triangles, quadrilaterals, polygons and circles to calculate
unknown angles and lengths, apply facts of congruence and similarity
and analyse and apply concepts of symmetry and transformations from
two and three-dimensional perspectives.

Domain E: Benchmarks:

Statistics and Students will be able to collect, classify and tabulate statistical data,
Probability interpret, construct and use statistical graphs, calculate and interpret
measures of central tendency and solve problems using various concepts
pertaining to Experimental and Theoretical Probability.

Curriculum

3
 Syllabus Matching Grid
Covered in
SLOs Domain A: Numbers and Operations
NCD 7
With increasing degree of challenge, use the concept of place value for whole
M-07-A-01 Unit 3
numbers, integers, rational numbers and decimal numbers
Round off whole numbers, integers, rational numbers, and decimal numbers to
M-07-A-02 a required degree of accuracy, significance or decimal places (up to 3 decimal Unit 2
places)
Use knowledge of rounding off to give an estimate to a calculation; to check the
M-07-A-03 Unit 2
reasonableness of the solution
Covered in
M-07-A-04 Recall HCF and LCM
Grade 6
Recall - Recognise, identify, and represent integers (positive, negative, and
M-07-A-05 Unit 2
neutral integers) and their absolute or numerical value
M-07-A-06 Identify and represent (on a number line) rational numbers Unit 2

M-07-A-07 Represent whole numbers, integers, and decimal numbers on a number line Unit 3

M-07-A-08 Identify and convert between various types of fractions Unit 3

Compare (using symbols <, >, =, ≤ and ≥) and arrange (in ascending or Unit 2
M-07-A-09 descending order) whole numbers, integers, rational numbers and decimal and
numbers Unit 3
M-07-A-10 Verify associative and commutative properties of rational numbers Unit 2

M-07-A-11 Verify associative, commutative, and distributive properties of rational numbers Unit 2

M-07-A-12 Solve real-world word problems involving operations on rational numbers Unit 2
Recognise the order of operations and use it to solve mathematical expressions Revision:
M-07-A-13
involving whole numbers, decimals, fractions, and integers Numbers
M-07-A-14 Calculate rate and average rate of quantities Unit 5
M-07-A-15 Calculate increase and decrease in a ratio based on change in quantities Unit 5
Explain and calculate direct and inverse proportion and solve real-world word
M-07-A-16 Unit 5
problems related to direct and inverse proportion
Identify and differentiate between selling price, cost price, loss, discount, profit
M-07-A-17 Unit 6
percentage, and loss percentage
Explain income tax, property tax, general sales tax, value-added tax, zakat, and
M-07-A-18 Unit 6
ushr
Unit 6 and
Solve real-world word problems involving profit, loss, discount, commission, tax,
M-07-A-19 Revision:
zakat, and ushr
Arithmetic
M-07-A-20 Recognise and calculate squares of numbers up to 3-digits. Unit 4
Curriculum

Find the square root of perfect squares of (up to 3 digits) natural numbers,
M-07-A-21 Unit 4
fractions, and decimals
M-07-A-22 Solve real-world word problems involving squares and square roots Unit 4

4
 Use language, notation, and Venn diagrams to represent different sets and
M-07-A-23 their elements. (natural numbers, whole numbers, integers, even numbers, odd Unit 1
numbers, prime numbers)
Identify and differentiate between:
- subset and superset
M-07-A-24 - proper and improper Unit 1
- equal and equivalent
- disjoint and overlapping
Describe and perform operations on sets (union, intersection, difference and
M-07-A-25 Unit 1
complement)
Verify the following:
𝐴 ∩ 𝐴 ́= O
M-07-A-26 A ∪ 𝐴 ́= 𝕌 Unit 1
(𝐴 ∪ 𝐵) ́= 𝐴 ́∩𝐵 ́
(𝐴 ∩ 𝐵) ́= 𝐴 ́∪ 𝐵 ́
SLOs Domain B: Algebra
M-07-B-01 Recall recognising simple patterns from various number sequences Unit 7
Recall how to continue a given number sequence and find:
M-07-B-02 - term to term rule Unit 7
- position to term rule
M-07-B-03 Find terms of a sequence when the general term (nth term) is given Unit 7
Unit 7 and
M-07-B-04 Solve real-life problems involving number sequences and patterns Revision:
Algebra
Students will know Muhammad bin Musa Al- Khwarizmi as the founding father
M-07-B-05 Unit 7
of Algebra
M-07-B-06 Recall variables as a quantity which can take various numerical values Unit 7
Recognise open and close sentences, like and unlike terms, variable, constant,
M-07-B-07 Unit 7
expression, equation, and inequality
Recognise polynomials as algebraic expressions in which the powers of variables
M-07-B-08 Unit 7
are whole numbers
M-07-B-09 Identify a monomial, a binomial, and a trinomial as a polynomial Unit 7
Unit 7 and
M-07-B-10 Add and subtract two or more polynomials Revision:
Algebra
Find the product of:
- monomial with monomial
M-07-B-11 Unit 7
- monomial with binomial/trinomial
- binomials with binomial/trinomial
Simplify algebraic expressions (by expanding products of algebraic expressions
Curriculum

M-07-B-12 by a number, a variable or an algebraic expression) involving addition, Unit 7

subtraction, multiplication, and division

5
 Explore the following algebraic identities and use them to expand expressions:
Unit 8 and
(𝑎 + 𝑏)2 = 𝑎2 + 𝑏2 + 2𝑎𝑏
M-07-B-13 Revision:
(𝑎 − 𝑏)2 = 𝑎2 + 𝑏2 − 2𝑎𝑏
Algebra
𝑎2 − 𝑏2 = (𝑎 + 𝑏)( 𝑎 − 𝑏)
M-07-B-14 Factorise algebraic expressions (by taking out common terms and by regrouping) Unit 9
M-07-B-15 Factorise quadratic expressions (by middle term breaking method) Unit 9
Construct linear equations in two variables such as; 𝑎𝑥 + 𝑏𝑦 = 𝑐, where 𝑎 and 𝑏
M-07-B-16 Unit 10
are not zero
M-07-B-17 Recall solving linear equations in one variable Unit 10
M-07-B-18 Introduction to Cartesian coordinate system Unit 10
Plot the graph of the linear equation 𝑎𝑥 + 𝑏 = 0 where 𝑎 ≠ 0 and of linear
M-07-B-19 Unit 10
equations in two variables
M-07-B-20 Recognise and state the equation of a horizontal line and a vertical line Unit 10

M-07-B-21 Find values of ‘𝑥’ and ‘y’ from the graph Unit 10

SLOs Domain C: Measurement

M-07-C-01 Convert different units of distance Unit 14
M-07-C-02 Convert 12-hour clock to 24-hour clock and vice versa Unit 14
M-07-C-03 Convert between different units of time and speed Unit 14
Calculate arrival time, departure time, and journey time in a given situation (on
M-07-C-04 Unit 14
the previous day and the next day)
M-07-C-05 Solve real-world word problems involving distance, time, and average speed Unit 14
M-07-C-06 Differentiate between uniform and average speeds Unit 14
Unit 14 and
Calculate the area and perimeter of the shaded/ unshaded region in composite
M-07-C-07 Revision
shapes
Mensuration
M-07-C-08 Calculate the circumference and area of a circle Unit 14
Calculate the surface area and volume of any simple 3-D shape including right
M-07-C-09 Unit 15
prisms and cylinders
Unit 14
Convert between standard units of area (m2, cm2, mm2, and vice versa) and
M-07-C-10 and
volume (m3, cm3, and mm3 and vice versa)
Unit 15
Solve real-life word problems involving the surface area and volume of right
M-07-C-11 Unit 15
prisms and cylinders

SLOs Domain D: Geometry

Curriculum

Recognise quadrilaterals and their characteristics (parallel sides, equal

M-07-D-01 sides, equal angles, right angles, lines of symmetry etc) Square, rectangle, Unit 12
parallelogram, rhombus, trapezium, and kite

6
M-07-D-02 Differentiate between convex and concave polygons Unit 11
M-07-D-03 Translate an object and give precise description of transformation Unit 12
Know that the perpendicular distance from a point to a line is the shortest
M-07-D-04 Unit 12
distance to the line
Describe the properties of a circle; centre, radius, diameter, chord, arcs, major
M-07-D-05 Unit 13
and minor arc, semi-circle, and segment of a circle
Calculate unknown angles in quadrilaterals using the properties of quadrilaterals
M-07-D-06 Unit 12
(square, rectangle, parallelogram, rhombus, trapezium, and kite)
Understand the relationship between interior and exterior angles of polygons
M-07-D-07 Unit 11
and between opposite interior and exterior angles in a triangle
Calculate the interior and exterior angles of a polygon and the sum of interior
M-07-D-08 Unit 11
angles of a polygon
Recognise identity and draw lines of symmetry in 2D shapes and rotate objects
M-07-D-09 Unit 12
using rotational symmetry; and find the order of rotational symmetry
M-07-D-10 Calculate unknown angles in a triangle Unit 11

Construct different types of triangles (equilateral, isosceles, scalene, acute-

M-07- D-11 Unit 12
angled, right- angled, and obtuse-angled)

SLOs Domain E: Statistics and Probability

- Recognise drawing and interpreting of bar graphs, line graphs, and pie charts
- Differentiate between a histogram and a bar graph
- Construct and compare histograms for both discrete and continuous data with
M-07-E-01 Unit 16
equal interval range
- Select and justify the most appropriate graph(s) for a given data set and draw
simple conclusions based on the shape of the graph
Recognise the difference between discrete, continuous, grouped and ungrouped
M-07-E-02 Unit 16
data
Calculate the mean, median, and mode for ungrouped data and the mean for
M-07-E-03 grouped data and solve related real-world problems; Compare, choose, and Unit 16
justify the appropriate measures of central tendency for a given set of data
Construct frequency distribution tables for given data (i.e., frequency, lower
M-07-E-04 class limit, upper class limit, class interval and mid-point) and solve related real- Unit 16
world problems
Explain and compute the probability of: certain events, impossible events, and
M-07-E-05 Unit 16
complement of an event (including real-world word problems)
Curriculum

7
 Teaching and Learning
Guiding Principles
1.  Students explore mathematical ideas in ways that maintain their enjoyment of and curiosity
about mathematics, help them develop depth of understanding, and reflect real-world
applications.
2. All students have access to high quality mathematics programmes.
3. Mathematics learning is a lifelong process that begins and continues in the home and extends
to school, community settings, and professional life.
4. Mathematics instruction both connects with other disciplines and moves toward integration of
mathematical domains.
5. Working together in teams and groups enhances mathematical learning, helps students
communicate effectively, and develops social and mathematical skills.
6. Mathematics assessment is a multifaceted tool that monitors student performance, improves
instruction, enhances learning, and encourages student self-reflection.

Principle 1
Students explore mathematical ideas in ways that maintain their enjoyment of and curiosity about
mathematics, help them develop depth of understanding, and reflect real-world applications.
• The understanding of mathematical concepts depends not only on what is taught, but also
hinges on the way the topic is taught.
•  In order to plan developmentally appropriate work, it is essential for teachers to familiarise
themselves with each individual student's mathematical capacity.
• Students can be encouraged to muse over their learning and express their reasoning through
questions such as;
– How did you work through this problem?
– Why did you choose this particular strategy to solve the problem?
– Are there other ways? Can you think of them?
– How can you be sure you have the correct solution?
– Could there be more than one correct solution?
– How can you convince me that your solution makes sense?
• For effective development of mathematical understanding students should undertake tasks of
inquiry, reasoning, and problem solving which are similar to real-world experiences.
• Learning is most effective when students are able to establish a connection between the
activities within the classroom and real-world experiences.
• Activities, investigations, and projects which facilitate a deeper understanding of mathematics
Teaching and Learning

should be strongly encouraged as they promote inquiry, discovery, and mastery.

• Questions for teachers to consider when planning an investigation:
– Have I identified and defined the mathematical content of the investigation, activity, or project?
– Have I carefully compared the network of ideas included in the curriculum with the students’
knowledge?
– Have I noted discrepancies, misunderstandings, and gaps in students’ knowledge as well as
evidence of learning?
8
Principle 2
All students have access to high quality mathematics programmes.
• Every student should be fairly represented in a classroom and be ensured access to resources.
• Students develop a sense of control of their future if a teacher is attentive to each student’s ideas.
Principle 3
Mathematics learning is a lifelong process that begins and continues in the home and extends to
school, community settings, and professional life.
• The formation of mathematical ideas is a part of a natural process that accompanies
pre-kindergarden students' experience of exploring the world and environment around them.
Shape, size, position, and symmetry are ideas that can be understood by playing with toys that
can be found in a child’s playroom, for example, building blocks.
• Gathering and itemising objects such as stones, shells, toy cars, and erasers, leads to discovery
of patterns and classification. At secondary level research data collection, for example, market
reviews of the stock market and world economy, is an integral continued learning process.
Within the environs of the classroom, projects and assignments can be set which help students
relate new concepts to real-life situations.
Principle 4
Mathematics instruction connects with other disciplines and moves toward integration of
mathematical domains.
An evaluation of maths textbooks considered two critical points. The first was, did the textbook
include a variety of examples and applications at different levels so that students could proceed
from simple to more complex problem-solving situations?
And the second was whether algebra and geometry were truly integrated rather than presented
alternately.
• It is important to understand that students are always making connections between their
mathematical understanding and other disciplines in addition to the connections with their
world.
• A
 n integrated approach to mathematics may include activities which combine sorting,
measurement, estimation, and geometry. Such activities should be introduced at primary level.
• A
 t secondary level, connections between algebra and geometry, ideas from discrete
mathematics, statistics, and probability, establish connections between mathematics and life
at home, at work, and in the community.
• What makes integration efforts successful is open communication between teachers. By
observing each other and discussing individual students teachers improve the mathematics
programme for students and support their own professional growth.

Principle 5
Teaching and Learning

Working together in teams and groups enhances mathematical learning, helps students
communicate effectively, and develops social and mathematical skills.
• The Common Core of Learning suggests that teachers 'develop, test, and evaluate possible
solutions'.
• Team work can be beneficial to students in many ways as it encourages them to interact with
others and thus enhances self-assessment, exposes them to multiple strategies, and teaches
them to be members of a collective workforce.

9
 •  eachers should keep in mind the following considerations when dealing with a group of
T
students:
– High expectations and standards should be established for all students, including those with
gaps in their knowledge bases.
– Students should be encouraged to achieve their highest potential in mathematics.
– Students learn mathematics at different rates, and the interest of different students’ in
mathematics varies.
• Support should be made available to students based on individual needs.
• Levels of mathematics and expectations should be kept high for all students.

Principle 6
Mathematics assessment in the classroom is a multifaceted tool that monitors student
performance, improves instruction, enhances learning, and encourages student self-reflection.
•  n open-ended assessment facilitates multiple approaches to problems and creative
A
expression of mathematical ideas.
• Portfolio assessments imply that teachers have worked with students to establish individual
criteria for selecting work for placement in a portfolio and judging its merit.
• Using observation for assessment purposes serves as a reflection of a students’ understanding
of mathematics, and the strategies he/she commonly employs to solve problems and his/her
learning style.

Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Use appropriate tools strategically.
5. Attend to precision and format.
6. Express regularity in repetitive reasoning.
7. Analyse mathematical relationships and use them to solve problems.
8. Apply and extend previous understanding of operations.
9. Use properties of operations to generate equivalent expressions.
10. Investigate, process, develop, and evaluate data.
Lesson Planning
Before starting lesson planning, it is imperative to consider teaching and the art of teaching.

FURL
First Understand by Relating to day-to-day routine, and then Learn. It is vital for teachers to relate
Teaching and Learning

fine teaching to real-life situations and routine.

‘R’ is re-teaching and revising, which of course falls under the supplementary/continuity category.
Effective teaching stems from engaging every student in the classroom. This is only possible if you
have a comprehensive lesson plan.
There are three integral facets to lesson planning: curriculum, instruction, and evaluation.

10
1. Curriculum
A syllabus should pertain to the needs of the students and objectives of the school. It should
be neither over-ambitious, nor lacking. (One of the major pitfalls in school curricula arises in
planning of mathematics.)

2. Instructions
Any method of instruction, for example verbal explanation, material aided explanation, or
teach-by-asking can be used. The method adopted by the teacher reflects his/her skills. Experience
alone does not work, as the most experienced teachers sometime adopt a short-sighted approach;
the same could be said for beginner teachers. The best teacher is the one who works out a plan
that is customised to the needs of the students, and only such a plan can succeed in achieving the
desired objectives.

3. Evaluation
The evaluation process should be treated as an integral teaching tool that tells the teachers
how effective they have been in their attempt to teach the topic. No evaluation is just a test of
student learning; it also assesses how well a teacher has taught.
Evaluation has to be an ongoing process; during the course of study formal teaching should be
interspersed with thought-provoking questions, quizzes, assignments, and classwork.

Long-term Lesson Plan

A long-term lesson plan extends over the entire term. Generally schools have coordinators to plan
the big picture in the form of Core Syllabus and Unit Studies.
Core syllabi are the topics to be covered during a term. Two things which are very important
during planning are the ‘Time Frame’ and the ‘Prerequisites’ of the students.
An experienced coordinator will know the depth of the topic and the ability of the students to
grasp it in the assigned time frame.

Suggested Unit Study Format

Weeks Dates Months Days Remarks

Short-term Lesson Planning

A short-term plan is a day-to-day lesson plan, based on the sub-topics chosen from the long-term plan.

Features of the Teaching Guide

The Teaching Guide contains the following features. The headings through which the teachers will
be led are explained as follows.
Teaching and Learning

Specific Learning Objectives

Each topic is explained clearly by the author in the textbook with detailed explanation,
supported by worked examples. The guide will define and highlight the objectives of the topic.
It will also outline the learning outcomes and objectives.

11
 Suggested Time Frame
Timing is important in each of the lesson plans. The guide will provide a suggested time
frame. However, every lesson is important in shaping the behavioural and learning patterns
of the students. The teacher has the discretion to either extend or shorten the time frame as
required.

Prior Knowledge and Revision

It is important to highlight any background knowledge of the topic in question. The guide will
identify concepts taught earlier or, in effect, revise the prior knowledge. Revision is essential,
otherwise the students may not understand the topic fully.
The initial question when planning for a topic should be how much do the students already
know about the topic? If it is an introductory lesson, then a preceding topic could be touched
upon, which could lead on to the new topic. In the lesson plan, the teacher can note what
prior knowledge the students have of the current topic.

Real-life Application and Activities

Today's students are very proactive. The study of any topic, if not related to practical real-life,
will not excite them. Their interest can easily be stimulated if we relate the topic at hand to
real-life experiences. Activities and assignments will be suggested which will do just that.
Flash cards based on the concept being taught will have more impact.

Summary of Key Facts

Facts and rules mentioned in the text are listed for quick reference.
!
PS
OO ?Frequently Made Mistakes
It is important to be aware of students' common misunderstandings of certain concepts. If
the teacher is aware of these they can be easily rectified during the lessons. Such topical
misconceptions are mentioned.
Lesson Plan

Sample Lesson Plan

Planning your work and then implementing your plan are the building blocks of teaching.
Teachers adopt different teaching methods/approaches to a topic.
A sample lesson plan is provided in every unit as a preliminary structure that can be followed.
A topic is selected and a lesson plan written under the following headings:
Teaching and Learning

Topic
This is the main topic/sub-topic.

Specific Learning Objectives

This identifies the specific learning objective/s of the sub-topic being taught in that particular lesson.

12
Suggested Duration
Suggested duration is the number of periods required to cover the topic. Generally, class dynamics
vary from year to year, so flexibility is important.
The teacher should draw his/her own parameters, but can adjust the teaching time depending on
the receptivity of the class to that topic. Note that introduction to a new topic takes longer, but
familiar topics tend to take less time.

Key vocabulary
List of mathematical words and terms related to the topic that may need to be pre-taught.

Method and Strategy

This suggests how you could demonstrate, discuss, and explain a topic.
The introduction to the topic can be done through starter activities and recap of previous
knowledge which can be linked to the current topic.

Resources (Optional)
This section includes everyday objects and models, exercises given in the unit, worksheets,
assignments, and projects.

Written Assignments
Finally, written assignments can be given for practice. It should be noted that classwork should
comprise sums of all levels of difficulty, and once the teacher is sure that students are capable
of independent work, homework should be handed out. For continuity, alternate sums from the
exercises may be done as classwork and homework.
Supplementary Work (Optional): A project or assignment could be given. It could involve group
work or individual research to complement and build on what students have already learnt in class.
The students will do the work at home and may present their findings in class.

Evaluation
At the end of each sub-topic, practice exercises should be done. For further practice, the students
can be given a practice worksheet or a comprehensive marked assessment.

Teaching and Learning

13
 INTRODUCTION
Sets
TO SETS

Specific Learning Objectives

In this unit students will learn:
• about sets and use language of sets
• to use set notation: Descriptive, Tabular, and Set-builder notation
• how to represent a set by a Venn diagram
• a
 bout different types of sets and their elements (natural numbers, whole numbers, integers,
even numbers, odd numbers, and prime numbers),
• t o identify and differentiate between subsets and supersets, proper and improper subsets,
equal and equivalent sets, disjoint and overlapping sets
• t o describe and perform the operations of union of sets, intersection of sets, difference of
two sets, complement of a set
• t o verify the following:
- 𝐴 ∩ 𝐴 ́= O
- A ∪ 𝐴 ́= 𝕌
- (𝐴 ∪ 𝐵) ́= 𝐴 ́∩𝐵 ́
- (𝐴 ∩ 𝐵) ́= 𝐴 ́∪ 𝐵 ́

Suggested Time Frame

4 to 5 periods

Prior Knowledge and Revision

Students have been introduced to the concepts of sets and their descriptive and tabular notations.
A quick review quiz can be conducted where the teacher writes the various types of sets from the
list below and encourages the students to come up with the correct terminology.
– finite and infinite sets
– empty set
– singleton sets
– universal set
Sets

14
 Real-life Application and Activities
The symbols table on page 7 needs to be highlighted in the lesson. The teacher can display the
signs on chart paper on the soft board. At the beginning of every lesson, the symbols could be
revised orally by looking at the chart presentation for a minute.
This will ensure that the students are well-versed in the symbols. They need to be able to read
the symbols as a language of mathematics. They can feel confident when a teacher writes a set
notation on the board and the students are able to explain it in words.

Example

Symbols used in sets

Symbol Meaning Example
1. = is equal to {1, 2, 5} = {5, 1, 2}
(Sets having exactly
the same members
are equal sets.)
2. ≠ is not equal to {1, 2, 5} ≠ {1, 2, 4}
3. Є is a member of 3 Є {1, 2, 3}
4. Є is not a member of 3 Є {0, 1, 2}
5. O is the empty set {}
or the null set

Starter activity
The teacher can make a table of a fictional set of students who got A+ in mathematics and English.
While doing so, the students will observe that some got A+ in both subjects.
Set of students who got an A+ in mathematics:
{Ali, Maya, Myra, Sara, Ahmed, Ameera}
Set of students who got an A+ in English:
{Fatima, Maheen, Zain, Ali, Maya, Myra}
The teacher will highlight the fact that three students got an A+ in both subjects, through Venn
diagram.
Mathematics English

Sara Ali Fatima

Ahmed Maya Maheen
Ameera Myra Zain
Sets

15
 Activity
An interesting ten minute activity can be conducted by bringing two hoola hoops to class. Place
them on the floor and label English and Mathematics with flash cards placed on the floor just
outside the hoops. Make sure the hoops overlap.
Call out 'Begin' and the students should scramble to take their respective positions. Change the
labelling of the hoops for another set of subjects and start again.
This activity will not only explain the concept of sets, but will also be helpful in the understanding
of Venn diagrams and their intersections and unions.

Summary of Key Facts

• There are different types of numbers, which can be expressed in the form of a set.
• S ubsets and supersets, proper and improper subsets, equal and equivalent sets, and disjoint
and overlapping sets can be differentiated from each other according to their definitions.
• T
 he operations applied on the sets are union of two sets, intersection of two sets, difference
of two sets, and complement of a set.
• The intersection of a set with its complement is a null set.
• The union of a set with its complement is the universal set.
• T
 he complement of the union of sets A and B is equal to the intersection of the
complements of the sets A and B.
• T
 he complement of the intersection of set A and set B is equal to the union of the
complements of the sets A and B.

P S!
OO ? Frequently Made Mistakes
Students generally get confused with the symbols. If the suggestions stated earlier are
implemented they surely will not find it difficult to decode the language of sets.
Lesson Plan

Sample Lesson Plan

Topic
Operations on sets

Specific Learning Objectives

Students will be able to describe and perform operations on sets (union, intersection, difference,
and complement).

Suggested Duration
1 period

Key Vocabulary
union, intersection, complement
Sets

16
Method and strategy
Activity
Consider an example of natural numbers sets.
Universal set = {1, 2, 3, 4, …..,10}
Set A = { 2, 4, 6, 8}
Set B = { 2, 3, 5, 7}
Set C = { 1, 2, 3, 4, 5}
Emphasise that operations are also used on sets just like on different type of numbers. Ask them to
find union and intersection of different combinations. The teacher should do similar examples on
the board and reinforce the concept of union and intersection of sets. This can also be represented
by a Venn diagram by shading the entire union.

Written Assignment
Questions 4, 5, and 6 of Exercise 1 can be done as classwork. Five similar sums can be given for
homework.

Evaluation
A marked assignment can be done in class for the entire Exercise 1 as the students progress during
the course of the week.
This unit is more presentation-based and the symbols are of utmost importance. Marks should be
awarded for the correct use of symbols.

Sets

17
 Rational Numbers
INTEGERS

Specific Learning Objectives

In this unit students will learn:
• to identify a rational number as a number that can be expressed in the form of pq where p
and q are integers and q ≠ 0
• to identify and represent rational numbers on a number line
• t o compare (using symbols <, >, =) and arrange rational numbers in ascending and
descending order
• to round off the rational numbers to a required degree of accuracy
• to round off to give an estimate to a calculation; to check the reasonableness of the solution
• to use number line for comparing and ordering
• to verify commutative, associative, and distributive properties of rational numbers

Suggested Time Frame

5 to 6 periods

Prior Knowledge and Revision

Students are already aware of natural and whole numbers as taught in earlier classes. They
have been introduced to the number line and understand the laws of addition, subtraction,
multiplication, and division of integers.
It would be advisable to revise the rules using a number line drawn on the board.
(+) + (+) [Add and write a positive (+) sign in the answer.]
(–) + (–) [Add and write a negative (–) sign in the answer.]
(+) + (–) [Subtract and write the sign of the larger number in the answer.]
(+) × (+) [Multiply and write a positive (+) sign in the answer.]
(–) × (–) [Multiply and write a positive (+) sign in the answer.]
Rational Numbers

(+) × (–) [Multiply and write a negative (–) sign in the answer.]
(+) ÷ (+) [Divide and write a positive (+) sign in the answer.]
(–) ÷ (–) [Divide and write a positive (+) sign in the answer.]
(+) ÷ (–) [Divide and write a negative (–) sign in the answer.]

18
 Real-life Application and Activities
The following activity can be done on the board as a fun game.
Divide the students into groups of three.
Write a sum.

Example:
1
4 ÷ ∙ 12 – 34 + 14 ∙
Ask one group to attempt the sum left to right. Ask the next group to follow the order of
operation of BODMAS. See who gets the higher value and point out that order of operation
matters as they end up with two different answers.
This activity will not only make the students practise together, but will also make them appreciate
the significance of BODMAS. Since they will be working in groups they can help each other by
pointing out any mistakes and giving the right clue if anyone is unable to grasp the concept.

Summary of Key Facts

 ational numbers are expressed in the form of p/q.
R
• They can be presented on a number line and can be arranged in ascending and descending
order.
• The sum of a rational number and its additive inverse is always zero (0).
• The product of a rational number with its reciprocal is always 1.
• T
 he commutative and associative properties with respect to addition and multiplication are
satisfied by the rational numbers.
• T
 he distributive property with respect to multiplication over addition is satisfied by the
rational numbers.

PS! Frequently Made Mistakes

OO ?
Students generally get confused with the terminology (or vocabulary) of rational and irrational
numbers and their reciprocals. It is important that the earlier terminology (or vocabulary) and
concepts of natural, whole numbers and integers are thoroughly revised before the concept
of rational numbers is introduced. This is important as this unit forms the basis of algebra. The
students should recognise the significance of the order of operations and the rules of the signs.
Rational Numbers

19
 Lesson Plan

Sample Lesson Plan

Topic
Comparing rational numbers

Specific Learning Objective

Students will able to compare rational numbers

Suggested Duration
1 period

Key Vocabulary
rational number, unlike denominators

Method and Strategy

Students should understand that in order to compare rational numbers, the rational numbers
should have common denominators. Ask them to rewrite the given rational numbers with positive
denominators to get common denominators. To obtain common denominators the rational
numbers are multiplied by the common factor. Once this is done, the numerator which is smaller is
placed first and then the inequality sign is written.

Example
Write <, > or = in the box
3 5
4 7
21
28 > 20
28

Therefore, 34 > 57

Written Assignment
Questions 3 to 8 of Exercise 2B can be done in class. The sums that are not completed can be given
for homework.

Evaluation
An assessment will be planned along the lines of Exercise 2B. Since this unit is technical, students
will also be given a 'Fill in the blanks test'. The blanks will be based on the definitions, rules, and
properties taught in this unit.
Rational Numbers

20
 FACTORS
AND
Decimal Numbers
MULTIPLES

Specific Learning Objectives

In this unit students will learn:
• to identify decimal numbers as a fraction which have denominators as power of 10
• to convert a fraction into an equivalent decimal fraction and vice versa
• to convert percentages into decimal numbers and vice versa
• t o compare (using symbols <, >, =) and arrange decimal numbers in ascending and
descending order
• to use number line for comparing and ordering decimal numbers
• to round off the decimal numbers (up to 3 decimal places)
• to estimate a calculation and check the validity of the solution

Suggested Time Frame

5 to 6 periods

Prior Knowledge and Revision

Students are aware of decimals and the identification of the place value of decimals. Teachers can
revise the place value of decimals by mentioning tenths, hundredths, and thousandths as the first,
second, and third decimal places. Operations in decimals should also be revised as students can do
story sums containing all the four operations of finding the sum, difference, product, and division of
decimals.
Revision of place value of decimals can be called ‘pinning the decimal point’, along the lines of
pinning the donkey's tail game. It is a short five-minute activity where the students can scramble
into groups and the teacher divides the board into as many columns as the number of groups. The
teacher writes 5 sums in each column and each group sends a volunteer. It can become a rowdy
game as the students are allowed to help their volunteers. The group that finishes all five sums first
and correctly gains a point. The sums on the board can be as follows:
Decimal Numbers

Place the decimal point as required.

1) 7643 (3 hundredths)
Decimal point will be placed after 6. Therefore, 76.43.
2) 807945 (5 thousandths)
Decimal point will be placed after 7. Therefore, 807.945.
21
 Real-life Application and Activities
Decimals are associated with money. The teacher can ask for newspaper clippings where the
growth rate or national reserves of the country are mentioned in decimals. Similarly, money
conversions have decimal points.

Example
Dollars can be converted to rupees according to the conversion rate.
A list of currencies and their conversions could be shared in class by the teacher.
When explaining terminating and non-terminating or recurring decimals, the literal meanings of
the words could be explained. Terminating means to end; therefore terminating decimals have
decimal places that are fixed and complete. Recurring decimals have decimal places that keep on
repeating indefinitely. These decimal places can go on to infinity and the recurrence can sometimes
be in groups or sequences of numbers.

Summary of Key Facts

• D
 ecimals are fractions which have denominators with powers of 10. Therefore, decimals can
be expressed as rational numbers.
• Terminating decimals have a finite number of decimal places.
• D
 ecimal numbers with an infinite number of digits after the decimal point are known as
nonterminating decimal numbers.
• T
 he denominator of a fraction, which results in a terminating decimal will have only 2 or 5
or both, as factors.
• If a set of digits is repeated again and again in a nonterminating decimal, it is called a
recurring decimal.

!
PS
OO ? Frequently Made Mistakes
When doing long division, students sometimes get confused about when to introduce the decimal
point and hence the zero to the dividend. A lot of practice questions to be solved by long division to
create decimals. Sums to be done in class, on the board initially and then in students' notebooks.
Lesson Plan

Sample Lesson Plan

Topic
Rounding off and approximation

Specific Learning Objectives

Decimal Numbers

Students will able to round off of decimals.

Suggested Duration
1 period

22
Key Vocabulary
rounding off, approximation, decimal places, decimal point

Method and Strategy

A digit next to the number that needs to be rounded off has to be circled. If the number to its
right is 5 or more, then the circled digit is increased by 1 and the remaining digits are replaced by
zero.

Example
Round off 28.89 to the nearest whole number.
2 8 .89 there 28 is the whole number. Therefore, look at the digit to its right since, 8 > 5 the whole
number will be in increased by 1.
28.89 rounded off to the nearest whole number will be 29.

This rounding off can also be explained by using a number line. Whenever a decimal has to be
rounded off to the nearest whole number, a number line comes in handy.
A number line can be made on the floor in the corner of the class room and kept during the
duration of this unit. Coloured electrical tape can be taped to the ground to form the number line
and the numbers can be placed as flash cards that can be replaced according to the demands of the
sums or number sets. The gradings or the dashes on the number line can also be made
semi-permanent by making the markings with a different coloured electrical tape.

Written Assignments
Questions 4 and 5 of Exercise 3 can be done in class. Similar sums can be given for homework.

Evaluation
A comprehensive test can be conducted where learning of all concepts taught can be assessed.
Story sums involving rounding off and conversions can be asked. This will develop critical thinking
skills.

Decimal Numbers

23
 FACTORISATION:
Squares
HCF ANDand
LCMSquare Roots

Specific Learning Objectives

In this unit students will learn:
• to recognise and calculate squares of numbers up to three digits
• t o calculate square roots of perfect squares (up to 3 digits) of natural numbers, fractions,
and decimals
• that the square of a proper fraction is less than itself
• that the square of a decimal number less than 1, is less than itself
• to solve real-world word problems involving squares and square roots

Suggested Time Frame

4 to 5 periods

Prior Knowledge and Revision

Students are aware of square numbers and the area of a square. The correlation of the fact that a
square number and area of a square are the same is important. The teacher can hold a quick one
minute quiz where he/ she calls out a number and the students multiply it by itself and state its
square.
A game of snap can also be played.
Make a set of 20 flash cards with the squares of 1 to 10 written on each card twice. Cards are
shuffled and distributed between two students; when one of them calls out snap as he/ she gets
the same square number, he/ she needs to call out the number it is a square of. This can be played
by all students in turn and can be a five minute fun time with the rest cheering.
The multiplication rule of two negative numbers can be recalled and it can be pointed out that
Squares and Square Roots

when two negative numbers are multiplied, we get a positive square.

Example
13 × 13 = 169
(–13) × (–13) = 169

24
 Real-life Application and Activities
Although this is an entirely computation-based unit, you can create a game so that students can
follow the steps of the prime factorisation faster.
You will require a white board, different coloured board markers, a stop watch, and flash cards.
The students select a square number from the flash cards. They also pick out the option of prime
factorisation or division method. The student goes to the board, solves the sum, and his/ her
finishing time in the case of a correct answer is written in a column at the side of the board. All
students take turns till the whole class had a turn. This activity will involve the whole class while
each sum is being solved. This will result in a lot of practice as students will all follow each sum
done on the board and will be encouraged to point out any mistakes. This will also quicken their
mathematical computation.

Summary of Key Facts

• When a number is multiplied by itself, the product is known as the square of that number.
• For integers of like signs, the product (or the quotient) is positive.
• For integers of unlike signs, the product or the quotient is negative.
• All perfect squares have two sets of square roots.
• The square of a proper fraction is less than itself.
• The square of a decimal number less than 1, is less than itself.
• T
 he number that forms a square, when multiplied by itself is called the square root of the
product.
• The positive square root is expressed with the symbol √ .
• Numbers which represent the area of a square are called square numbers. The length of the
side of the square is the square root of the number.

!
PS
OO ? Frequently Made Mistakes
This is an entirely mathematical concept with steps to be learnt. Students sometimes make mistakes
if they don’t remember the steps. Therefore they should focus on learning the steps. The steps of
prime factorisation method, along with a worked example, can be displayed on chart paper for the
students' perusal during the course of the week.
Squares and Square Roots

25
 Lesson Plan

Sample Lesson Plan

Topic
Squares and square roots
Specific Learning Objectives
Students will be able to find the smallest whole number to be multiplied to make a number a
square number.
Suggested Duration
1 period.

Key Vocabulary
square numbers, prime factorisation, exponents, power

Method and Strategy

In order to find the number which will make the number a complete square, the students first have
to revise the prime factorisation method. The exponential form representation is important.

Example
120 = 23 × 3 × 5
2, 3, and 5 need to be introduced to make complete pairs.
Hence 30 is the smallest number to be multiplied to 120 to make it a perfect square.
This is a difficult and conceptual topic. A lot of sums should be done on the board and then, once the
teacher feels that the students can work independently, they can do sums in their exercise notebooks.

Written Assignment
Exercise 4 Q 6, 7 will be done in class and Q 12 will be given for homework.
Find the smallest whole number by which the following numbers will be multiplied to make them
a perfect square.
1) 120 3) 66 5) 260 7) 95 9) 45
2) 325 4) 35 6) 180 8) 21 10) 500

Evaluation
As mentioned earlier, this is an extremely conceptual unit with steps of mathematical computation.
Squares and Square Roots

A written quiz will also be given for the steps of factorisation method. A comprehensive test
including word problems will be given at the end of the unit. Assessment of learning during the
course of the topic is important and will be implemented in the form of five minute quizzes.

26
 Rate,
RATIORatio,
AND and
RATEProportion

Specific Learning Objectives

In this unit students will learn:
• to calculate rate and average rate of quantities.
• to calculate increase and decrease in a ratio based on change in quantities
• to explain and calculate direct and inverse proportion
• to solve real-world word problems related to direct and inverse proportion

Suggested Time Frame

4 to 5 periods

Prior Knowledge and Revision

This unit is a continuation of the topic of ratios. The teacher should conduct a recall session in
which rules of ratio are revised. The facts to be revised are:
• Ratios are always expressed in their simplest form.
• Quantities are in the same units.
• Ratios are placed in the following order new : old

Examples
a. 4 : 8
1:2
b. 400 g : 1000 kg
400 g : 1 000 000 g
Rate, Ratio, and Proportion

4 : 10 000
1g : 2500 g

Real-life Application and Activities

Real-life examples on pages 55 and 56 can be discussed in class and a brainstorming session can be
conducted.

27
 Example
• Cost and number of apples
• Speed of the car and time
• Amount of food and the days it will last
• Number of pipes filling up a tank and the time taken
With the help of these examples, students should be encouraged to explore parity. If one quantity
increases, the other also increases. Sometimes if one quantity increases, the other quantity or value
decreases.
The difference between direct and inverse proportion should be explained through real-life
examples and applications. Only when the students are able to distinguish between the two,
should the teacher proceed.

Summary of Key Facts

• Rate is a special ratio in which the two terms are in different units.
• T
 he Average Rate is defined as the rate at which one quantity is changing with respect to
something else changing.
• Proportion is an equation in which two ratios are equal to each other.
• P
 roportion explains the comparison between the size, number, or amount of one thing to
another thing.
• To increase a quantity in the ratio of a : b, and a > b, we multiply the quantity by fraction a .
b
• To decrease an amount in a given ratio, i.e. b : a, and b < a, we multiply the amount by a
fraction b .
a
• There are two types of variations: direct variation and inverse variation.
• W
 hen an increase (or decrease) in one quantity leads to an increase (or decrease) in other
quantity, these quantities are in direct proportion or variation to each other.
• W
 hen an increase (or decrease) in one quantity leads to a corresponding decrease (or
increase) in the other quantity, the two quantities are said to vary inversely.

!
PS
OO ? Frequently Made Mistakes
This is an easy unit and the students enjoy it as long as they can differentiate between direct and
inverse proportion.
Rate, Ratio, and Proportion

Lesson Plan

Sample Lesson Plan

Topic
Direct and inverse variation

Specific Learning Objective

Students will be able to calculate direct and inverse proportion.

28
Suggested Duration
1 period

Key Vocabulary
proportion, direct proportion, inverse proportion

Method and Strategy

Real-life examples of inverse proportions will be given in class. The teacher will highlight the fact
that if one quantity increases, the other decreases.
A very logical deduction is that if the speed is greater, the car will take less time to finish a journey.

Activity
A simple activity will be done in class, in which two identical toy cars are brought into the lesson
and are pushed with different forces to travel a given distance. The students will record the times
on the stop watch and see that more force results in less time, and vice versa.
Once the students have decided the proportion, whether direct or inverse, the teacher will then
explain the method. When the operation is inverse, horizontal multiplication is done.

Written Assignment
Questions 3 to 16 of Exercise 5 will be given together so that students can distinguish between
direct and inverse variation and then carry out the mathematical computation.

Evaluation
A quiz will be given after each concept to assess whether to move on to the next concept or
reinforce earlier learning. Quizzes are assessment of learning which are very beneficial.
A comprehensive assessment will be given along the lines of Exercise 5 to evaluate learning.

Rate, Ratio, and Proportion

29
 FINANCIAL
ARITHMETIC:
Financial Arithmetic
PERCENTAGES

Specific Learning Objectives

In this unit students will learn:
• t o identify and differentiate between selling price, cost price, loss, discount, profit
percentage and loss percentage
• to calculate income tax, property tax, general sales tax, value-added tax, zakat and ushr
• t o solve real-world word problems involving profit loss, discount, commission, tax , zakat,
and ushr

Suggested Time Frame

At least 10 periods

Prior Knowledge and Revision

Students studied percentages in Grade 6. Financial transactions are the application of percentage
in real-life scenarios. The teacher should first have a revision worksheet prepared for the lesson in
which the concepts of percentages are revised. The teacher should not embark on this new unit
until the students have thoroughly revised and revisited the concepts.

Real-life Application and Activities

Profit and loss is a real-life application. Students can be shown newspaper clippings of sale
advertisements and taught how to calculate the discount from the marked price.
Students can be encouraged to create their own business plan and present it in class.

Activity
A class outing can be organised to a manufacturing unit e.g. a shoe factory.
The manager could be asked to present a simple break-down of the production costs to the
Financial Arithmetic

students.

30
Overhead costs = Rs x
Material costs = Rs y
Labour = Rs w
Total costs = Rs z
Sale price = Rs v
Profit = v–z
Profit % = v – z × 100
z
It should be highlighted that the above values are for one shoe or per unit. It should also be
pointed out that the sale price has to be higher than the cost price to make a profit.

Activity
The teacher can ask parents to take their child to a discount store. They can write an essay on their
experience and findings.

Example
Item 1
Marked price: RS 400
Discount :
30%
= 30 × 400
100
Discount = Rs 120
Sale price after discount = 400 – 120 = Rs 280
They can make a list of various items in this format, but it is important that they visit a sale shop
and have a hands-on experience.

Activity
Students should be asked to prepare a mock report of assets and savings, e.g. gold jewellery,
savings, where they calculate their value and then work out the zakat on the assets.
All the activities could be recorded on chart paper and displayed in class for all to view. In this way
mathematics can be made interesting and relevant.

Summary of Key Facts

• T
 he price at which an object is purchased is known as its cost price (CP) and the price at
which the article is sold is called its selling price (SP).
• A
 profit is earned when the selling price is greater than the cost price
Financial Arithmetic

(SP > CP).

• If the cost price is greater than the selling price (CP > SP), there will be a loss.
• The reduction made on the marked price of an article is called the discount.
• Net Selling price = Marked price – Discount
• Marked price = the price printed on the tag of an article

31
 • Discount = reduction on the marked price
• Discount = marked price – selling price
• People also pay taxes on the money they earn during a year. This is called income tax.
• T
 he government allows people who earn certain types of income to exclude those amounts
from their annual income. Such income is called exempt income.
• T
 he amount or income on which income tax has to be paid (which is not exempted) is called
taxable income.
• T
 he tax paid on property is called property tax. Different governments require the property
tax to be calculated at different rates.
• T
 he tax paid by the buyer to the seller on the selling price is called general sales tax.
• V
 alue-added tax is a general tax, which is applied to all commercial activities. It includes
production and distribution of goods and provision of services.
• Value-added tax is often called by its initial letters VAT.
• C
 ommission is a fee given to sales person or agent for his services. The commission may be a
flat fee or as a percentage of the total cost.
• E
 very Muslim who owns wealth equivalent to the value of 7.5 tola of gold or 52.5 tola of
silver is obligated to pay zakat.
 he amount of zakat is calculated at the rate of 2 1 % or 1 of the total yearly savings.
• T
2 40
• U
 shr is a tax that is applied on a Muslim’s agricultural assets.

!
PS
OO ?
• Frequently Made Mistakes
Students usually think that if a discount is given, there will be a loss. This is not true as the discount
is given on the marked price to which some percentage of profit has already been added.
Lesson Plan

Sample Lesson Plan

Topic
Profit and Loss

Specific Learning Objective

Students will be able to calculate profit or loss.

Suggested Duration
1 period
Financial Arithmetic

Key Vocabulary
cost price, selling price, discount, profit, loss, profit percentage, loss percentage

32
Method and Strategy
Activity
Students will be divided in groups and asked to set up a market corner in the class with the items
they already have with them. For example, stationery items, books, lunch box, bags etc.
Each item will have a price tag showing the original price and the reduced price after 10%, 20%,
25%, etc.
One team member will become a cashier and others sales representatives. Students will move
around to buy items with (fake money) discounts.
At the end of the activity all groups will calculate whether they made a profit or a loss has
incurred.

Written Assignments
Question 1 of Exercise 6A will be done in class, and Q 2 - 7 to be done at home.

Evaluation
To assess learning a test based on the topic will be chosen from Revision 2.

Financial Arithmetic

33
 INTRODUCTION
Algebraic
TO ALGEBRAPolynomials

Specific Learning Objectives

In this unit students will learn:
• to recognise simple number patterns from various number sequences
• h
 ow to continue a given number sequence and find term to term rule and position to term
rule
• to find terms of sequence when nth term is given
• to solve real-life problems involving number sequences and patterns
• about Muhammad bin Musa Al-Khwarizmi as the founding father of algebra
• to recognise variables as a quantity which can take several numerical values
• t o recognise open and close sentences, like and unlike terms, variable, constant, expression,
equation, and inequality
• t o recognise polynomials as algebraic expressions in which the power of variables are whole
numbers
• to identify monomial, binomial, and trinomial as a polynomial
• to add and subtract two or more polynomials
• t o find the product of monomial with monomial, monomial with binomial/ trinomial, and
binomial with binomial/ trinomial
• to simplify algebraic expressions involving addition, subtraction, multiplication, and division

Suggested Time Frame

6 to 8 periods

Prior Knowledge and Revision

The students have a basic knowledge of algebra. They should to recall that it is a branch of
mathematics where quantities are expressed in letters and variables, and unknown values are
Algebraic Polynomials

figured out by forming algebraic expressions and equations.

The teacher can have a recap session in class by writing sums on the board and eliciting responses
from the students who have to say the algebraic expressions out loud.

34
Example
1) Saima's age after 5 years = s + 5
2) The cost of x apples if one costs 50 cents = 50x
3) The weight of a full truck with bricks is w and the weight of empty truck is z, then
the weight of the bricks = w – z.
Also explain to the students that the power notation studied earlier is linked with algebra.

Example
2 to the power of 2 is the value of 4.
∴ 22 = 4
y × y × y = y3
w × w × w × w × w = w5 (w to the power or exponent of 5, where w is the base variable)

Real-life Application and Activities

Algebra should be considered as a language of mathematics where the unknown value is denoted
by a letter. The rules of operations that were taught in class 6 can be revised again by playing a
game with flash cards.
Each child is given a set of flash cards with signs of plus and minus written separately on each card.
The teacher calls out the operation of addition, subtraction, multiplication, and division.
The child picks up two flash cards, look at the signs and figures out the sign of the result of the
product, sum, or difference.
The student can be timed or the teacher can give 30 seconds and they have to write as many
operations and answers as possible in their notebooks.
This encourages them to be quick with their laws and operations.

Summary of Key Facts

• A
 sequence is a list of numbers in a certain order. Each number in a sequence is called a
term. Each term in a sequence has a position (first, second, third, and so on).
• A
 rule that defines the value of each term in a sequence about its position, is known as
position to term rule.
 he nth term of a sequence is the position to term rule using n to represent the position
• T
number.
• Variables are varying numbers which can take various numerical values.
• Constant is a symbol with fixed numerical value.
Algebraic Polynomials

• Coefficient is a number which is placed before the variable.

• A closed sentence is always true or always false.
• Like terms have same variables and powers. They can be added or subtracted together.
• Unlike terms cannot be added or subtracted together, they have different variables.
• E
 quation is a statement of equality between two expressions consisting of variables and
numbers. It contains a symbol of equality (=) between the two expressions.
35
 • Inequality compares any two values and shows that one value is less than, greater than, or
equal to the value on the other side of the equation.
• T
 he exponent of a number indicates the number of times a particular number is multiplied
by itself.
• A
 polynomial is an algebraic expression consisting of one or more terms, in each of which
the exponent of the variable is zero or a positive integer.
• A monomial is a polynomial consisting of a single term.
• A binomial is a polynomial consisting of two terms.
• A trinomial is a polynomial consisting of three terms.
• T
 erms containing the same variables and the same corresponding exponents are known
as like terms, and those having different variables or the same variables but different
corresponding exponents are called unlike terms.
• To add algebraic polynomials, arrange the like terms horizontally and then add.
• To subtract, change the sign of each of the terms to be subtracted.
• When we multiply two powers having the same base, we add the exponents.
• T
 he product of two terms with like signs is positive and that of two terms with unlike signs
is negative.
• To find the power of a power, we multiply the exponents.
• T
 o divide one monomial by another, the numerical coefficient of the dividend is divided by
that of the divisor and the literal dividend is divided by the literal divisor.
• T
 he sign rules of addition and subtraction and the rules of multiplication and division should
be revised before simplifying polynomials.

!
PS
OO ? Frequently Made Mistakes
Students' most common mistake is placing the incorrect sign while applying the four operations.
Teachers need to be extremely careful when explaining the sign concept.

Lesson Plan

Sample Lesson Plan

Topic
Division of polynomials

Specific Learning Objectives

Algebraic Polynomials

Students will be able to divide polynomials

Suggested Duration
1 period
Key Vocabulary
polynomial, coefficient, power, exponent

36
Method and Strategy
Students will be introduced to this operation by relating it to regular division. The only difference
is that all terms are divided or cancelled by the divisor term but only the powers of the same base
variable are subtracted.
Lots of practice worksheets on this operation should be given and the rules should be revised.
(+) and (+) = +
(+) and (–) = –
(–) and (–) = +

Written Assignments
Questions 10 (i) to (v) of Exercise 7B will be done in class in the students' notebooks. While, Q 10
(vi), (vii), and (viii) will be given for homework.

Evaluation
This unit is relatively easy and a comprehensive assessment by using sums from Exercise 7A and 7B
can be given.
Board quizzes will also be done for all the operations.

Algebraic Polynomials

37
 LINEAR
Algebraic
EQUATIONS Identities

Specific Learning Objectives

In this unit students will learn:
• to explore the following algebraic identities and use them to expand expressions:
- (a + b)2 = a2 + b2 + 2ab
- (a – b)2 = a2 + b2 – 2ab
- (a + b)(a – b) = a2 – b2

Suggested Time Frame

6 to 7 periods

Prior Knowledge and Revision

Students have not studied algebraic identities before. This topic is an extension of their
understanding of the rules and laws governing algebraic polynomials.

Real-life Application and Activities

The identities can be explained geometrically through the areas of rectangles and squares.

a
P a b Q P
A (a – b) B
L

a2 ab
a

(a – b)2 b(a–b)
a
M
N O Q
R S
Algebraic Identities

ab b2
b

b(a – b) b
2

S P R C D
T

38
 a
L
A b (a – b) B a b
N P L

N P a –b
M
a

D C B
a+b

D C

The teacher should make cut-outs of these diagrams on chart paper and then explain them by
proving the identities geometrically. The sides of the squares and rectangles should be denoted by
variables ‘a’ and ‘b’.

Summary of Key Facts

• Square
 of the sum of two terms is given as
(a + b) = a2 + 2ab + b2.
2

• Square of the difference of two terms is given as

(a – b)2 = a2 – 2ab + b2.
• P
 roduct of sum and difference of two terms is given as
(a + b)(a – b) = a2 – b2.
(a + b)(a – b) = a2 – b2

P S!
OO ?
. Frequently Made Mistakes
When solving the first and the second identity, the students get confused with the 2ab expression.
It is to be highlighted that this product has a minus sign in the difference of the whole square
identity. The fact that b squared can never have a minus sign should also be pointed out.

(–b)2 = (–b) x (–b) = + b2

Lesson Plan

Sample Lesson Plan

Topic
Algebraic identities

Specific learning Objectives

Algebraic Identities

Students will be able to solve arithmetic expressions using the first algebraic identity.

Suggested Duration
1 period

39
 Key Vocabulary
numerical value, algebraic identity

Method and Strategy

When explaining the fact that arithmetic expressions do not have to be evaluated manually with
arithmetic operations, it should be pointed out that algebraic identity is a quicker way.

Example
105 × 105
The students will be told that the product can be found arithmetically but this will take longer.
Also highlight the fact that the question mentions the use of algebraic identity to evaluate.
105 × 105 = 1052

Using the first algebraic identity:

a2 + 2ab + b2

= (100 + 5)2

= (100)2 + 2(100)(5) + (5)2

= 10000 + 1000 + 25

= 11025

Written Assignments
Questions 2 and 3 of Exercise 8 will be given as a class assignment. Worksheet as shown in the
example below will be prepared and given as home assignment.

Examples Answers
1) 206 × 206 1) 42 436
2) 505 × 505 2) 255 025
3) 101 × 101 3) 10 201
4) 702 × 702 4) 492 804
5) 4001 × 4001 5) 16 008 001

Evaluation
Assessment of learning will play a key role during this unit. Short, five minute quizzes will be given
after each identity and concept taught. This will inform the teacher whether to proceed or not. It
Algebraic Identities

is important for the teacher to understand that algebra is a relatively easy and enjoyable branch
of Mathematics but the identities are a critical step in this area. The concept of identities and their
application is very important. The students will be given enough mini-tests to ensure that they are
well versed in each identity before a comprehensive assessment including all concepts is given.
Revision 3 exercise will be used as comprehensive test for this unit.

40
 GEOMETRY:
Factorisation of Algebraic
LINES AND ANGLES
Expressions

Specific Learning Objectives

In this unit students will learn:
• to factorise algebraic expressions by taking out common terms and by regrouping
• to factorise quadratic expressions by breaking middle term

Suggested Time Frame

4 to 5 periods

Prior Knowledge and Revision

Students have just studied algebraic identities and this unit is a continuation of its application. It is
also an extension and build-up of the concepts of identities. The teacher should not have any issues
with this unit as it is a progression of the earlier topic.

Real-life Application and Activities

The teacher should be aware of the complexities of this unit and should display the geometric
cut-outs of the identities on the soft board during the week. The three identities should also be
written on chart paper and displayed on the soft board. This is latent learning where the students
are encouraged to use it for reference while doing sums and in this way the identities become
embedded in their minds.

Summary of Key Facts Factorisation of Algebraic Expressions

• An algebraic expression can also be expressed in the form of its factors.
• Algebraic expressions can be factorised:
- using common factors
- using middle term breaking
- by regrouping terms
• If an expression containing two or more terms possesses a common factor, then that factor is
a factor of each term.

41
 • A
 n expression which can be written as the difference of two squared terms can be factorised
into their sum and their difference.
• If, in an algebraic expression, common factors are not apparent, we can rearrange the terms
to form groups of common factors.

!
PS
OO ? Frequently Made Mistakes
The fact that sometimes the sums need to be factorised multiple times is a bit challenging for
students. It is important that the teacher highlights that checking whether a common factor can be
found should be done before proceeding with the factorisation using identities.
Lesson Plan

Sample Lesson Plan

Topic
Factorisation of algebraic expressions

Specific Learning Objective

Students will be able to factorise algebraic expressions.

Suggested Duration
1 period

Key Vocabulary
factorisation, difference of two squares, common factor

Method and Strategy

The first and foremost rule to teach is to check for common numbers as factors and then common
variables. The common variables and numbers have to be the smallest for them to be a factor for
all terms.
Example
4xy + 6x2y + 10xyz
Factorisation of Algebraic Expressions

The common factors that are variables are x and y. 2 is the common number factor for all. Hence
2xy is the common term.
2xy (2 + 3x + 5z)
Furthermore, for multiple factorisation, the difference of two squares will be applied after the
common factorisation.
Example
27x³ – 3x
3x(9x² – 1)
3x(3x + 1)(3x – 1)
3x is the common factor.

42
Written Assignment
Selected sums from Exercise 9B will be done in class once the example provided above has been
done on the board.
A worksheet will be provided as a homework assignment.

Example
Answers
1) 90x2y2 – 10 1) 10(3xy + 1)(3xy – 1)
2) 2x2 + 10x + 50 2) 2(x + 5)2
3) 49 – 4a2 3) (7 + 2a)(7 – 2a)
4) 81a4 – 1 4) (9a2 + 1)(3a + 1)(3a – 1)
5) (x – 4)2 – 25 5) (x + 1)(x – 9)

Evaluation
At the beginning of each lesson there will be a two-minute recap test of the concepts taught in
the previous lesson. Peer checking will be done and the sums solved on the board. Conducting this
activity throughout this unit will not take more than five minutes in every lesson and will ensure
that there are no gaps in the understanding and application of the concepts.

Factorisation of Algebraic Expressions

43
 PRACTICAL
Linear Equations
GEOMETRY

Specific Learning Objectives

In this unit students will learn:
• to construct linear equations in two variables such as; ax + by = c, where a and b are not zero
• to solve simultaneous linear inequalities
• about cartesian system and coordinate plane
• to plot the graph of linear equation ax + b = 0, where a ≠ 0
• to plot the graph of linear equations in two variables
• to recognise and state the equation of horizontal and vertical line
• to find the value of x and y from the graph

Suggested Time Frame

6 to 7 periods

Prior Knowledge and Revision

Students have been forming algebraic expressions out of sentences and statements. The algebraic
equation has been introduced in previous lessons. The concept of transposing should be revised.
The key properties should also be done on the board.
The fact that 'LHS = RHS' should be revised.
An algebraic equation is a combination of terms that are connected by an 'equal to' sign stating
that the variables and numbers on each sides are equal. This a perfect way of finding the value of
an unknown variable. The formation of such mathematical statements is fundamental to problem
solving in arithmetic and geometry. It has to be highlighted that algebra is not an isolated branch
of mathematics, but the structural base of mathematics.

Real-life Application and Activities

There are different types of equations: linear equations, equations with brackets, and equations
Linear Equations

with denominators. Each type of equation should be taught separately in a different lesson. A
mixed exercise such as Exercise 10A can then be given.
Word problems can be converted to real-life situations by substituting the names of the students in
the questions. Similarly, real-life word problems can be written on the board and can be role played.

44
Example
If Ali has two brothers in real-life, the teacher will make a word problem knowing that they all like
to play cricket.
Question
If Ali scored 53 runs and his brother Amir scored 23 runs and the collective score of all three
brothers was 212, then how many runs did Umar, the third brother, score?
Solution
  x + 53 + 23 = 212
x + 76 = 212
x = 212 – 76
x = 136
Umar scored 136 runs in the cricket match.

Summary of Key Facts

• Two algebraic expressions connected by a sign of equality constitute an algebraic equation.
• A first-degree equation involving only one unknown quantity is known as a simple equation.
• When equal quantities are added to equal quantities, the results are also equal.
• When equal quantities are subtracted from equal quantities, the remainders are also equal.
• When equal quantities are multiplied by equal quantities, the products are equal.
• When equal quantities are divided by equal quantities, the quotients are also equal.
• A
 term of an equation can be transferred from one side to the other with a change of sign.
This process is known as transposition.
• A
 Coordinate plane is defined by two perpendicular number lines, the x-axis, which is
horizontal, and the y-axis, which is vertical.
• A linear equation can be represented as a line graph.
• A
 gradient is a measure of how steep a slope is. The slopes of parallel lines are equal, and
the slopes of perpendicular lines are opposite reciprocals.
• T
 he equation of a straight line is given in the form y = mx + c, where, the constant m is the
gradient of the line and the constant c is the y-intercept.
• H
 orizontal lines go left and right and are in the form of y = b, where b represents the
y-intercept, while vertical lines go up and down and are in the form of x = a, where a
represents the x-coordinate of all points.
• Let m1 and m2 be the slopes of two parallel lines then m1 = m2.
• Let m1 and m2 be the slopes of two perpendicular lines then m1 = 1 .
m2
Linear Equations

45
 P S!
OO ? Frequently Made Mistakes
Students who do not understand algebraic rules will have difficulty in transposing and solving the
equation. If that is the case, the teacher can revisit the number line concept and explain how the
rules of algebraic signs are derived.
Lesson Plan

Sample Lesson Plan

Topic
Algebraic equations

Specific Learning Objectives

Students will be able to solve equations with fractional terms.

Suggested Duration
1 period

Key Vocabulary
denominators, lcm, transpose

Method and Strategy

Example

Solve 3x + 1 + 2x – 3 = x + 3 + 3x – 1 .
16 7 8 14
Solution:
3x + 1 + 2x – 3 = x + 3 + 3x – 1
16 7 8 14
3x + 1 – x + 3 = 3x – 1 – 2x – 3
16 8 14 7
3x + 1 – 2(x + 3) = 3x – 1 – 2(2x – 3)
16 14
3x + 1 – 2x – 6 = 3x – 1 – 4x + 6
16 14
x – 5 = –x + 5
16 14
14(x – 5) = 16(5 – x )

14x – 70 = 80 – 16x
Linear Equations

30x = 150
x = 5
This is the most complex form of solving an equation at this level. The concept of transposing
comes right at the end. Initially the LCM is found and the numerators are multiplied by the number
found by the division of the LCM and the denominator. When doing so, the students have to be

46
very careful of the minus sign as all signs will change when multiplied by a negative number. The
denominators are then cross-multiplied once the LHS and RHS both have single terms, keeping in
mind the rules of transposing, and the equation is then solved.
These types of sums should be done on the board and students can take turns to solve them. A lot
of practice worksheets should be handed out for homework and classwork assignments.

Written Assignment
All even-numbered sums of Exercise 10A will be done in class and the odd-numbered sums will be
given for homework. This will ensure that sums of all levels of difficulty are done in class and then
parallel sums are given for homework.

Evaluation
This is quite a comprehensive chapter and two assessments will be given. One can involve all types
of equations and the other can be completely based on word problems where the students will be
expected to form the equation and then solve it.

Linear Equations

47
 Lines and Angles
TRIANGLES

Specific Learning Objectives

In this unit students will learn:
• that the sum of interior and exterior angles of a triangle is 180°
• t hat the exterior angle of a triangle is equal to the sum of the opposite two interior angles
of the triangle
• to calculate unknown angles in a triangle
• to differentiate between convex and concave polygons
• about the relationship between interior and exterior angles of polygons
• to calculate the sum of interior angles of a polygon
• to calculate each interior angle of a polygon
• that the sum of exterior angles of polygons is 360°
• to calculate each exterior angle of a polygon

Suggested Time Frame

2 to 3 periods

Prior Knowledge and Revision

Students are well aware of the geometry strand of mathematics. It is important to recall the correct
use of the geometric instruments.
• A protractor is used to construct angles.
• A pair of compasses is used to construct line segments.
Recognition and definitions of lines, rays, and line segments should also be quickly revisited in
class. While revising the three types, the difference between the three with regard to the end
point should be emphasised.

Real-life Application and Activities

Lines and Angles

Activity
A hands-on activity will be done in class.
Each student requires sheets of coloured paper, marker, ruler, glue stick and a pair of scissors.

48
A set of flash cards can be made with the name of a different shape written on each flash card. For
example, pentagon, hexagon, octagon etc.
Ask students to paste the cut-outs in their notebooks and measure the interior and exterior angles.
Give examples where polygons are used, such as tessellation, in architecture etc.

Summary of Key Facts

• The sum of interior angles of a triangle equals to 180°.
• The interior and exterior angles of a triangle angles are supplementary, their sum is 180°.
• An exterior angle of a triangle is equal to the sum of the two opposite interior angles.
• A polygon is a closed, flat, two-dimensional (2D) shape with straight sides.
• Angles made inside the polygons are known as interior angles
• In a convex polygon, all the interior angles are less than 180°.
• In concave polygon, there is at least one angle more than 180°.
• If the side of a polygon is extended, the angle formed outside the polygon is the exterior
angle
• Sum of interior angles of a polygon is (n − 2) × 180° (where n is the number of sides)
• Each interior angle of a polygon = (n - 2) × 180°
n
• Sum of exterior angles of a polygon = 360°
• Each exterior angle of a polygon = 360°
n
!
PS
OO ? Frequently Made Mistakes
Students sometimes confuse interior angles with exterior angles of polygons. Sum of interior
angles of polygons depends on number of sides and it varies accordingly. While, the sum of
exterior angles of polygons is always 360º.
Lesson Plan

Sample Lesson Plan

Topic
Polygons

Specific learning objectives

Students will be able to calculate sum of interior angles of a polygon.

Suggested duration
1 period
Lines and Angles

Key vocabulary
polygon, interior angle, exterior angle.

49
 Method and Strategy
Polygons are 2-D flat shapes. Students are already familiar with these shapes. They have studied
these shapes in previous classes. Therefore, calculating angles of polygons will be of interest.
To calculate sum of interior angles or each interior angle the table given on page 151 of NCD 7
will be very helpful. Emphasis will be laid upon the fact that, while calculating how many triangles
are formed in each polygon, the students must join vertices from one vertex only as shown in the
table. They will be reminded that the number of triangles formed will always be two less than the
number of sides of the Polygon.

Activity
Distribute cut-outs of different polygons to students and tell them to choose different vertices to check
whether same number of triangles will be formed, that is (n – 2) where 'n' is the number of sides.
Sum of interior angles = (n – 2) × 180°
Each interior angle = (n – 2) × 180°
n
Sum of exterior angles = 360°
360°
Each exterior angle = n
Written Assignment
Exercise 11 Q6 will be done in class. A worksheet based on interior angles will be given for homework.

Evaluation
This unit is based on manipulation, therefore, marked assignment will be given to evaluate
learning.
Lines and Angles

50
 PERIMETER
Practical
AND AREA Geometry

Specific Learning Objectives

In this unit students will learn:
• to construct a scalene triangle, an equilateral triangle, and an isosceles triangle
• to construct an acute-angled triangle, a right-angled triangle, and an obtuse-angled triangle
• t o recognise quadrilaterals and their characteristics (square, rectangle, parallelogram,
rhombus trapezium, and kite)
• c alculate unknown angles in quadrilaterals using the properties of quadrilaterals (square,
rectangle, parallelogram, rhombus, trapezium, and kite)
• to construct the quadrilaterals:
  – square
  – rectangle
  – parallelogram
  – rhombus
  – kite
  – trapezium
• to recognise, identify, and draw lines of symmetry in 2D shapes
• to rotate objects using rotational symmetry and find the order of rotational symmetry
• to translate an object and give the precise description of translation

Suggested Time Frame

6 to 8 periods

Prior Knowledge and Revision

This unit involves the use of geometric instruments. Prior to beginning this chapter, the students
should revise the key words, bisection, equilateral, and isosceles triangles. The properties of types
of angles and triangles are also important.
Practical Geometry

Board geometric instruments should be used to teach the students the correct handling of the
instruments.
The concept of shapes made by 3 or more line segments has already been introduced to the
students. A brainstorming session on identification of various shapes can be done on the board.
After the identification of various quadrilaterals, the teacher should prompt the students to
identify the properties of each shape.
51
 Example
A rhombus has all sides equal but it is not a square. Why? (The angles are not right angles.)
A parallelogram has length and breadth but it is not a rectangle. Why? (There are no right angles
at the vertices.)
A kite is an unusual quadrilateral with equal sides adjacent to each other (two small adjacent sides
equal and two longer adjacent sides equal).
A trapezium is different from a parallelogram. Give two properties supporting the statement (only
one set of parallel lines and the parallel lines are not equal in length).
A D A D
A D A D

Trapezium Parallelogram Rhombus Isosceles

Trapezium
B C B C B C B C

A D A
A D

Rectangle Square B Kite D

B C B C

Real-life Application and Activities

The teacher can stimulate the interest of the students by informing them that we can role-play by
acting as architects and can plan designs using the geometric instruments.
Henceforth, all work is hands-on and as the teacher explains the steps of construction, the students
should write them in their notebooks and construct figures accordingly.
To reinforce knowledge of the properties, the students can be divided into groups and each group
can be assigned a quadrilateral. The group then makes a cut-out of the shape assigned from chart
paper and give a minute-long presentation on the properties of the assigned quadrilateral.
Quadrilaterals

parallelograms

rectangles
rhombus
Practical Geometry

52
 Rectangles Parallelograms Rhombus Parallelograms

90°∠s at the angles are all sides are opposite

adjacent
vertices adjacent ∠s are not at 90º equal angles are sides are
supplementary, supplementary, equal
equal lengths diagonals there are two
and equal bisect at sets of parallel
breadths (right ∠s) lines

Summary of Key Facts

• A quadrilateral is a closed, four-sided, plane figure.
• A diagonal of a quadrilateral is a line segment joining its two opposite pairs of vertices.
• A parallelogram is a quadrilateral in which the opposite sides are parallel and equal.
• A rhombus is a parallelogram in which all the four sides are equal.
• A rectangle is a parallelogram in which all the angles are right angles.
• A square is a rectangle with four equal sides.
• A trapezium is a quadrilateral with two and only two, parallel sides.
• An isosceles trapezium is a trapezium in which the non-parallel sides are equal.
• A
 kite is a quadrilateral in which the two pairs of adjacent sides are equal. (In general, the
opposite sides are not parallel or equal).
• T
 he order of Rotational Symmetry tells us how many times a shape looks the same when it
rotates 360 degrees, and it is equal to the number of sides.
• T
 ranslation means the shifting of a figure from one place to another to a new position on a
grid.

!
PS
OO ? Frequently Made Mistakes
Students should be made aware that the correct use of geometric instruments for example how to
hold and place the instruments, is important to produce accurate drawings.
Students find the relationship between the shapes of quadrilaterals a bit challenging. If the shapes
are taught in a way where the overlapping properties are first pointed out and then the additional
properties which differentiate one shape from the other are explained it will help the students
immensely. Venn diagrams of similarities and differences will also help.
Lesson Plan

Sample Lesson Plan

Practical Geometry

Topic
Geometric constructions

Specific Learning Objectives

Students will be able to construct triangles with the ratio of the sides and perimeter given.
53
 Suggested Duration
1 period

Key vocabulary
ratios, perimeter, pair of compasses

Method and Strategy

To construct a triangle with a given set of ratios, first revise the concept of proportional ratios.

Example:
Triangle ABC has sides in the ratio of 1 : 4 : 5.
If perimeter is 30 cm, then the sides will be calculated as:

AB = 1 × 30 = 3 cm
10
BC = 4 × 30 = 12 cm
10
AC = 5 × 30 = 15 cm
10
Draw AC, the longest side, as the base line. With A and C as centres draw two arcs with radius 3 cm
and 12 cm respectively, cutting each other at B.
Join B to A and C.
It should be pointed out that sometimes mathematical computations are done before proceeding
with construction of the triangle. Similarly, to construct a triangle with given altitude or vertical
angle, mathematical working will be required.

Written Assignment
Practice sums will be given in class and for homework from Exercise 12A. The teacher will approach
each child individually to help them use the geometric instruments along with helping with the
mathematical concepts.

Evaluation
Marked assignments will be given in class and homework periodically before taking a
comprehensive assessment of this unit.
The test will have a choice of options of different cases of constructions and at least 5 sums of
constructions should be given for the duration of a one-period test.
Practical Geometry

54
 VOLUME AND
Circles
SURFACE AREA

Specific Learning Objectives

In this unit students will learn:
• to define elements of a circle:
– centre
– radius
– diameter
– chord
– arcs
– major and minor arc
– semi-circle
– major and minor segments of a circle
• to describe the properties of circle

Suggested Time Frame

2 to 3 periods.

Prior Knowledge and Revision

Parts of a circle have been taught earlier; however, the difference between a chord, diameter, and,
radius should be explained with the help of diagrams.
The radius is the distance from the centre to the circumference of the circle, whereas the diameter
is the measure of the circle across, passing through the centre.
The radius touches the circumference of a circle at one point, while the diameter touches it at two
points.
The radius and diameter are constant values.
A chord touches the circle at two points but does not pass through the centre.
A semicircle is half a circle, subtended (meeting at two points) by a diameter. A quadrant is a
quarter of a circle subtended by two radii.
The circumference of a circle is its perimeter and the circular measure of its boundary.
Circles

55
 rd
cho

diameter
semicircle
radius

Real-life Application and Activities

Construction of circles and semicircles is relatively easy as only the use of compasses is required and
the students need to get the value of the radius on the compasses and the circle or semicircle can
be drawn.
The properties of circles are extremely critical and these can only be explained if done practically.
A A
P
A ● B
O L M L M
O O

Q
B

A C A C

O O
O

A B B D B D

Activity
You will need chart paper, drawing pins, and thread.
Cut out a big circle with the width of the chart paper as the diameter.
Put the drawing pins at the end point of the diameter. Put a thread around the drawing pins to
make a loop. Pull the thread and pin it opposite the diameter on the semicircle.
Measure the angle formed on the circumference with a protractor or a set square: it will be 90º.
Similarly, on the same chart paper loop a thread around the two drawing pins and pin it on the
circle at two points on the circumference, this time to create a chord and not a diameter. Measure
the distance of the chord from the centre and use the same measurement to tie another chord on
the other side of the centre of the circle. Measure the length of the threads forming the chord:
they will be equal.
Circles

By this method all properties can be proved. The students write the properties on the chart paper.
Help students to prove all the properties practically.
56
 Summary of Key Facts
• A circle is a plane figure consisting of points that lie at the same distance from its centre.
• T
 he centre of a circle is the fixed point on the plane from which the distance of the moving
point is always constant.
• The circumference of a circle is the boundary or perimeter of the circle.
• The distance between the centre and a point on the circumference is called the radius.
• T
 he diameter is the distance between two points on the circumference along a straight line
that passes through the centre.
• Any diameter divides a circle into two equal parts; each part is known as a semicircle.
• A line segment that joins the endpoints of an arc is called a chord.
• Any part of the circumference or perimeter of a circle is known as an arc of the circle.
• W
 hen a circle is divided into two unequal parts by a chord, the arc that forms the smaller
part is called the minor arc, the arc that forms the larger part is called the major arc.
• A segment of a circle is the area enclosed between an arc and the corresponding chord.
• W
 hen a circle is divided into two parts by a chord, the smaller segment formed is called the
minor segment, the larger segment formed is called the major segment.
• A
 circle divides the plane in three distinct parts, namely the interior region, the exterior
region, and the circle itself.
• Equal chords of a circle are equidistant from the centre.
• The perpendicular, drawn from the centre of a circle to a chord, bisects the chord.
• Equal chords of a circle subtend equal angles at the centre.
• Every semicircle has an angle that measures 90°.
• All the angles subtended by a chord in the same segment of a circle are equal.

!
PS
OO ? Frequently Made Mistakes
Students even at a higher grade mix up the concepts of chords and diameters. This causes further
confusion later on while working on the theorems.

Circles

57
 Lesson Plan

Sample Lesson Plan

Topic
Circles

Specific Learning Objective

Students will be able to use the given properties of the circle:
• equal chords are equidistant from the centre,
• the perpendicular line from the centre bisects the chord, and
• equal chords subtend equal angles at the circumference.

Suggested Duration
1 period

Key Vocabulary
chords, equidistant, subtend, perpendicular, bisect, bisector

Method and Strategy

The activity stated earlier will be shown to the students to revise the theorems. However, for the
theorems to be more effective in application, a lot of practice sums will be done.

Written Assignments
Exercise 13B will be done in class on the board and then given for homework.

Evaluation
A comprehensive assessment on this unit should be given. It should be pointed out to students that
inaccuracy in construction will result in the loss of marks.
Circles

58
 DATA
Perimeter and Area
HANDLING
Specific Learning Objectives
In this unit students will learn:
• to convert between standard units of area: m2, cm2, mm2 and vice versa
• to convert 12-hour clock to 24-hour clock and vice versa
• to convert different units of time and speed
• about the relation between speed, distance, and time
• to differentiate between uniform speed and average speed
• to calculate arrival time, departure time, and journey time in each situation
• solve the real-world word problems involving distance, time, and average speed
• to calculate the area and perimeter of shaded and unshaded regions in composite shapes
• find the circumference of a circle
• find the area of a circle
• solve the real-world word problems involving perimeter and area

Suggested Time Frame

6 to 8 periods

Prior Knowledge and Revision

This unit is a continuation of concepts taught in the earlier grades. The students are aware of the
concepts of area and perimeter, so no formal introduction is needed.
Revision of shapes and calculating the area and perimeter of composite shapes made up of squares
and rectangles can be done.

Activity
The teacher can make the revision fun by bringing cut-outs on chart papers and dividing the class
into groups and asking them to calculate the area and perimeter of the cut-outs. These cut-outs
can be put on the floor and the groups can work on the floor. This activity should not take more
Perimeter and Area

than five minutes. The calculations can be done in their exercise notebooks.
Shapes are everywhere; architecture involves spatial geometry, and the construction of a house
involves calculation of materials required, areas, etc. Even something as relatively simple as making
a wooden table or cupboard requires knowledge of the concepts taught in this unit.

59
 If there is an in-house handy man or carpenter in school, he can be invited to the lesson to explain
the dimensions and material requirements of making a desk.
Students should not be given the formulae as mathematical computations alone. They need to
understand the derivation to appreciate the real-life application.

Real-life Application and Activities

The value of pi (π) can easily be explained with an interesting hands-on activity.

Activity
You will need: a 1 metre length of yarn, (any thick thread will also do), a marker, different
everyday objects that are circular e.g. a CD, circular plate, circular sharpener, a 30 cm ruler, and play
dough or any adhesive.
Fasten the yarn around the circular object with the play dough so it stays in position.
Measure the yarn and record the length in centimetre.
Now place the yarn across, making sure it passes through the centre.
Measure and record the length.
Ask the students to calculate the value: around/across.
They should come to a value close to 3.142.
They should repeat this process with two more circular objects of different sizes.
The teacher should then point out the constant value of π that it is 3.142 for all circles.
Once the formula for the circumference is introduced he/she will relate around to the
circumference and across to the diameter.

Summary of Key Facts

• T
 he International System of Units (SI), commonly known as the metric system, is the
international standard for measurement.
• F or measuring time, we can either use the 12-hour clock or 24-hour clock. We denote a.m.
from midnight to just before noon and p.m. from afternoon till just before midnight.
• The speed of an object tells how fast it is moving. Speed is a special type of rate.
• Speed = Distance travelled
Time taken
• Distance = Speed × Time
• Time = Distance
Speed
• When an object covers equal distance in equal time intervals, it is said to be in uniform
Perimeter and Area

speed.
• T
 he ratio of total distance travelled by an object to the total time taken by the object with
uniform speed is defined as the average speed of the object.
• The distance around a plane figure is called its perimeter.

60
• T
 he area of the shaded region is the difference between the area of the entire polygon and
the area of the unshaded part inside the polygon.
• The distance around the boundary of a circle is called its circumference.
• Circumference of a circle = 2πr
• Area of a circle = πr2
• T
 o find the areas that are borders the concepts of external area and internal area should
be made clear. Once these have been found, the areas are subtracted to get the area of the
borders.

!
PS
OO ? Frequently Made Mistakes
Students generally get confused with the identification of the altitude and perpendicular lines. The
earlier unit on this can be revised to obtain correct values which are substituted in the formulae.
Lesson Plan

Sample Lesson Plan

Topic
Circumference and area of a circle

Specific Learning Objectives

Students will be able to find the circumference and area of a circle.

Suggested Duration
1 period

Key Vocabulary
radius, diameter, perimeter, circumference, area, pi

Method and Strategy

This is a new and interesting topic, therefore, the lesson will begin with an activity. Students will
do the Activity 1, 2, and 3 given on pages 206 and 207 to create an interest and understanding of
the concept of a area of a circle.

Written Assignment
Exercise 14A Q 1 - 4 will be done as class work and Q 5 - 9 will be given for homework.

Evaluation
Perimeter and Area

A comprehensive test along the lines of Exercises 14B will be given on the completion of the unit.

61
 DATA
Volume andRATE
HANDLING
RATIO AND Surface Area

Specific Learning Objectives

In this unit students will learn:
• t o convert between standard units of volume: m3, cm3, mm3,
and vice versa
• t o calculate the surface area and volume of any simple 3D shape including right prisms and
cylinders
• solve real-life word problems involving volume and surface area of right prisms and cylinders

Prior Knowledge and Revision

Students calculated the surface area and volume of cubes and cuboids in the previous grade.
A brief revision at the beginning of the lesson can be done where the faces and edges of a cube
and a cuboid are identified and the surface area and volume formulae are revised.

Activity
Net diagrams of a cube and cuboid can be photocopied and handed to the students. They can cut
them out and tape the edges to create a 3D shape out of a 2D cut-out. This will highlight the fact
that a 2D shape can be converted into a 3D shape that will have a volume.
Volume and Surface Area

Net diagram of a cube Net diagram of a cuboid

Since all the sides are equal, Since the dimensions are different,
the faces are all equal in 2 faces each have the same
area and dimensions. dimensions and same area.

62
 Real-life Application and Activities
Activity
The relationship between volume and base area of cubes, cuboids, and cylinders can be explained.
The basic formula for volume is:
Volume = base area × height
The shaded region in each diagram below is the base.
Therefore the volume of each shape can now be easily calculated.
i) Volume of a cuboid = base area × height
V = (l × b) × h (base is a rectangle, therefore the base area = l × b)
ii) Volume of a cube = base area × height
V = (l × l) × l = l3 (base is a square, therefore the base area = l × l)
iii) Volume of a cylinder = base area × height
V = (πr2)h (base is a circle, therefore the base area = πr2)
r

h l
h

base area base area

b l
base area
l l

Summary of Key Facts

• The tiniest of dots on the paper has only one dimension. It indicates a position.
• A line has only one dimension—length.
• Squares, circles, triangles, and ovals have two dimensions—length and breadth.
• C
 ubes, cuboids, and spheres are three-dimensional objects. They have depth as well as length
and breadth.
• The area of the surfaces of a 3D solid is known as its surface area.
Volume and Surface Area

• The length, breadth, and height of a rectangular solid are called its dimensions.
• Lengths are measured in millimetres, centimetres, and metres.
• Area is measured in square centimetres, square metres, or square kilometres.
• Volume of 3D objects is measured in cubic centimetres, cubic metres, or cubic kilometres.
 he most convenient unit of volume is the cubic centimetre (cm3), which is a solid region
• T
formed by a cube of side one centimetre.

63
 • A
 geometric solid that has a polygon as its base and vertical sides perpendicular to the base
is known as a right prism because the angles between the base and sides are right angles.
• A cylinder which stands on a circular base at right angles is a right circular cylinder.
• A cylinder has a flat base and a flat top and one curved surface.
• Area of the curved surface of a right circular cylinder = 2πrh
• Total surface area of a right circular cylinder = 2πr(h + r)
• Volume of a right circular cylinder = πr2h

!
PS
OO ? Frequently Made Mistakes
The identification of dimensions when applying the formula is very important. The students tend
to put in the value of the diameter instead of the radius. Similar mistakes also occur in the case of
cubes and cuboids.
The hands-on activity of the net diagram will ensure that the concepts of the dimensions and their
shapes are clear.
Lesson Plan

Sample Lesson Plan

Topic
Volume and surface area of a cylinder

Specific Learning Objectives

Students will be able to calculate the surface area of a cylinder.

Suggested Duration
1 period

Key Vocabulary
radius, circumference, height, curved surface area, total surface area

Method and Strategy

Activity
The most effective way of teaching the formula of the surface area of a cylinder is to take a piece
of paper and show the class the length and breadth of the paper.
Volume and Surface Area

Highlight the fact that the rectangular paper is actually the curved surface area of the cylinder as it
folds to form a cylinder.
Put two circle cut-outs on the top and bottom of the paper cylinder. Make sure that the
circumference of the two circles is equal to the length of the rectangle; only then they will be
placed perfectly.
This fact can be pointed out to the students.
Curved surface area of a cylinder = 2πr × h

64
Total surface area of a closed cylinder = 2πrh + 2πr2

h h
r
r

Written Assignment
Questions 8 and 9 from Exercise 15 will be done in class. They will note the formulae down with
markers in their notebooks before they proceed to do the sums. Question 10 and 11 will be given
for homework.

Evaluation
This is an extremely conceptual topic. Quizzes to find the area or volume of any one shape will be
given at the beginning of each lesson. This way the concepts will be further enhanced as the unit
progresses. A comprehensive assessment covering all concepts will be given once the students are
confident. The Revision 5 on pages 218 to 220 can be used to assess mensuration.

Volume and Surface Area

65
 FINANCIAL
DATA
ARITHMETIC:
Data Handling
HANDLING
PERCENTAGES

Specific Learning Objectives

In this unit students will learn:
• t o recognise drawing and interpretation of bar graphs, line graphs, and pie chart
• d
 ifferentiate between a histogram and a bar graph
• d
 raw and interpret bar graph, line graph, and pie chart
• t o construct and compare histograms for both discrete and continues data with equal
interval range
• t o select and justify the most appropriate graph for a data set and draw simple conclusions
based on the shape of the graph
• t o recognise the difference between discrete, continuous, grouped, and ungrouped data
• t o calculate mean, median, and mode for ungrouped data
• t o calculate mean for grouped data
• s olve real-life word problems; compare, choose, and justify the appropriate measures of
central tendency for a given set of data
• t o construct frequency distribution tables for given data: frequency, lower class limit, upper
class limit, class interval and mid-point)
• t o solve related real-world problems
• t o explain and compute the probability of: certain events, impossible events and complement
of an event
• t o solve real-world word problems related to probability

Suggested Time Frame

4 to 5 periods

Prior Knowledge and Revision

Students are aware of line graphs and bar graphs. The teacher can give a Power Point presentation
and show colourful slides of various bar graphs and line graphs. A list of questions can be read out
Data Handling

and the students can answer by looking at the slides. This activity will not only help them revise the
concepts, but will also add variety to mathematics lessons..

66
 Real-life Application and Activities
Students are aware of simple distribution of data where frequency is not mentioned. The facts
that the data is now grouped and the quantity is within a range have to be explained clearly. The
steps of converting raw data into grouped data and that of constructing a bar graph, have to be
explained clearly and highlighted as a soft board presentation.
Students should be encouraged to draw on chart paper representations of a bar graph. They can
work in groups. This will enhance their understanding as they will benefit from peer cooperation.

Summary of Key Facts

• Discrete data is countable and contains distinct values. It is represented by a bar graph.
• C
 ontinuous data is measurable and includes any value within the range. It is graphically
represented by a histogram.
• Ungrouped data is data in raw form.
• A
 table that shows class intervals and their corresponding frequencies is called a frequency
distribution table.
• The difference between the greatest and smallest data values is called the range of the data.
• E
 ach class interval consists of a smallest value and a greatest value. These are called the
lower class limit and upper class limit, respectively.
• N
 umerical data also known as quantitative data is represented as a line graph by plotting
dots on a graph paper and then joining them by line segments.
• A pie chart is a circular chart on which data is represented in the form of sectors of a circle.
• Measure of central tendency can be defined as a ‘middle’ value of the data.
• It is a way to find or describe the centre of a set of data.
• The mean value of a set of data is the average value of the given data.
x w + x w + x3w3 + … + xnwn
• The weighted mean: xw = 1 1w 2 2
1 + w2 + w3 + … + wn

• The median value of a data set is the value that lies in the central position after the data has
been arranged in ascending or descending order.
• The mode is the value that is repeated the most number of times in the data set.
• T he probability of an event is a number between 0 and 1, where 0 indicates impossible
events and 1 indicates the events which are certain.
• Probability of an event to happen P(E) = Number of favourable outcomes
Total number of outcomes
!
PS
OO ? Frequently Made Mistakes
Data Handling

Students often make mistakes adding frequency. In the case of a pie chart, if the angles of the
sector are to be calculated, then they should check that their sum is 360º, as angles at a point add
up to 360º. Similarly, care should be taken while calculating percentages as their total should be
100%.
67
 Lesson Plan

Sample Lesson Plan

Topic
Pie charts

Specific Learning Objectives

Students will be able to calculate the value of the angles of a pie chart.

Suggested Duration
1 period

Key Vocabulary
sectors, circles,frequency distribution, pie charts

Method and Strategy

A pie chart represents information in a circle. Each distribution is represented by a sector. All the
sectors together form one complete circle. The angle of each sector is calculated arithmetically and
it should be pointed out that since angles at a point add up to 360º, the angles of all sectors should
also add up to 360º.
Any distribution can be presented in the form of a bar graph or a pie chart.

Example
The number of students in different classes of a
school who like to play hockey are given below. X 40°
Draw a pie chart to represent the same.
VI VII
4 × 360º = 40° 50°
Grade VI: 20°
36
Grade VII: 2 × 360º = 20°
36
IX 100° VIII
Grade VIII: 10 × 360º = 100°
36
150°
Grade IX: 15 × 360º = 150°
36
Grade X: 5 × 360º = 50°
36
To check : 40° + 20° + 100° + 150° + 50° = 360°
It should be explained that in order to calculate the values of the angles of a pie chart, we take the
frequency of the subject over the total to create a fraction and then multiply by 360º as it is going
Data Handling

to be a fraction of a full circle.

Angle of a sector = frequency × 360º
total frequency

68
Written Assignment
Question 9 of Exercise 16A will be done in class and Question 10 will be given for homework.
Only when the students are clear about the calculations of ‘how’ and ‘why’ will the teacher ask
the students to bring protractors to the next lesson and proceed to teach the construction of pie
charts.

Evaluation
This is a presentation-based unit. Marks can be awarded on assignments and classwork involving
bar graphs and pie charts.

Data Handling

69
 Assessment

A teacher's journey involves three stages Exposition, Practice, and Consolidation.

Exposition is the setting forth of content, and the quality and extent of the information relayed.
Practice involves problem solving, reasoning and proof, communication, representations, and
correction.
Assessment is the final stage of consolidation of the process of learning.
Assessment of teaching means taking a measure of its effectiveness.
Assessments
Students can be evaluated on various criteria and by multiple methods (Oral or written, projects,
tests/ examinations, etc.) during or at the end of a session year.
Assessment is a mandatory part of the teaching and learning process. It cannot be treated isolated
from the teaching and learning process. It helps both teachers and learners to judge and evaluate
their efforts and pace of learning.
In mathematics it becomes more essential, as mathematical concepts are linked with each other. Concepts
grasped during one teaching session serve as a basis for the learning of upcoming concepts. Teachers use
assessments for several purposes such as pre-assessing the learners’ need, providing relevant instruction,
assessing the intended learning outcomes, placement of the learners in different groups, diagnosis of
weaknesses and strengths of the learners, adjustment of teaching strategies/ techniques and promotion
of the learners to the next grade. Major functions of the assessment are instructional planning, feedback,
making decision, and selection of appropriate resources and strategies to move forward. In short the
prime purpose of any assessment is to improve students' learning.
Types of Assessments
Assessment is classified according to its purpose, such as:
• Assessment for Learning (AFL)
• Assessment of Learning (AOL)
Formative Assessments:
These are commonly used as ‘assessments for learning.’ Formative assessments are conducted
throughout teaching practice. They show evidence oo student’s learning and are helpful
feedback for the teachers to adjust their instructional methods to reduce the learning gaps for
students.
In assessment for learning the teacher provides students with a feedback and support for
improvement. The purpose for teachers is to:
• gather evidence of student achievement consistently, fairly, and over short periods of learning
Assessment

time, basically through informal methods

• monitor students’ progress towards the defined learning goals
• define teaching adjustments and next steps for teaching to help students reach their potential
• adjust teaching to help students according to their potential

70
The most common forms of assessment for learning (formative assessment) are:
In-class activities where students present their findings informally and provide feedback on peer
assessments, observations of students non-verbal feedback, homework exercises, questioning (open
and closed), quiz, projects, selected responses (may include MCQs, true: false, matching short answers,
fill-in-the-blanks, etc), open-ended tasks, performance assessments, process-focused assessments,
discussions between student and teacher, answering specific questions, students reflections, students
feedback collected through self-assessments etc.
Summative Assessments
These are also known as ‘assessments of learning.’ Summative assessments check for learners’
achievement at the end of the lesson, unit/ unit, or course. Usually, although not necessarily, these
involve formal tests or exams. They are commonly used for grading and ranking students.
Assessment of Learning (Summative)
This assessment leads to the evaluation of student learning. It accurately summarises and communicates
to parents, individual students, teachers, other teachers, school leaders and policymakers what
students know and can do concerning the overall curriculum expectations.
The teacher assesses a student’s summative work at the end of a learning period, to determine to
what degree (at what level) the student has achieved the learning goal.
The purpose for teachers is to:
• provide evidence of students’ achievement during a specific class and often at the end of a
learning unit
• provide assessment data for evaluation
• make judgments about the quality of students learning on the set curriculum expectations
• provide a value (pass/ fail) to that quality of learning achieved by the students
• record and report student’s achievements to all stakeholders including parents, teachers,
school and senior management as well as students themselves
• use this data as assessment data for the evaluation of student learning

The most common forms of assessment of learning (summative assessment) are:

class tests, end of unit tests, monthly tests, mid-year/ annual examinations, standardized tests,
multiple choice questions (MCQ), structured papers, presentations (peer or tutor – assessed in
controlled environments etc.

Bloom’s Cognitive Domains

The cognitive domains given below are used for assessment purpose:
• Knowing: Knowledge
• Applying: Understanding and Application
• Reasoning: Analysis, Synthesis, and Evaluation

Knowing:
Assessment

Knowing refers to students need to be efficient with the basic knowledge or concept on the recall
of mathematical language, basic facts or mathematical concepts, symbolic representation, spatial
relations, simple procedures and application of the definitions.

71
 Action verbs for knowing are:
• Recall
• Identify
• Interpret
• Describe
• Recognize
• Measure
• Represent
• Explain
• State
• Arrange/ Order

Applying:
Applying refers to students need to be efficient with the application of mathematics in range
of contexts. Students need to apply mathematical knowledge of facts, skills and procedures or
understanding of mathematical concepts to create representations.
Problem solving is central to applying domain, with an emphasis on more familiar and routine
tasks. Problem solving is referred to the real-life problems or concerned with the purely
mathematical questions involving numeric or algebraic expressions, functions, equations,
geometrical shapes or figures and statistical data sets.

Action verbs for applying are:

• Examine
• Compute
• Collect
• Differentiate
• Add
• Subtract
• Multiply
• Divide
• Rotate
• Reflect
• Translate
• Enlarge
• Interpret
• Manipulate
• Plot
• Factorise
Assessment

72
Reasoning:
Reasoning involves logical and systematic thinking. It includes intuitive and deductive reasoning
based on patterns and regularities that can be used to arrive at solutions to problems set in
unfamiliar situations. Such problems may be referred to purely mathematical or may have real
life settings. For example, the reasoning involves ability to observe and make conjectures. It also
involves logical deductions based on specific assumptions and rules.

Action verbs for reasoning are:

• Analyse
• Predict
• Construct
• Evaluate
• Compare
• Express
• Demonstrate
• Verify
• Solve
• Differentiate

Content Domain
Content domain is the body of knowledge, skills or abilities that are being measured or examined
by a test, experiment or research study. It may cover all aspects of the subject area as well as be
well-defined objectives.
In secondary level mathematics (Grade VI – VIII), strands and bench marks of the National
Curriculum (2022) are based on the following content domains:

Numbers and Operations

• Algebra
• Measurement
• Geometry
• Statistics and Probability

Evaluation:
An ideal and fair evaluation involves a plan that is comprehensive. It covers a broad spectrum of
all aspects of mathematics. The assessment papers should test every aspect of the topics thought.
These can be demarcated into categories: basic, intermediate, and advanced content. The
advanced content should be minimal as it tests the most able students only.
Multiple choice questions, also known as fixed choice or selected response items, required students
to identify the correct answer from a given set of possible options.
Structured questions assess various aspects of students' understanding: knowledge of content and
Assessment

vocabulary, reasoning skills, and mathematical proofs.

All-in-all the teaching's assessment of students' ability must be based on classroom activity,
informal assessment, and final evaluation at the end of a topic and/or the year.

73
 Cognitive domains play vital role in the development of assessment. To assess the student’s in
secondary classes the following ratio of cognitive domains are used.

Cognitive
Percentage
Domains/ Comprises of Covers
weightage
Skills
Recall definition, terminology, unit of measure-
Recall
ment, geometric shapes and notations
Description of numbers, expressions, quantities
Describe
and shapes by their attributes and properties
Conversion of numbers and quantities from one
Convert
form to another
Knowing: 20%
Recognition of numbers, expressions, quanti-
Recognise/ Identify
ties, shapes and properties
Arrange numbers, expressions, quantities and
Arrange/order
shapes by common properties
Measure geometrical shapes, lines, angles and
Measures
graphs
Determine appropriate operations, strategies
Determine and tools for solving problems for which there
are commonly used methods of solution
Apply Application of some rules, algorithm/ formula

Applying: 40% Manipulation of terms, and rules in to simpler

Manipulate
form
Carry out algorithmic procedure for +, -, x, ÷ or
combination of theses with numbers, fractions,
Compute
decimal and carry out straight forward alge-
braic expressions
Construction of tables, geometrical figures and
Construct
graphs
Demonstration of properties of numbers and
Demonstrate
geometrical figures
Evaluation of numerical values from expres-
Evaluate
sions, equations, formulas and graphs
Explanation of terminologies, formulas, algo-
Reasoning: 40% Explain
rithms and properties with reasoning
Calculation of quantities, expressions by using
Calculate appropriate mathematical operations, formulas
Assessment

and techniques
Solution of real-life situations using various
Solve
mathematical strategies
Verify Verification of rules, identities and properties
74
To develop an assessment tool, a Table of Specification is used to align objectives, instructions
and assessment. For example, following table explain weightage of specific topics with respect to
different strands in accordance with the curriculum.

Unit Wise Weightage to be used for Table of Specification for Grade VI

Cognitive Domains/
Sr. # Strand Title Weightage Total
Skills
1 Sets 7%
2 Real Numbers 6%
K: 20%
Numbers and Squares and Square Roots,
3 9% 37% A: 40%
Operations Cubes and Cube Roots
R: 40%
4 Variations 4%
5 Financial Mathematics 11%
K: 20%
6 Algebra 11%
Algebra 18% A: 40%
7 Linear Equations 7% R: 40%
8 Geometry 9% K: 20%
9 Geometry Practical Geometry 5% 18% A: 40%
10 Transformations 4% R: 40%
K: 20%
11 Measurement Mensuration 9% 9% A: 40%
R: 40%
K: 20%
12 Statistics and Data Handling 7%
18% A: 40%
Probability
13 Probability 11% R: 40%
Total Weightage 100% 100%

Key: Knowing (K) Applying (A) Reasoning

(R)

[Acknowledgement: Text related to assessment is with reference to Pakistan National Curriculum 2022.]
Assessment

75
76