yearly plan of mathematics 2015 2016 second semester grade 7 · pdf fileyearly plan of...
TRANSCRIPT
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
1 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Identify the algebraic term and algebraic expression.
3 apples n apples (in a basket)
↓ ↓ constant variable
A constant is a number of its own that is used to represent a known
quantity.
A variable is a letter or a symbol that is used to represent an unknown
quantity.
Algebraic term :
is either a number or a number multiplied by one or more variables.
Examples of algebraic term: 3 , m , 2n
3 m 2n
A (numerical) coffectiont of an algebriac term :
is a number that is multiplied by a variable or variables.
The degree of an algebriac term (in one variable) :
is the highest power of the variable.
□ A
l –
geb
raic
Exp
ress
ion
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
2 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Example of Algebraic Term Numerical Coefficient Degree
3𝑥5 3 5
𝑥14 → rewrite as 1𝑥14 1 14
7 → rewrite as 7𝑥0 7 0 1
2𝑝 → rewrite as
1
2𝑝1
1
2 1
e.g.(1): Choose the correct answer :
1) The numerical coefficient of the algebraic term 2𝑥3𝑦4𝑧5 is :
a) 2 b) 3 c) 4 d) 5
2) The numerical coefficient of the algebraic term (−5𝑎)2 is :
a) −25 b) −10 c) 10 d) 25
3) The degree of the algebraic term (−5𝑎3)2 is :
a) 2 b) 3 c) 5 d) 6
An algebraic expressions is an expression formed from any
combination of numbers and variables by using the operations of
addition, subtraction, multiplication, division, exponentiation (raising
to powers), or extraction of roots.
contain any number of algebraic terms.
do not contain an equality sign (=).
Example : 3 + m + 2n ( + + 2× )
The degree of algebraic expression (in one variable):
Is the highest degree of its algebraic terms.
A
l – g
ebra
ic E
xp
ress
ion
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
3 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(2): Choose the correct answer :
1) One of the following is an algebraic term :
a) 5𝑥2 b) 5𝑥2 + 1 = 2 c) 5𝑥2 − 𝑥 d) 5𝑥2 + √𝑥
2) One of the following is not an algebraic expression :
a) 5𝑥2 b) 5𝑥2 + 1 = 2 c) 5√𝑥 𝑦3
d) 5 𝑧 𝑦
𝑥2
3) The number of algebraic terms in the expression
2𝑎 + 3 + 𝑎𝑏2 is :
a) 2 b) 3 c) 4 d) 5
4) The degree of the algebraic expression 4𝑧 + 3 𝑧2 is :
a) 1 b) 2 c) 3 d) 4
5) The degree of the algebraic expression 5𝑥3 − 3𝑥 + 2 equals
the degree of :
a) 2𝑥 − 5𝑥2 + 3 b) 3𝑥 + 4 − 2𝑥4 + 3𝑥3
c) 2𝑦3 + 3𝑦2 d) 5𝑦3 − 3𝑦4 + 2
A
l – g
ebra
ic E
xp
ress
ion
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Evaluate algebraic expressions.
e.g.(1): Evaluate (3𝑛 + 5) when:
a) 𝑛 = 2
b) 𝑛 = 1
3
c) 𝑛 = −4
e.g.(2): Evaluate (2𝑥2 + 3𝑥𝑦 − 2) when 𝑥 = 1 and 𝑦 = 2
□
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
4 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Use and define the terms monomial, binomial, trinomial and polynomial.
A polynomial is an algebraic sum, in which no variables appear in
denominators or under radical signs, and all variables that do appear
are raised only to positive-integer powers.
The degree of a polynomial (in one variable) :
Is the highest degree of its algebraic terms.
Polynomials are usually written in descending order of terms. the term
with the highest exponent in the polynomial is usually written first.
A monomial is a polynomial that has one term.
A binomial is a polynomial that has two terms.
A trinomial is a polynomial that has three terms.
Types of
polynomial Example
Descending order of
terms
Degree of
polynomial
Monomial 2𝑥9 2𝑥9 9
Binomial 10𝑦 − 7𝑦2 −7𝑦2 + 10𝑦 2
Trinomial 25𝑎4 − 𝑎8 + 1.3𝑎3 −𝑎8 + 25𝑎4 + 1.3𝑎3 8
e.g.(1): Choose the correct answer :
1) One of the following algebraic expressions is a polynomial:
a) 1
√2𝑥2 − √8 + 3.7𝑥 b) 2𝑥 +
1
2𝑥− 4
c) (𝑥2 − 2𝑥) ÷ (𝑥2 + 𝑥) d) 6 + √𝑥 − 𝑥 − 15𝑥2
2) One of the following expressions is a binomial:
a) 2𝑥2 b) 𝑥2 + 𝑥 − 4
c) 𝑥2 − 2𝑥4 + 𝑥3 − 1 d) 1 − 15𝑥2
□ P
oly
nom
ials
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
5 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Add and subtract polynomials (in one variable).
e.g.(1):Write each polynomial in descending order of terms :
a) 𝑥2 − 2𝑥 + 𝑥3 − 1 b) 𝑦2 + 2𝑦5 + 2 − 𝑦3
To add or subtract two polynomials, we combine like terms.
Two terms are like terms if they each have the same variables
and the corresponding variables are raised to the same powers.
Polynomials can be added/subtracted horizontally or vertically.
e.g.(2): Choose the correct answer :
1) One of the following pairs of terms is a pair of like terms:
a) 2𝑎 , 2𝑏 b) 2𝑎 , 𝑎2
c) 2 , 2𝑎 d) 𝑎2 , 2𝑎2
e.g.(3): Find :
a) (𝑥2 − 6𝑥 + 5) + (−3𝑥2 + 5𝑥 − 9)
= 𝑥2 − 3𝑥2⏟ −6𝑥 + 5𝑥⏟ +5 − 9⏟ Group like terms.
= −2𝑥2 − 𝑥 − 4 Add like terms.
b) (−5𝑎3 + 3𝑎 − 7) + (4𝑎2 − 3𝑎 + 7)
When adding vertically, we line up the like terms :
−5𝑎3 + 3𝑎 − 7 4𝑎2 − 3𝑎 + 7−5𝑎3 + 4𝑎2
□ P
oly
nom
ials
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
6 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(2): Find (3𝑥2 + 2𝑥 − 5) − (4𝑥2 − 7𝑥 + 2)
Change the sign of each term of the second polynomial.
= (3𝑥2 + 2𝑥 − 5) + (−4𝑥2 + 7𝑥 − 2)
= 3𝑥2 + (−4𝑥2)⏟ +2𝑥 + 7𝑥⏟ +(−5) + (−2)⏟ Group like terms.
= −𝑥2 + 9𝑥 − 7 Add like terms.
e.g.(3): Subtract (5𝑦2 − 7𝑦 − 6) from (4𝑦3 − 3𝑦 + 2) When subtracting vertically, we line up the like terms :
4𝑦3 − 3𝑦 + 2
− (5𝑦2 − 7𝑦 − 6)
Now change the sign of each term of the second polynomial and
add the like terms :
4𝑦3 − 3𝑦 + 2
−5𝑦2 + 7𝑦 + 64𝑦3−5𝑦2 + 4𝑦 + 8
e.g.(4): Jamila traveled 2𝑥 + 50 miles in the morning and 3𝑥 − 10
miles in the afternoon. Write a polynomial that represents the total
distance that she traveled.
e.g.(5): Write an expression for the perimeter of the given figure :
P
oly
nom
ials
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
7 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Multiply a monomial by a monomial.
⇒ Involving revision of exponents rules and sign rules
e.g.(1): Simplify : a) (−4𝑥2). (3𝑥) b) −2𝑎2. −3𝑎3
Multiply the numbers and the variables separately
a) (−4𝑥2). (3𝑥) = [(−4). (3)](𝑥2. 𝑥)
= −12𝑥3
b) −2𝑎2. −3𝑎3 = [(−2). (−3)](𝑎2. 𝑎3)
= 6𝑎5
e.g.(2): What is the area of a square with a side length of (5𝑦) 𝑐𝑚 ?
□ P
oly
nom
ials
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
8 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Solving equations of one variable of first degree using concrete materials
and manipulatives.
An equation is a mathematical sentence in which
two expressions are joined by an equal sign (=).
To keep the balance level, what you do to one side of the "=" you
should also do to the other side.
e.g.(1): Given that represents 1 and represents 𝑥 , write the
given problem as an equation then solve it to find the value of 𝑥.
2𝑥 + 7 = 𝑥 + 10 𝑥 = 3
□ E
qu
ati
on
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
9 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(2): Solve 3𝑥 + 3 = 2𝑥 + 5 using algebra tiles.
Represent the equation by
algebra tiles.
Eliminate common algebra
tiles from both sides.
Write the solution:
𝑥 = 2
e.g.(3): Solve 2𝑥 + 3 = 11 using algebra tiles.
Represent the equation by algebra tiles. Then eliminating
common algebra tiles from both sides.
We want to get 𝑥 alone for a solution. First, we can make two
groups of equal numbers of tiles on each side of the bar. Then
we can remove one set of the tiles from each side of the bar.
x = 4
E
qu
ati
on
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
10 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Solving equations of one variable of first degree using guess and check
method.
e.g.(1): solve 2𝑥 + 1 = 3 by guess and check method.
Step1: Guess a number to replace the missing variable with.
we will guess 𝑥 = 2.
Step2: Insert the guessed number into the equation.
2(2) + 1 = 3 Step3: Solve the equation.
2(2) + 1 = 3
4 + 1 = 3
5 = 3
𝑥 is not equal to 2 since 5 is not equal to 3.
Step4: Guess a new variable if you are incorrect as in the above
example.
we will guess 𝑥 = 1
Step5: Insert the new number into the equation.
2(1) + 1 = 3 Step6: Solve the equation.
2(1) + 1 = 3
2 + 1 = 3
3 = 3
The guess of 𝑥 = 1 is correct since the equation solves to 3 = 3.
Step7: Continue to guess new variables if you have not gotten a
correct answer.
□ E
qu
ati
on
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
11 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Solving equations of one variable of first degree algebraically Of the
following forms:
𝑥 ± 𝑎 = 𝑏
𝑎𝑥 = 𝑏
𝑥
𝑎= 𝑏
𝑎𝑥 ± 𝑏 = 𝑐 where a, b and c are integers
Revision: Complete the following:
e.g.(1): Solve 𝑥 + 5 = 12 algebraically.
What you are aiming for is an answer like "𝑥 = ...", and the plus
5 is in the way of that.
So, let us have a go at adding
additive inverse of 5 to both sides: 𝑥 + 5 + (−𝟓) = 12 + (−𝟓)
A little arithmetic
(5-5 = 0 and 12-5 = 7) becomes: 𝑥 + 0 = 7
Which is : 𝒙 = 𝟕
(Quick Check: 7 + 5 = 12)
Number Additive Inverse Multiplicative Inverse
3 -3 1
3
…….. 1
4 ………
…….. ……… -7
□ E
qu
ati
on
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
12 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(2): Solve 5𝑥 – 3 = 12 algebraically.
5𝑥 − 3 = 12 5𝑥 − 3 + 3 = 12 + 3
5𝑥 = 15
1
5 × 5𝑥 = 15 ×
1
5
𝑥 = 3
Adding additive inverse of
(−3) to both sides
Multiplying by multiplicative
inverse of (15)
(Quick Check: 5 × 3 – 3 = 15 – 3 = 12)
E
qu
ati
on
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Translate between a word expression and its variable representation to
apply and solve problems.
e.g.(3): Find the solution for each of the followings:
1. Five added to some unknown number is equal to eight.
2. Fifty-four decreased by twice a number gives ten.
□
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
13 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Define, illustrate and identify a sequence.
Introduction:
Find the next term and describe the pattern:
a) 2, 4, 6, 8, ….
b) 2, 4, 8, 16, ….
a) The next term is 14. We can get the next term by adding 2.
b) The next term is 32. We can get the next term by multiplying
by 2.
The above patterns are called sequences.
A Sequence is a set of numbers that are in order.
The first sequence is called an arithmetic sequence and the second
pattern is called a geometric sequence.
An Arithmetic Sequence is made by adding some value each time.
Example: 1, 4, 7, 10, 13, 16, 19, 22, 25, ...
This sequence has a difference of 3 between each number.
The sequence is continued by adding 3 to the last number each time.
□ S
equ
ence
s
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
14 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
The value added each time is called the "common difference" and it
could be positive or negative value.
In General you could write an arithmetic sequence as follow:
𝑎 , 𝑎 + 𝑑 , 𝑎 + 𝑑 + 𝑑 , … Where :
𝒂 is the first term
𝒅 is the common difference (between one term and the next)
e.g.(1): Find the next three terms in the following arithmetic sequences:
a) 3, 8, 13, 18, …
b) 25, 23, 21, …
a) The first term in this sequence is 3 and the common difference
is 5 between each number. The sequence is continued by
adding +5 to the last number each time.
3, 8, 13, 18, 18+5 , 18+5+5 , 18+5+5+5 , …
3, 8, 13, 18, 23, 28, 33 , …
b) The first term in this sequence is 25 and the common
difference is -2 between each number. The sequence is
continued by adding -2 to the last number each time.
25, 23, 21, 21+ (-2) , 17+ (-2)+ (-2) , 15+ (-2)+ (-2)+ (-2) , ...
25, 23, 21, 19, 17, 15, ...
e.g.(2): Write the first three terms of the arithmetic sequences:
1) 𝑎 = 6 and 𝑑 = 11
2) 𝑎 = 6 and 𝑑 = −5
S
equ
ence
s
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
15 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
A Geometric Sequence is made by multiplying by some value each
time.
Example: 2, 4, 8, 16, 32, 64, 128, 256, ...
This sequence has a factor of 2 between each number.
The sequence is continued by multiplying by 2 each time.
The value multiplied each time is called the "common ratio".
In General you could write a geometric sequence as follow:
𝑎 , 𝑎 × 𝑟 , 𝑎 × 𝑟 × 𝑟 , … Where :
𝒂 is the first term
𝒓 is the common ratio (the factor between the terms)
e.g.(1): Choose the correct answer:
One of the following sequences is a geometric sequence:
a) 5 , 9, 13, … b) 1, 4, 9, …
c) 2 , 6, 18, … d) 9 , 7 , 5, …
e.g.(2): Write the next three terms in the geometric sequences 2, 8, 24,…
e.g.(2): Write the first three terms of the geometric sequences:
1) 𝑎 = 9 and 𝑟 = 1
3
2) 𝑎 = 1 and 𝑟 = −2
S
equ
ence
s
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
16 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Using Schedules and Time lines (24-hour time).
How many minuets in 1 hour?
In the following digital clock , what does 06 and 30
represent?
In 12-hours clock, we use the words A.M. and P.M. to refer to time that
is before noon and after noon.
In 24-hour clock, the words A.M. and P.M.
are not used. We used 4-digit number.
24 Hour Clock: the time is shown as how
many hours and minutes since midnight.
□ T
ime
(in
24
-hou
rs)
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
06 : 30
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
17 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Converting A.M./P.M. to 24 Hour Clock
From 1:00 A.M. to 12:59 P.M. From 1:00 P.M. to 11:59 P.M.
no change add 12 Hours
11:20 A.M. = 11:20
12:30 P.M. = 12:30
4:45 P.M. = 16:45
11:50 P.M. = 23:50
e.g.(1): Convert the following times from the 12-hour clock to 24-hour:
12-hour clock 24-hour clock
7 : 27 P.M.
8 : 45 A.M.
12 : 55 P.M.
5 : 28 P.M.
Converting 24 Hour Clock to A.M./P.M. :
From 1:00 to 11:59 From 13:00 to 23:59
just make it "A.M." subtract 12 Hours, then make it
"P.M."
1:15 = 1:15 A.M.
11:25 = 11:25 A.M.
14:55 = 2:55 P.M.
23:30 = 11:30 P.M.
T
ime
(in
24
-hou
rs)
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
18 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(2): Convert the following times from the 24-hour clock to 12-hour:
24-hour clock 12-hour clock
11 : 00
21 : 39
06 : 19
17 : 30
Adding and subtracting time in 24-hour clock :
Adding Times : Add the hours and add the minutes separately.
e.g.(1): A boy starts eating his breakfast at 15:30. it takes 15 minutes.
What time does he finish?
15 30 min+ 15 min 15 45 min
e.g.(2): A cartoon movie started at 16:30. It took 1:45 minutes to
finish. What time does the movie end?
Method 1 : 1 6 30 min+ 1 45 min 17 75 min = 18: 15 min
17 75 min = 17 + 60 min + 15 min
= 18 + 15 min
Method 2 :
1 hour 30 min 15 min
16:30 17:30 18:0 18:15
T
ime
(in
24
-hou
rs)
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
19 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Subtracting Times :
Subtract the hours and subtract the minutes separately.
e.g.(1): A plane left an airport at 14:30. It arrived at 17:15. How long
was the flight? Method 1 :
17 15 min = 16 + 60 min + 15 min
= 16 + 75 min
17 15 min−1 4 30 min
==
16 75 min− 14 30 min 2 h 45 min
Method 2 :
30 min 1 hour 1 hour 15 min
14:30 15:30 6:00 17:00 17:15
e.g.(2): Said went to his school at 7:15 and got home at 14:05 . How
long was he at the school?
e.g.(3): Find the missing start time or end time ( in 24-hour clock):
Start time End time Time Duration
09 : 17 -------------- 3h 27 min
-------- 07 : 08 44 min
23 : 45 --------- 25 min
-------- 02 : 22 6h 10 min
T
ime
(in
24
-hou
rs)
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
20 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Solve problems involving time zones.
A time zone is one of the areas into which the world is divided where
the time is calculated as being a particular number of hours behind or
ahead at Greenwich (GMT), in UK .
There are 24 time zones in the world, demarcated approximately by
meridians at 15° intervals, an hour apart.
e.g.(1): India is five hour ahead of the UK time. If the time in GMT is
13:05, what is the time in India?
For each movement to the left For each movement to the right
Subtract 1 hour Add 1 hour
India is located in the fifth area east of GMT line. Therefore, the
time in India= 13:05+5 = 18:05
□ T
ime
Zon
es
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
21 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
General Rule :
If you are travelling East to a country which is ahead of your own,
you will add hours to the time.
If you are travelling West to a country which is behind your own,
you will subtract hours from the time.
e.g.(2): Muscat is 4 hours ahead of the UK time and New York is 5
hours behind the UK time. If the time in Muscat is 20:00, what is
the time in New York?
The time in New York is (20:00 – 9 = 11:00).
e.g.(3): Bermuda is 4 hours behind the UK time. If it is 1641 in
Bermuda, what is time in UK?
T
ime
Zon
es
Un
it F
ive
: A
l – g
erb
era
5 w
ee
ks
7 F
eb
- 1
0 M
ar
\ 2
01
6
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
22 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Extend the coordinate plane to 4 quadrants.
Coordinate Plane :
The plane determined by a horizontal number line, called the x-axis,
and a vertical number line, called the y-axis, intersecting at a point
called the origin which is written as (0,0).
x-axis : is a horizontal scale. As you go to the right from zero, the
values are positive. As you go to the left from zero, the values are
positive.
y-axis : is a vertical scale. As you go up from zero the numbers are
positive. As you go down from zero the values are negative.
□ C
oord
inate
Pla
ne
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
23 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
The two axes divide the plane into four areas called quadrants :
1. The first quadrant contains
all the points with positive x
and positive y coordinates.
2. The second quadrant contains
all the points with negative x
and positive y coordinates.
3. The third quadrant contains
all the points with negative x
and negative y coordinates.
4. The fourth quadrant contains
all the points with positive x and negative y coordinates.
Quadrant Sing of coordinates
first (x , y )
second (- x , y )
third (- x , - y )
forth (x , - y )
e.g.(1): In which quadrant is located the point (x, y), such that x and y
both are negative numbers?
e.g.(2): In which quadrant are located the following points:
point Quadrant
(3 , 2)
(-5 , 7)
(- 4, -1)
(9, - 2)
C
oord
inate
Pla
ne
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
24 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
An ordered pair : is a pair of numbers that name a point on the
coordinate plane. They are written in parentheses as (1 , 2).
To write the order pair of a point:
Step 1: Locate first number by looking down in the horizontal axis.
Step 2: Locate second number by looking in the vertical axis.
Step 3: Write the ordered pair (first number, second number)
e.g.(3): Write the order pair for each point in the given coordinate plane:
e.g.(4): plot the ordered pair A(−4, 3)
Step 1: Start at the origin.
Step 2: The x-coordinate of the given
ordered pair is - 4. So, move 4 units to the
left of the y-axis.
Step 3: The y-coordinate of the given
ordered pair is 3. So, move 3 units up from
the x-axis.
Step 4: Draw a dot and label it A.
e.g.(5): Plot the given points :
A(2,2) , B(-2,1) , C(4,1) , D(1,-3) , E(-3,0)
C
oord
inate
Pla
ne
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
25 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Translations of figures on the coordinate plane .
Introduction:
Ask a student to stand in front of the class.
Ask him to move one step. He most probably will move forward
although you didn't determine the direction. Discuss that with them.
Ask him to move to the right. He should ask how many steps to move.
Discuss this as well.
Now determine the distance and the direction and ask the volunteer to
move. Ask the students what has been changed in their friend? His
shape, age, length, weight…etc
So, what we have done now is called translation.
Translation is a geometrical transformation which moves every point
of a shape by same distance in the same direction.
(𝑥, 𝑦) → (𝑥 + 𝑎 , 𝑦 + 𝑏)
by counting how many units the shape has moved up or down and left or right.
If we want to say that the shape gets moved 30 units to the right and
40 units up, we can write:
(x, y) → (x + 30 , y + 40) This says "all the x and y coordinates will become x+30 and y+40"
□ T
ran
slati
on
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
(x, y) → (x + a , y + b)
To describe the translation, we use
arrow notation rule:
Where a and b represents the distance
moved on x-axis and y-axis
respectively.
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
26 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(1): On the given coordinate
plane, translate the
triangle ABC 2 units to
the left and 4 units down.
Method 1 : Move each vertex 2
units to the left and 4 units down.
Method 2:
Find the translation rule:
(x, y) → (x + a , y + b) 2 units to the left a = - 2
4 units down b = - 4
Therefore, the translation rule is:
(x, y) → (x − 2 , y − 4)
A(-1,3) A'(-1-2,3-4)
A'(-3,-1)
B(2,3) B'(2-2,3-4)
B'(0,-1)
C(1,1) C'(1-2,1-4)
C'(-1,-3)
T
ran
slati
on
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
27 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(2):
Describe the transformation of the
following rectangle ABCD:
The rectangle ABCD has been
translated ……… units up/down and
…… units left/right.
e.g.(3): The vertices of a triangle ABC are given by the coordinates
A(-3,2), B(1,1), C(-3,-1). Draw the triangle then translate it
according to the rule (x, y) (x, y -2).
□ T
ran
slati
on
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Enlarge and reduce figures on the coordinate plane.
An enlargement is a geometrical transformation which enlarges or
reduces a shape by a given scale factor around a given center point
called center of enlargement.
Center of enlargement: is a point from which we draw lines joining
the corresponding vertices on the image and original shape.
Scale Factor is an amount by which the image grows or shrinks.
Scale factor can be calculated by one of the following ratios:
= 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑎 𝑠𝑖𝑑𝑒 𝑜𝑛 𝑡ℎ𝑒 𝑖𝑚𝑎𝑔𝑒
𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑐𝑜𝑟𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑖𝑛𝑔 𝑠𝑖𝑑𝑒 𝑜𝑛 𝑡ℎ𝑒 𝑠ℎ𝑎𝑝𝑒
=𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑜𝑓 𝑎 𝑣𝑒𝑟𝑡𝑖𝑥 𝑜𝑛 𝑡ℎ𝑒 𝑖𝑚𝑎𝑔𝑒 𝑓𝑟𝑜𝑚 𝑐𝑒𝑛𝑡𝑒𝑟 𝑜𝑓 𝑒𝑛𝑙𝑎𝑟𝑔𝑒𝑚𝑒𝑛𝑡
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑜𝑓 𝑎 𝑣𝑒𝑟𝑡𝑖𝑥 𝑜𝑛 𝑡ℎ𝑒 𝑠ℎ𝑎𝑝𝑒 𝑓𝑟𝑜𝑚 𝑐𝑒𝑛𝑡𝑒𝑟 𝑜𝑓 𝑒𝑛𝑙𝑎𝑟𝑔𝑒𝑚𝑒𝑛𝑡
If the scale factor is greater than 1, the image is an enlargement.
If the scale factor is between 0 and 1, the image is a reduction.
□
En
larg
emen
t
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
28 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(1): Enlarge triangle PQR
with O as the center of
enlargement and a scale
factor of 2.
Step 1: Measure line OP̅̅ ̅̅ .
Step 2: Extend the line OP̅̅ ̅̅ to the
point P′ such that OP′̅̅ ̅̅ ̅ = 2OP̅̅ ̅̅ .
Step 3: Repeat the steps for all
the vertices; point Q to
get Q' and point R to get
R'.
Step 4: Join the points P' Q' R' to
form the image of the
triangle.
e.g.(2): The opposite figure
shows an enlargement
transformation. Find the
center of enlargement.
The center of enlargement is
found by drawing straight lines to
join corresponding vertices on the
shape and its image. These lines
are then extended until they meet.
The point which they meet is the
center of enlargement O.
E
nla
rgem
ent
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
29 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(3): Find the scale factor in the given figures:
Scale factor =
𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑎 𝑠𝑖𝑑𝑒 𝑜𝑛 𝑡ℎ𝑒 𝑖𝑚𝑎𝑔𝑒
𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑖𝑑𝑒 𝑜𝑛 𝑡ℎ𝑒 𝑠ℎ𝑎𝑝𝑒
=𝐴′𝐵′̅̅ ̅̅ ̅̅ ̅
𝐴𝐵̅̅ ̅̅ ̅=4
2= 2
Given that 𝑅′𝑂̅̅ ̅̅ ̅ = 4 and 𝑅𝑂̅̅ ̅̅ = 8.
Scale factor =
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑜𝑓 𝑣𝑒𝑟𝑡𝑖𝑥 𝑅′ 𝑓𝑟𝑜𝑚 𝑂
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑜𝑓 𝑣𝑒𝑟𝑡𝑖𝑥 𝑅 𝑓𝑟𝑜𝑚 𝑂
=𝑅′𝑂̅̅ ̅̅ ̅̅
𝑅𝑂=4
8=1
2
E
nla
rgem
ent
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Identify, name and list the properties of the following polygons:
convex
concave
□
Poly
gon
s
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
30 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
A Convex Polygon :
A polygon that has all interior
angles less than 180ο.
A Concave Polygon:
A polygon that has one or more
interior angles greater than 180°
Properties of convex polygons : Properties of concave polygons:
1) All the diagonals of a convex
polygon lay entirely inside
the polygon.
2) A straight line drawn through
a convex polygon crosses at
most two sides.
1) Some of the diagonals of a
concave polygon will lay
outside the polygon.
2) At least one straight line can
be drawn through a concave
polygon that crosses more
than two sides.
P
oly
gon
s
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
31 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(1): Classify the followings into concave and convex polygons:
(a) (b) (c) (d)
P
oly
gon
s
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Recognize, draw, name and describe:
Complementary angles (add-up to 90̊)
Supplementary angles (add-up to 180̊)
Vertically opposite angles
Alternate interior and exterior angles
Corresponding angles
Same side interior angles
□
An
gle
s
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
32 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Complementary angles (add-up to 90̊)
Two angles are complementary if the sum of their measure is 90°
∠ ABC and ∠ 𝐸𝐹𝐺 are complementary angles because 30° + 60° = 90°
e.g.(1): In the given figure, 𝑥°and 50° are
complementary angles. Find the size of ∠ x.
𝑥 = 90° − 50° = 40°
e.g.(2): Find the complementary angle for each of the given angles:
Angle Complementary angle
27° -------------------------------------
76.5° --------------------------------------
32.8° -------------------------------------
e.g.(3): In the given figure, find the value of x.
54° + (4 𝑥)° = 90° (4 𝑥)° = 90° − 54° (4 𝑥)° = 36°
𝑥 = 36
4= 9
A
ngle
s
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
33 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Supplementary angles (add-up to 180̊)
Two angles are supplementary if the sum of their measure is 180°
∠ABC and ∠𝐸𝐹𝐺 are supplementary angles because 120° + 60° = 180°
e.g.(1): In the given figure, 𝑥°and 50° are supplementary angles. Find the
size of ∠ x.
180° − 50° = 130°
e.g.(2) : find the supplementary angle for each of the given angles:
Angle Supplementary angle
39° -------------------------------------
145.3° --------------------------------------
170° -------------------------------------
e.g.(3): From the given figure, find the value of x.
□ A
ngle
s
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
34 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(4) : from the given figure
a) Name the complementary angles.
b) Name the supplementary angles.
c) find the size of angles x and y.
a) ∠𝐴𝐵𝐷 𝑎𝑛𝑑 ∠𝐴𝐵𝐸are complementary angles.
b) ∠𝐴𝐵𝐶 𝑎𝑛𝑑 ∠𝐴𝐵𝐷 are supplementary angles.
∠𝐷𝐵𝐸 𝑎𝑛𝑑 ∠𝐸𝐵𝐶 are supplementary angles.
c) 𝑥° = 90° − 37° = 53° and 𝑦° = 180° − 37° = 143°
□ A
ngle
s
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
35 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Vertically opposite angles
Vertical Angles are the angles opposite each other when two lines
cross.
a° and b° are vertical angles, and they are equal.
𝑎° = 𝑏°
c° and d° are vertical angles, and they are equal.
𝑐° = 𝑑°
e.g.(1): From the given figure
1) Name the vertically opposite angles.
2) Find the size of angle x.
1) Vertically opposite angles are :
( ∠𝐴𝐵𝐸, ∠𝐶𝐵𝐷)
( ∠𝐴𝐵𝐶, ∠𝐸𝐵𝐷)
2) 𝑥 = 45° because ∠𝐴𝐵𝐸 = ∠𝐶𝐵𝐷 ( Vertically opposite angles)
e.g.(2): Find the value of x :
(a) (b)
(2𝑥 + 15)° = 40° (8𝑥 − 17)° = 143° 2𝑥 = 40 − 15 8𝑥 = 143 + 17
2𝑥 = 35 8𝑥 = 160
𝑥 = 17.5 𝑥 = 2
□
An
gle
s
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
36 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Alternate interior and exterior angles
A Transversal is a line which crosses two lines.
Line C is the transversal.
When two lines are crossed by a transversal, the pairs of angles
on opposite sides of the transversal but outside the two lines are
called Alternate Exterior Angles.
When two lines are crossed by a transversal, the pairs of angles
on opposite sides of the transversal but inside the two lines are
called Alternate Interior Angles.
Alternate Exterior Angles.
∠B = ∠G
∠A = ∠H
Alternate Interior Angles.
∠C = ∠F
∠D = ∠E
□ A
ngle
s
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
37 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(1): In the given figures, find the missing values (write the reason).
Y = 128° (Vertically opposite angles) (2𝑥 + 10)° = (120)° X = 52° (supplementary angles) (Alternate Exterior Angles)
𝑍 = 128° (Alternate Exterior Angles) 𝑥 = 55°
A
ngle
s
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
38 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Corresponding angles
When two lines are crossed by a transversal, the angles in matching
corners are called corresponding angles.
corresponding angles :
𝐴° = 𝐸° 𝐵° = 𝐹° 𝐶° = 𝐺° 𝐷° = 𝐻°
e.g.(1): From the given figure, name the corresponding angles?
∠𝐴𝐵𝐶 , ∠𝐻𝐹𝐸
∠𝐴𝐵𝐷, ∠𝐺𝐹𝐻
∠𝐷𝐵𝐹, ∠𝐺𝐹𝐻
∠𝐶𝐵𝐹, ∠𝐸𝐹𝐻
□
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
39 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Same side interior angles
Two angles that lie on the same side of a transversal and between the
lines cut by the transversal, in corresponding positions with respect
to the two lines that the transversal intersects.
Same side interior angles
𝐿°𝑎𝑛𝑑 𝑁° 𝑍°𝑎𝑛𝑑 𝑀°
Same side interior angles
add up to 180°.
𝐿° + 𝑁° = 180° 𝑍° + 𝑀° = 180°
e.g.(1): In the given figure,
if ∡𝐶𝐵𝐹 = 100° find the size of
∡𝐺𝐹𝐵.
A
ngle
s
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
40 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Use a compass and a straight edge to construct the bisector of an angle.
An angle bisector is a line that divides an angle into two equal angles.
∠ABC = ∠CBD
e.g.(1): From the opposite figure, complete :
a) If ∠MON = ∠NOP then NO̅̅ ̅̅ is called an
…………………..
b) If NO̅̅ ̅̅ is an angle bisector of ∠MOP and
∠MON = 20° , then ∠NOP = ……….
□ C
on
stru
ctio
ns
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
41 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(1): Use a compass and a straight edge to draw a bisector of angle
PQR.
Step1: Start
with angle
PQR that we
will bisect.
Step2: Place the compass' point
on the angle's vertex Q.
Step3: Draw an arc across each
leg of the angle.
Step4: Place the compass on the
point where one arc crosses a leg
and draw an arc in the interior of
the angle.
Step5: Without changing the
compasses setting repeat for the
other leg so that the two arcs
cross.
Step6: Using a straightedge or
ruler, draw a line from the vertex
to the point where the arcs cross.
C
on
stru
ctio
ns
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
42 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Use a compass and a straight edge to construct an angle congruent to a
given angle.
e.g.(1): The opposite angles are congruent,
find x.
e.g.(2): Use a compass and straight edge to draw an angle congruent to
the angle BAC.
Step1: Start with an angle BAC that
we will copy, make a point P that will
be the vertex of the new angle.
Step2: From P, draw a ray PQ. This
will become one side of the new angle.
Step3: Place the compasses on
point A, set to any convenient width. Step4: Draw an arc across both
sides of the angle creating the points J and K.
Step5: Without changing the
compasses' width, place the compasses' point on P and draw a similar arc there, creating point M as shown.
□ C
on
stru
ctio
ns
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
43 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Step6: Set the compasses on K and adjust its width to point J.
Step7: Without changing the compasses' width, move the compasses to M
and draw an arc across the first one, creating point L where they cross.
Step8: Draw a ray PR from P through L.
C
on
stru
ctio
ns
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
44 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Use a compass and a straight edge to construct a line parallel to a given
line.
Two line segments are parallel if they never meet/ intersect.
AB̅̅ ̅̅ 𝑖𝑠 𝑝𝑎𝑟𝑎𝑙𝑙𝑒𝑙 𝑡𝑜 CD̅̅ ̅̅ (AB̅̅ ̅̅ ∥ CD̅̅ ̅̅ )
e.g.(1): Which of the following lines are parallel lines ?
e.g.(2): Use a compass and a straight edge to draw
a line parallel to the line AB̅̅ ̅̅ and passes
through the point Q.
e.g.(3): Use a compass and a straight edge to draw a line parallel to the
line PQ̅̅ ̅̅ .
Step1: Start with a point R above
PQ̅̅ ̅̅ . Draw a transverse line through R and across the line PQ at an angle, forming the point J where it intersects the line PQ.
Step2: With the compasses' width
set to about half the distance between R and J, place the point on J, and draw an arc across both lines.
□ C
on
stru
ctio
ns
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
45 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Step3: Without adjusting the
compass' width, move the compass to R and draw a similar arc to the
one in step 2.
Step4: Set compass' width to the
distance where the lower arc crosses the two lines.
Step5: Move the compasses to
where the upper arc crosses the transverse line and draw an arc across the upper arc, forming point
S.
Step6: Draw a straight line through
points R and S.
C
on
stru
ctio
ns
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
46 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Construction of a Parallelogram
A Parallelogram is a quadrilateral with both pairs of opposite sides
parallel.
To construct a parallelogram using a compass and a straight edge:
Step 1: Follow steps of drawing
two parallel lines to get the
following figure:
Step 2: With the compasses' width
set to any distance, place the point on J, and draw an arc across JQ forming point F.
Step3: Without adjusting the
compass' width, move the compass to R and draw a similar arc to the one in step 2 forming point L.
Step4: Draw a straight line through
points F and L.
□ C
on
stru
ctio
ns
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Ma
r –
14
Ap
r 20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
47 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Construction of a Rhombus A rhombus is a parallelogram with all sides equal in length
To construct a rhombus using a compass and a straight edge:
Step 1: Follow steps of drawing
two parallel lines to get the
following figure:
Step 2: With the compasses' width
set to the same distance between R and J, place the point on J, and draw an arc across JQ forming point F.
Step3: Without adjusting the
compass' width, move the compass to R and draw a similar arc to the one in step 2 forming point L.
Step4: Draw a straight line through
points F and L.
i.e 1) Using a compass and a ruler, draw a rhombus with 4 cm side length.
□ C
on
stru
ctio
ns
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
48 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Construction of a trapezoid
A trapezoid is a quadrilateral which has only one pair of opposite
parallel sides.
Draw a trapezoid with bases' lengths 3 cm and 5 cm, using a compass
and a ruler:
Step 1: Follow steps of drawing
two parallel lines to get the
following figure:
Step 2: With the compasses' width
set to distance of 5 cm, place the point on J, and draw an arc across JQ forming point F.
Step 3: With the compasses' width
set to distance of 3 cm, place the point on R, and draw an arc across RS forming point L
Step4: Draw a straight line through
points F and L.
□ C
on
stru
ctio
ns
Un
it S
ix :
Geo
met
ry
5 w
ee
ks
13
Mar
– 1
4 A
pr
20
16
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
49 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Calculate the area (using a formula) for a trapezoid.
Activity: Finding the Area of a Trapezoid Required materials: Cards, pencils, scissors, ruler and tape.
Take a card and create a trapezoid by cutting off two triangles.
Label the bases and the height on the card.
Trace the trapezoid onto another card to create a congruent
trapezoid. Tape the two trapezoids together to create a
parallelogram.
The area of the parallelogram is (𝑏1 + 𝑏2) × ℎ .
Since the parallelogram is formed from 2 congruent trapezoids,
the area of the trapezoid is half that of the parallelogram.
Area of a Trapezoid = 1
2 × (𝑏1 + 𝑏2) × ℎ
e.g.(1): Calculate the area for each of the following trapezoids:
□ A
rea o
f a t
rap
ezoid
Un
it S
even
: A
reas
an
d V
olu
mes
5 w
ee
ks
17
Ap
r – 1
9 M
ay
2
016
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
50 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Calculate the area (using a formula) for a composite figure.
Introduction: Write the formula of the area for each of the following shapes:
……………
……………
……………
……………
……………
……………
……………
e.g.(1): Calculate the area of the following figures:
a) b)
e.g.(2): In the opposite figure, calculate the area of
shaded part.
□ A
rea o
f a C
om
posi
te F
igu
re
Un
it S
even
: A
reas
an
d V
olu
mes
5 w
ee
ks
17
Ap
r – 1
9 M
ay
2
016
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
51 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Measure and calculate the surface area of a cube.
A face is one of the flat sides of the 3D object.
How many faces in a cube?
What is the shape of the face in a cube?
A net of a solid is a figure which can be folded to form the solid.
Surface area is the sum of the areas of the faces of a solid figure.
The area of a square 𝐴 = 𝑎 × 𝑎 = 𝑎2
So, the Surface area of a cube is: 𝑆𝐴 = 6 𝑎2 (square units)
Lateral surface area of a solid is the sum of the surface areas of all
its faces excluding the bases of the solid.
lateral surface area of a cube will be the area of four faces:
𝑎 × 𝑎 × 4 = 4𝑎2
□ S
urf
ace
Area
of
a C
ub
e
Un
it S
even
: A
reas
an
d V
olu
mes
5 w
ee
ks
17
Ap
r – 1
9 M
ay
2
016
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
52 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(1): For the given cube, find:
a) Its lateral surface area b) Its surface area
a) lateral surface of a cube = 4𝑎2
LA = 4(2𝑐𝑚)2
LA = 4 × 4 𝑐𝑚2
L 𝐴 = 16 𝑐𝑚2
b) Surface area 𝑜𝑓 𝑐𝑢𝑏𝑒 = 6𝑎2
SA = 6 × 2
SA = 6 × 4 = 24 𝑐𝑚2
e.g.(2): What is the surface area of a cube with an edge of 5 𝑚?
Surface area 𝑜𝑓 𝑐𝑢𝑏𝑒 = 6𝑎2
SA = 6 × (5)2
SA = 150 𝑚2
e.g.(3): The surface area of a cube is 96 𝑚2. What is the length of an
edge of the cube?
Surface area 𝑜𝑓 𝑐𝑢𝑏𝑒 𝑆𝐴 = 6𝑎2
96 𝑚2 = 6 𝑎2 ( ÷ 6 )
16 𝑚2 = 𝑎2 ( taking the square root)
𝑎 = 4 𝑚
e.g.(4): How much gift wrap is needed to cover a box
shown in the picture?
S
urf
ace
Area
of
a C
ub
e
Un
it S
even
: A
reas
an
d V
olu
mes
5 w
ee
ks
17
Ap
r – 1
9 M
ay
2
016
2 cm
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
53 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(5): If the surface area of a Rubik's Cube is
216 𝑐𝑚2.
a) what is the area of one face?
b) what is the length of one edge of the cube?
c) what is the lateral surface of a cube?
Un
it S
even
: A
reas
an
d V
olu
mes
5 w
ee
ks
17
Ap
r – 1
9 M
ay
2
016
Measure and calculate the surface area of a rectangular prism.
Surface Area of a rectangular prism :
SA = 2𝑙ℎ + 2𝑤ℎ + 2𝑙𝑤
(lateral surface are + area of the two bases)
lateral surface Area of a rectangular prism :
LA = (2 𝑙 + 2 𝑤 ) × ℎ
□
Su
rface
Area
of
a R
ecta
ngu
lar
Pri
sm
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
54 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(1): Find the surface area and lateral surface
area for the opposite rectangular prism?
SA = 2lw + 2lh + 2wh
SA = 2 × 5 × 4 + 2 × 5 ×7 + 2 × 4 × 7
SA = 40 + 70 + 56
SA = 166 𝑐𝑚2
LA = (2 l + 2 w ) x h
LA= (2× 7 + 2 × 4) × 4
LA= 88 𝑐𝑚2
e.g.(2): How many square centimeters of
cardboard does Ahmed need to make a
rectangular prism with length of 6 cm ,
width of 5 cm, and height of 4cm?
SA = 2lw + 2lh + 2wh
SA = 2 × 6 × 5 + 2 × 6 ×4 + 2 × 5 × 5
SA =158 cm2
e.g.(3): Salim needs to paint the sides of a rectangular prism. The prism
has a length of 25 mm, a width of 15 mm, and a height of 9 mm.
How much paint does he need to cover the sides?
LA = (2 l + 2 w ) x h
LA= (2× 25 + 2 × 15) × 9
LA= 720 mm2
□ S
urf
ace
Area
of
a R
ecta
ngu
lar
Pri
sm
Un
it S
even
: A
reas
an
d V
olu
mes
5 w
ee
ks
17
Ap
r – 1
9 M
ay
2
016
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
55 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Estimate, then calculate (using a formula) the volume of a cube.
Determine the edge of cubes when the volume is known.
Volume of a cube = 𝑎 × 𝑎 × 𝑎 = 𝑎³ where 𝑎 is the length of each edge of the cube
e.g.(1): Find the volume of the following solids:
(a) (b)
Volume of a cube = 𝑎³ Volume of a cube = 𝑎³ = 4 × 4 × 4 = 8 × 8 × 8
= 64 cm3 = 512 cm3
e.g.(2): How much water is needed to fill one cube ice in the container
that is 5 𝑚𝑚 deep?
Volume of a cube = (5)3 = 125 𝑚𝑚3
e.g.(3): Find the edge of a cube with a volume of 729 𝑐𝑚3.
(Use prime factorization)
□ □
Volu
me
of
a C
ub
e
Un
it S
even
: A
reas
an
d V
olu
mes
5 w
ee
ks
17
Ap
r – 1
9 M
ay
2
016
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
56 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Estimate, then calculate (using a formula) the volume of a rectangular
prism.
Determine one dimension of rectangular prisms when the volume and
two dimensions are known.
𝑉𝑜𝑙𝑢𝑚𝑒 𝑜𝑓 𝑎 rectangular prism = 𝐿𝑒𝑛𝑔𝑡ℎ × 𝐵𝑟𝑒𝑎𝑑𝑡ℎ × 𝐻𝑒𝑖𝑔ℎ𝑡
𝑉𝑜𝑙𝑢𝑚𝑒 𝑜𝑓 𝑎 rectangular prism = ℎ × 𝑙 × 𝑤
e.g.(1): Find the volume of the following solids:
(a)
(b)
𝑉𝑜𝑙𝑢𝑚𝑒 = 5 × 4 × 6 = 120 𝑐𝑚3 𝑉𝑜𝑙𝑢𝑚𝑒 = 4 × 3 × 8 = 96 𝑐𝑚3
e.g.(2): A box has a length of 11.2 cm and width of 11.2 cm and a height
of 13 cm what is the volume of the tissue box?
𝑉𝑜𝑙𝑢𝑚𝑒 = 11.2 × 11.2 × 13
= 1630.72 𝑐𝑚3
□
□
Volu
me
of
a R
ect
an
gu
lar
Pri
sm
Un
it S
even
: A
reas
an
d V
olu
mes
5 w
ee
ks
17
Ap
r – 1
9 M
ay
2
016
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
57 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(3): The dimensions of 𝑎 rectangular prism are 3 , 5𝑥 ,2𝑥2 find:
1) The volume of the rectangular prism (in terms of 𝑥).
2) The volume of the rectangular prism when 𝑥 = 2.
1) 𝑉𝑜𝑙𝑢𝑚𝑒 𝑜𝑓 𝑎 rectangular prism = (3). ( 5𝑥). ( 2𝑥2) = (3 × 5 × 2)( 𝑥 × 𝑥2 ) = 30𝑥3
2) Volume = 30 × (2)3 = 240 cubic unit
e.g.(4): The following rectangular prism has a volume of 64 𝑐𝑚3. Find
its height.
V
olu
me
of
a R
ect
an
gu
lar
Pri
sm
Un
it S
even
: A
reas
an
d V
olu
mes
5 w
ee
ks
17
Ap
r – 1
9 M
ay
2
016
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
58 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Convert Metric units of volume.
When you change from Larger
units to Smaller units⟹ Multiply.
e.g.(1): Complete:
25.6 𝑐𝑚3 = ⋯𝑚𝑚3
25.6 𝑐𝑚3 = 25.6 × 𝟏𝟎𝟎𝟎 = 256 00 𝑚𝑚3
When you change from Smaller
units to Larger units⟹ Divide.
e.g.(2): Convert
9000 𝑐𝑚3 = ⋯𝑚3 = 9000 ÷ 𝟏𝟎𝟎𝟎 𝟎𝟎𝟎
= 0.009 𝑚3
e.g.(1): Complete:
a) 3 𝑚3 + 125 000 𝑚𝑚3 = ……𝑚𝑚3
b) 35000 𝑚𝑚3 + 6 𝑐𝑚3 = ……𝑐𝑚3
e.g.(2): A box has a volume of 15 𝑐𝑚3. Express this volume in 𝑚𝑚3.
e.g.(3): A cubic tank has an edge of length 2 𝑚. Calculate it's volume in
cubic millimeters.
□ C
on
ver
sion
of
Met
ric
Un
its
Un
it S
even
: A
reas
an
d V
olu
mes
5 w
ee
ks
17
Ap
r – 1
9 M
ay
2
016
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
59 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
Convert a variety of units:
1 mL of water at 4℃ has a volume of 1 cm3 and a mass of 1 g
1 L of water at 4℃ has a volume of 1000 cm3 and a mass of 1 kg
1000 L = 1 kL = 1 m3
1000 L of water at 4℃ has a mass of 1000 kg
A cube of 1 𝑐𝑚 on each side holds 1 𝑚𝑙 of water, and the water would
weigh 1 g.
1 𝑚𝑙 of water weighs exactly 1 g when the water is at a temperature of
4℃. At other temperatures, 1 𝑚𝑙 of water weighs approximately 1 g.
Volume Capacity Mass
1 𝑐𝑚3 = 1 𝑚𝑙 = 1 g
A cube of 10 𝑐𝑚 on each side holds 1 𝑙 of water, and the water would
weigh 1 kg.
Volume Capacity Mass
1000 𝑐𝑚3 = 1 𝑙 = 1 kg
□ R
elati
on
ship
bet
wee
n C
ap
aci
ty, V
olu
me
an
d M
ass
Un
it S
even
: A
reas
an
d V
olu
mes
5 w
ee
ks
17
Ap
r – 1
9 M
ay
2
016
Yearly plan of mathematics 2015 – 2016 Second semester grade 7
Teacher's Name & Signature: Senior Teacher's Signature: Supervisor's Signature: Principal's Signature:
Only minimum level of objectives are given in the yearly plan and more can be added further.
The teacher is strongly advised to give more examples and exercises (from the approved list of Math books) than the ones provided in the yearly plan.
The teacher may solve the problems in any scientific way (rather than the suggested methods in the yearly plan).
60 | P a g e
skrameR Assessment
tools Teaching
aids Teaching strategies
Objectives/Outcomes
Ach
iev
ed
Ob
jec
tive
To
pic
№ o
f
we
eks
Pe
rio
d
Of
tim
e
e.g.(1): a) What is the weight in kilograms of 3.6 𝑚𝑙 of water at 4℃ ?
b) Find the weight of water in grams having a volume of 3 𝑙 at
4℃.
a) 3.6 𝑚𝑙 = 0.0036 𝑙 = 0.0036 kg
b) 3 𝑙 = 3000 𝑚𝑙 = 3000 g
e.g.(1) : A rectangular prism container filled with water. It's dimensions
are: 3m, 2m and 1m. Calculate:
a) Volume of water in the container (in 𝑐𝑚3)
b) Capacity of the container (in Liter)
c) Weight of water in the container (in kg)
a) Volume = 3 × 2 × 1 = 6 𝑚3 = 6 000 000 𝑐𝑚3
b) Capacity = 6 000 000
1000= 6000 𝐿𝑖𝑡𝑒𝑟
c) Weight = 6000 kg
R
elati
on
ship
bet
wee
n C
ap
aci
ty, V
olu
me
an
d M
ass
Un
it S
even
: A
reas
an
d V
olu
mes
5 w
ee
ks
17
Ap
r – 1
9 M
ay
2
016