2013 Term 1 Lesson Plans R Print

Grade 7 Term 1 Mathematics Lesson Plans
GAUTENG PRIMARY LANGUAGES AND MATHEMATICS STRATEGY
GPLMS
GRADE 7 MATHEMATICS TERM 1 LESSON PLANS
21 JANUARY 20 MARCH 2013

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I hear and I forget, I see and I remember I DO and I Understand
TABLE OF CONTENTS
SECTION 1: OVERVIEW AND GUIDELINES 1.1 Teacher Guidelines 1.2 Work Schedule & Term Plan 1.3 Formal Assessment Tasks Mark Sheet 1.4 Lesson Routine Outline 1.5 Term Plan SECTION 2: LESSON PLANS Lesson Plan 9 Lesson Plan 10 Lesson Plan 11 Lesson Plan 12 Lesson Plan 13 Lesson Plan 14 Lesson Plan 15 Lesson Plan 16 Lesson Plan 17 Lesson Plan 18 Lesson Plan 19 Lesson Plan 20 Lesson Plan 21 Lesson Plan 22 Lesson Plan 23 Lesson Plan 24 Lesson Plan 25 Lesson Plan 26 Lesson Plan 27 Lesson Plan 28 Lesson Plan 29 Lesson Plan 30 Lesson Plan 31 Lesson Plan 32 Lesson Plan 33 Lesson Plan 34 Lesson Plan 36 Lesson Plan 37 Lesson Plan 38 Lesson Plan 39 Lesson Plan 40 Lesson Plan 41 Lesson Plan 42 Lesson Plan 44 Lesson Plan 45 Lesson Plan 46 Lesson Plan 47 Lesson Plan 48 Lesson Plan 49 Lesson Plan 50 SECTION 3: PACKS 3.1 Mental Maths Pack 3.2 Assessment Pack (Assessment Task 1 & 2 plus Memos) 3 4 7 8 10
11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71 73 75 77 79 81 83 85 87 89
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1.1 GPLMS: GRADE 7 MATHEMATICS TEACHER GUIDELINES

STATIONERY REQUIREMENTS FOR THE LEARNERS: A 72 Pages Quad exercise book will be used for Mental Written Activities, Assessment Tasks and Revision exercises. Learners will probably require more than 1 book for the year. The learners will also require the following resources for practical activities: x Geometry Set x Non-Scientific Calculator x Pencil x Ruler x Eraser LESSON PLAN GUIDELINES Teach daily according to the scheduled lesson plans, preparing well in advance before you teach the actual lesson. Make sure you go through the prior knowledge information given each day as it will enable you to remediate learner errors and misconceptions. Also ensure that the learners complete the set Classwork and Homework activities each day. ASSESSMENT A Formal Assessment pack is provided at the end of the lesson plan pack. They can either be written up on the chalkboard or photo-copied, one per learner. Formal assessments must be marked by the teacher and recorded in the Recording Book. Your coach will assist you in setting this up. The two formal tasks for term 1 as per CAPS policy in the Intermediate Phase are an Assignment and a Test. x Assignment, as is the case with tests and examinations, is mainly an individualised task. However, it is generally an extended piece of work that may be completed at home. It can be a collection of past questions, but should focus on the more demanding work as any resource material can be used, which is not the case in a task that is done in class under supervision.(CAPS Policy page 155) Tests are individualised assessment tasks and should be carefully designed to ensure that learners demonstrate their full potential in Mathematics content. The questions should be carefully spread to cater for different cognitive levels of learners. Tests are predominantly assessed using a memorandum.(CAPS Policy, page 15)
Formal assessment tasks will be used to monitor progress and will be collected at set times and should be marked by the teacher, who will assign a mark or rating, sign and record for the purposes of progression. The parents should be given an assessment task schedule so that they can remind the learners and support them in preparing for the assessments. A suggested Mark Sheet (see Appendix A) has been attached for you to adapt and use for your own class. Learners also need to be assessed on an ongoing basis during the lesson plan activities in order to allow the teacher to get an overall assessment of the learner under varied conditions. This informal assessment must also be marked and controlled. In order to reduce teacher workload, learners can mark their own work using a pencil or the learners can mark each others work (peer marking). RESOURCES The lesson plans include a list of recommended resources as per the needs of the lesson. Teachers are encouraged to improvise by creating teaching/learning aids with recycled material in classrooms where there are no resources. The list of resources also includes the following books which have been linked to the relevant lesson topics; DBE workbook (3rd Edition, Version 2013), and a GPLMS Maths Workbook.
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1.2 GPLMS GRADE 7 TERM 1 WORK SCHEDULE

Prescribed number of hours = 45 Hours (38 Hours Teaching and 7 Hours Assessment and Revision) 50 Teaching days - (32 Hours Content/Concept Development and 14 Hours Revision) 2 Assessment Tasks (1 Test and 1 Assignment) = 50 Teaching days + 2 Admin School days DATE COMPLETED CAPS CONTENT AREA DBE. WB 3rd Edition Version 2013 Page 2-3 Page 4 - 5 and 10 - 11 Page 8 - 9 and 16 - 17 Page 12 - 13 Page 13 Page 14 - 15 Page 30-31 Page 32-34 Worksheet 1010b/11 Page 50 - 51 Page 52 - 53 Page 54 - 55 Page 56 - 57 Page 58 - 59 Page 12-13 Page 66 .67.70.71 PG 68, 69, 72 & 75 Page 74 - 75 Page 76- 77 Page 102 103 Page104105 GPLMS MATHS COMME NTS
DATE
LESSON
TOPIC
DESCRIPTION
9 Jan
Lesson 1
Orientation
Number Facts & Concept. Represent 9-digits Compare and Order Whole Numbers Multiples & Factors Addition: 6-digit Numbers Subtraction: 6-digit Numbers Multiplication: 4-digits x 2 digits 2-D Shapes Transformations Commutative Property: + and x Associative Property: + and x Distributive Property:+ and x 0 as Identity of +, 1 identity of x Multiples / LCM Revision Square Roots Cube Roots Comparing Exponential Forms Calculations using a non-scientific Calculator Angles: Revision of Grade 6 work Use of : Compass, Ruler, Protractor
Number, Operations and Relationships p44 Number, Operations and Relationships p44 Number, Operations and Relationships p44 Number, Operations and Relationships p44 Number, Operations and Relationships p45 Number, Operations and Relationships p46 Shape & Space Shape & Space Number, Operations and Relationships p44 Number, Operations and Relationships p44 Number, Operations and Relationships p44 Number, Operations and Relationship p44 Number, Operations and Relationships p44 Number, Operations and Relationships p44 Number, Operations and Relationships p44 Number, Operations and Relationships p44 Number, Operations and Relationships p44 Number, Operations and Relationships p41 Shape & Space Page 45 Shape & Space Page 45
Page 1 and 2 Part A Page 2 No. 4.1 and 4.2 Page 3 Nos 5,1 to 5.3 NO LINK NO LINK NO LINK Page 54-55 Page 139 Part B 1-3 Page 2 Page 2 Page 2 Page 2 Page 3 PART B Page 2 Page 8-9 Page 8 -9 Page 10 -11 Page 12-14 Page 56-57 Page 59
10 Jan 11 Jan 14 Jan 15 Jan 16 Jan 17 Jan 18 Jan 21 Jan 22 Jan 23 Jan 24 Jan
Lesson 2 Orientation Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Orientation Orientation Orientation Orientation Orientation Orientation Whole Numbers Whole Numbers Whole Numbers Whole Numbers Whole Numbers Whole Numbers Exponents Exponents Exponents Whole Numbers 2-D Shapes 2-D Shapes
25 Jan 28 Jan 29 Jan 30 Jan 31 Jan 1 Feb 4 Feb 5 Feb
Lesson 13 Lesson 14 Lesson 15 Lesson 16 Lesson 17 Lesson 18 Lesson 19 Lesson 20
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Grade 7 Term 1 Mathematics Lesson Plans Constructions: Line segments, Parallel 6 Feb Lesson 21 and Perpendicular 2-D Shapes lines and Triangles Classification of 7 Feb Lesson 22 Constructions Triangles 8 Feb Lesson 23 Constructions Circle: describe and name parts Quadrilaterals: Construct, Investigate the properties of the sides, angles and diagonals Classification of Quadrilaterals Similarities and Differences of Quadrilaterals Constructs angles & triangles Properties of Similar and Congruent shapes Multiplication: 4digit x 2 digit Division; 4digit by 2digit Numbers Lattice Multiplication of 4digits by 2 digits Divisibility Rules & Factors Compare 2 or more quantities of the same kind Revision Assignment Polygons Polygons Congruent & Similar Shapes Congruent & Similar Shapes Revision Percentages Time and Speed
Shape & Space Page 46 Shape & Space Page 47 Shape & Space Page 48
Page 84 - 85 Page 92 and 97 Page 100 - 101
Page 60 Page 62-64 Page 59 -61
11 Feb
Lesson 24 Constructions
Shape & Space Page 47
Page 93, 96
Page 64-67
12 Feb 13 Feb 14 Feb 15 Feb
Lesson 25 Lesson 26
Constructions
Shape & Space Page 47 Shape & Space Page 47 Shape & Space Page 47 Shape & Space Page 47 Number, Operations and Relationships p44 Number, Operations and Relationships p44 Number, Operations and Relationships p44 Number, Operations and Relationships p44 Number, Operations and Relationships p42 Shape & Space Page 45 Whole Numbers Exponents Constructions Shape & Space Page 45 Shape & Space Page 45 Shape & Space Page 45 Shape & Space Page 45 Number, Operations and Relationships 45 Number, Operations and Relationships p45 Number, Operations and Relationships p46
Page 98,99 Page 62 - 63 Page 96 -97 Page 110-111 Revise Page 13-14 Revise Page 13-15 NO LINK Page 60 - 61 Page 62 -65 Page 100-103
Page 64-68 Page 64-69 Page 59 60,62,63 Page 69-71 NO LINK
Constructions Lesson 27 Lesson 28 REVISION 18 Feb Lesson 29 Whole Numbers Whole Numbers Whole Numbers Whole Numbers Ratio & Finance 2-D Shapes Assessment Task 1 2-D Shapes Constructions Constructions Constructions Whole Numbers Ratio & Rate Ratio & Rate Constructions
19 Feb
Lesson 30
NO LINK
20 Feb
Lesson 31
NO LINK Page 3 Page 192 -193
21 Feb
Lesson 32
22-Feb 26 Feb 27 Feb 28 Feb 1 Mar 4 Mar 5 Mar 6 Mar 7 Mar 8 Mar
Lesson 33 Lesson 34 Lesson 35 Lesson 36 Lesson 37 Lesson 38 Lesson 39 Lesson 40 Lesson 41 Lesson 42
Page 106 -107 Page 108 - 109 Page 110 -111 Page 110 -111 Page 10 and 16 Page 62-65 Page 40-41
Page 64 -65 Page 66 Page 69 Page 70 Page 153 Page 112-113 Page 114
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Grade 7 Term 1 Mathematics Lesson Plans 11 Mar 12 Mar 13 Mar 14 Mar 15 Mar Lesson 43 Lesson 44 Lesson 45 Lesson 46 Constructions Lesson 47 Revision Assessment Task 2 Exponents Exponents Test Representing Exponential Forms Comparing Exponential Form Quadrilaterals: Name, Sort, Describe, Compare Divisibility Rules & Factors Constructions: Line Segments, Parallel and Perpendicular lines and Triangles Construct & Measure Angles Long Division 3/4 digit by 2 All Work Covered in Term 1 Number, Operations and Relationships p47 Number, Operations and Relationships p48 Shape & Space Page 46 Number, Operations and Relationships p44 Shape & Space Page 78 - 79 Page 80 - 81 NO LINK Page 60 Page 94-95 Page 96-99 NO LINK NO LINK NO LINK Page 67-69 Page 3 Page 58 Page 59 NO LINK
18 Mar
Lesson 48 Revision
19 Mar 20 Mar
Lesson 49 Lesson 50
Revision Revision
Shape & Space Number, Operations and Relationships
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1.3 APPENDIX A CLASS:
MARK RECORDING SHEET
SCHOOL:
SUBJECT: Mathematics TERM 2 TERM 3 TERM 4
GRADE 7 MATHEMATICS FORMAL ASSESSMENT TASKS
GRADE : 7 SBA TOTAL 40% EXAAMINATION 60%
TERM 1
TOTAL TERM
ASSIGNMENT
TEST 1
TEST 2
Investigation
Examination
TOTAL TERM 2
ASSIGNMENT
PROJECT
TEST 3
TOTAL TERM 3
INVESIGATION
ASSIGNMENT
TOTAL TERM 4
27 Feb
15 Mar
DATE OF ASSESSMENT TASK No SURNAME NAME

25 25 50 100 25 25 50 100 50 50 100 40%
50
50
100
60%
100
1 2
3 4 5 6 7 8 9 10
HOD Signature Date :
TEACHER Signature Date
TOTAL %
COMMENT Page 7 of 90
YEAR: 2013
1.4 LESSON PLAN ROUTINE:

NUMBER OF PERIODS PER WEEK:x 3 X 1 HOUR PERIODS and 2 X 1 HOUR 30 MINUTES PERIODS Overview and Guidelines for Implementation For each day, the lesson plans give all of the following information. In the plans, each section simply has a heading to indicate the start of a new section. You need to read this outline to find out more about each aspect of the lesson plans. x Each lesson has a topic with specific detail about the days lesson. TOPIC x The CAPS topic and keywords for the lesson content are given. The DBE workbook link is provided almost every day. You should use it as additional Classwork for learners who finish the set Classwork activities quickly, additional support for learners having difficulty DBE Workbook AND/OR set it as additional homework practise for the class .The DBE workbook needs to be controlled by LINK peer/teacher marking. x This is the first activity for the lesson. As indicated we recommend that you take 10 minutes to go through the mental maths. There are two parts to the mental maths you should let your learners do: 1. You should do a counting activity each day. Choose a starting number and a counting interval appropriate to the grade. (3minutes) 2. Then you should allow your learners to complete the 10 questions set for them in the mental maths table. (7 minutes) x There is a mental maths pack at the end of the lesson plans set, which you can use if you wish to photocopy the activities for your learners. x The memo for the mental maths is given in the lesson plans. The answers are indicated in the answer column. x This is the second activity for the lesson. We recommend that you take 10 minutes to remediate and correct previous days homework. Read out answers, Write or ask learners to do activities on the board to all of the homework questions. Learners/peers mark the work. Choose one or two activities that you realise were problematic to work through in full with the whole class. x It is essential for homework to be acknowledged and controlled the following day, peer/teacher marking of possible problematic activities. x There is a homework pack at the end of the lesson plans set. The pack presents the homework activities for each day, with several days per page, so that learners can cut off the homework each day and paste it into their exercise books. x In the prior knowledge table there is information about content that learners should have learned in earlier grades/years that will be built on in this lesson. x You need to read through this table when you do your lesson preparation. x There is no time allocation to this part of the plan because it does not form part of the days lesson. x You can use this information to help you diagnose and remediate learners needs in relation to content they do not yet know that may be preventing them from understanding todays lesson. x This information does not form part of the days lesson but it may help you to assist learners who struggle to understand the content of the lesson. In the lesson content table you find information on the content that you will teach in this days lesson. Worked examples are given that you can go through with your class. There are also suggested explanations that you can use. You need to work through this part of the lesson plan fully the day before you teach the lesson. You need to make sure that you understand all of the mathematics that you will teach and that you can explain it fully and well to your class. x We recommend that you should actively teach the lesson content to your class for 20 minutes going through examples interactively with your learners. x Wrap up the lesson each day by giving the learners the answers to the Classwork, and then give them the homework activity to do at home. Page 8 of 90
MENTAL MATHS 10 MINUTES
HOMEWORK 10 MINUTES
PRIOR KNOWLEDGE
LESSON CONTENT CONCEPT DEVELOPMENT 20 MINUTES
x x x x
CLASSWORK ACTIVITY 20 MINUTES
x Learners do the activities in their work books. Let them do the first one and then discuss it with them. They should then work though the remaining questions. x You should allow the learners opportunities to do these activities alone, in pairs and in groups. Vary the routine so that they experience working alone as well as with their peers. x We recommend that you allow the class 20 minutes to complete the Classwork activity. To ensure pacing and continued working and support to learners revise concept by marking at least 1 of each learners Classwork. (one on one) x This activity will be resource based: GPLMS Maths and / or DBE Workbook 3rd Edition Version 2013 x In order to promote learners writing of their own work, we have only extracted the Classwork of every alternate day. This means that learners need to write out their own activities every second day. x This activity will be resource based: GPLMS Maths and / or DBE Workbook 3rd Edition Version 2013 based on the days content, to consolidate the maths that you have taught them today. x ASSESSMENT BOX : this is included to guide teachers in planning and easily identifying INFORMAL and FORMAL Tasks x RESOURCES: a list of resources is given, it is not a conclusive list and teachers can add to it, but it serves as a guide to the concrete material that teachers could use. x EXPANDED OPPORTUNITIES / REMEDIATION a list of possible interventions given to assist in supporting learners in need or to give learners extension activities. These are sourced from past ANA paper and exemplars and the Grade 4-7 AMESA Challenge.
HOMEWORK ACTIVITY
ADDITIONAL FACTORS
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TERM 1 PLAN
Week 9-18 Jan Activities Orientation Programme Comment The Orientation Programme will give the teacher an opportunity to assess baseline knowledge and skills of the learners. Please make notes of your observations so that you can refer to them when you teach these concepts in the term. x 21 Jan 26 Feb Lesson Plans and Coaching The Coaches will support the implementation of lesson plans during their Class Visits and during Professional Learning Groups (PLG) and School Based Workshops (SBW) The Formal assessments should be diarised by learners and parents for better preparation The Assessment Tasks are not part of the Lesson Plans as they will be delivered by the Coach to the teacher closer to the day of the assessment. The Revision at the end of the term is crucial to consolidate the content covered during the term and the orientation programme.
27 Feb
Assessment Task 1 (Assignment) x
28 Feb 8 Mar
Lesson Plans and Coaching x
11 Mar
Assessment Task 2 (Test 1) x
12 Mar-14 Mar
Lesson Plans & Coaching
15 20 Mar
Revision
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DATE: 21 January 2013 GRADE : 7
LESSON PLAN 9
GPLMS: MATHEMATICS
TOPIC: Whole Numbers
GPLMS MATHS: Page 2 Activity 3.1 and 3.2 DBE Workbook: 3rd Edition Version 2013 Page 12-13 COMPONENTS TIME TASKS / ACTIVITIES CAPS: CONTENT AREA Topic: 1.1 Page 40 x Choose a starting number and a counting interval WHOLE CLASS Whole Numbers appropriate to the grade. ACTIVITY x Properties of a whole number ANSWERS ANSWERS KEYWORDS 1. 6 10= 60 6. 11 x 3 = 33 2. 12 x 2 = 24 7. 8 x 9 = 72 MENTAL Commutative 3. 8 10 = 80 8. 4 8 = 32 4. 6 2 = 12 9. 7 3 = 21 5. 8 x 4 = 32 10. 7 x 9 = 63 ASSESSMENT FORMAL INFORMAL o Written mental o Oral o Self o Assignment x Remediate and correct the previous days work HOMEWORK o Peer o Test o Group
PRIOR KNOWLEDGE
10 min
7min
3min
READING
In Grade 6 learners learnt to : x Recognize and use the commutative; associative; distributive properties with whole numbers.
Write the sums below on the writing board. Ask learners the following questions:
RECOMMENDED RESOURCES: o Unifix blocks / bottle caps o DBE books o GPLMS Maths o Writing board Other _______________
Is the following true or false? 3+4=4+33x4=4x3
LESSON CONTENT CONCEPT DEVELOPMENT
20 + 5 = 5 + 20 20 x 5 = 5 x 20 What do you notice? x The commutative property of addition and multiplication says that you can swap numbers around and still get the same answer when you add. x x x Write the words commutative property of addition and multiplication on the board. Ask learners to work in pairs, and give five more examples of the commutative property of addition and multiplication. Write some of their examples on the board
20 min
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CLASSWORK ACTIVITY
20 min
DBE Workbook 3rd Edition Version 2013 Page 12-13
NB: Only done if the learners complete class activity before the time is up / as support in extra classes
ANA GRADE 6 EXEMPLAR 2012
1. Complete the sentence. When we add zero to a number, the number is: _________________ the same / original number
ENRICHMENT/ SUPPORT ACTIVITIES
2. 24 367 x 0 + 1 = ____ ANSWER: 1
EXPANDED OPPORTUNITIES / REMEDIATION o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets o TACTILE: concrete resources
3. 47 983 x ______ = 47 983 ANSWER: 1 4. True or false? When we multiply a number by 1, the answer is always equal to the original number. TRUE
HOMEWORK
GPLMS MATHS: Page 2 Activity 3.1 and 3.2
REFLECTION ON LESSON
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DATE: 22 January 2013 GRADE : 7 GPLMS MATHS: COMPONENTS WHOLE CLASS ACTIVITY
LESSON PLAN 10
GPLMS: MATHEMATICS
TOPIC: Whole Numbers DBE Workbook: 3rd Edition, Version 2013 Page 52 53 TASKS / ACTIVITIES CAPS: CONTENT AREA Topic 1.1 Page 40 x Choose a starting number and a counting interval Recognise and use the appropriate to the grade. commutative property with whole numbers KEYWORDS ANSWERS ANSWERS Addition, Multiplication, Pairs, 1. 4 100 = 400 6. 8 100 = 800 Associative Property 2. 100 5 = 500 7. 100 9 = 900 3. 2 100 = 200 8. 100 7 = 700 4. 100 3 = 300 9. 1 100 = 100 5. 6 100 = 600 10. 100 40 = 400 ASSESSMENT FORMAL INFORMAL o Written o Oral Mental o Peer x Remediate and correct the previous days work o Assignment o Group o Test In Grade 6 learnt to; x Recognize and use the commutative; associative; distributive properties with whole numbers. Explain the associative property of addition and multiplication with your learners by Example 1: Write the following on the board and ask: x Is the following true or false? 5 + (3 + 2) = (5 + 3) + 2 9 x (2 x 3) = (2 x 3) x 9 (12 + 14) + 13 = 12 + (14 + 13) (11 x 2) x 4 = 11 x (2 x 4) x What do you notice? (The associative property of addition and multiplication says that it doesnt matter how you group numbers when you add or multiply.) x Write the word associative property of addition and multiplication on the board. x Ask learners: In pairs, give me five more examples of the associative property of addition and multiplication. x Write some of the learners examples on the board. Example 2: Write the following on the board and ask: x Make the statement true, using the associative property of addition or multiplication. 8 x a x 2 = 34 + 18 + 12 = 158 + 589 + 859 = 8 x 9 x 2 = 34 + 18 + 12 = 158 + 589 + 859 = x How will you make these statements true using the associative property of addition and multiplication? 7 + (2 + 1) = 7 x (2 x 1) = (8 + 5) + 1 = (8 x 5) x 1 = The associative law can be written as: (a + b) + c = a + (b + c) x Write on the board: (a + b) + c = a + (b + c). x Ask the learners: What will happen if I replace a with 5? Page 13 of 90
TIME 3min 10 min 7min
MENTAL
HOMEWORK
PRIOR KNOWLEDGE
READING
RESOURCES: o Unifix blocks / bottle caps o DBE books o GPLMS Maths o Writing board Other ____________
20 min
ASSOCIATIVE PROPERTY : f + (g + h) = (f + g) + h (addition) example : (9 + 1) + 3 = 9 + (1 + 3) f x (g x h) = (f x g) x h (multiplication) example: (5 x 7) x 3 = 5 x (7 x 3)
CLASSWORK ACTIVITY
20 min
DBE Workbook: 3rd Edition, Version 2013, Page 52
AMESA CHALLENGE 1. Which one of these is not TRUE? o o o o o
A .4 4 4 4 = 1 B.4 + 4 4 4 = 1 C.4 4 4 + 4 = 1 D.(4 + 4) (4 + 4) = 1 E4+444=1 NOT TRUE
EXPANDED OPPORTUNITIES / REMEDIATION Peer assistance One on one teacher activity Graded class task e.g. 2 of 4 sums Enrichment tasks VISUAL: use of colour chalk / bold worksheets TACTILE: concrete resources
HOMEWORK
DBE Workbook: 3rd Edition, Version 2013, Page 53
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DATE: 23 January 2013 GRADE : 7 GPLMS MATHS: No Link COMPONENTS TIME
LESSON PLAN 11
GPLMS: MATHEMATICS
TOPIC: Whole Numbers DBE Workbook: 3rd Edition, Version 2013 Page 54 55 TASKS / ACTIVITIES CAPS: CONTENT AREA Topic 1.1 x Choose a starting number and a counting interval Page 40 appropriate to the grade, Recognise and use the x Use various methods: Skip counting, counting on, commutative property with whole counting backwards numbers ANSWERS ANSWERS KEYWORDS 1. 1000-300 = 700 6. 400-240= 160 Brackets, Multiply, Add, 2. 500-250 = 250 7. 1000-450= 550 3. 190-90 = 100 8. 600- 250= 350 4. 450-250 = 200 9 600-175= 425 5. 500-120 = 380 10. 900-350 = 550 ASSESSMENT FORMAL INFORMAL o Written o Oral Mental o Self x Remediate and correct the previous days work o Assignment o Peer o Group o Test In Grade 6 learners learnt to: x Recognize and use the commutative; associative; distributive properties with whole numbers.
WHOLE CLASS ACTIVITY
MENTAL
HOMEWORK
PRIOR KNOWLEDGE
READING
10 min
7min
3min
Revise and introduce the distributive property of multiplication with your learners. x First ask learners the following and write the examples on the board. 2(3). What do the brackets mean? (It means multiplication. 2 x 3) x Do a few examples with your learners. 4(6), 3(9), 7(8), 4(100), etc. x Write the following on the board: 2(3 + 2). How do you think I will write this? Give the learners an opportunity to come up with different answers. When we have brackets, we will say 2 times 3 + 2 times 2. x Let us test it. 2 times 3 + 2 times 2 = 6 + 4 = 10, or 2(3 + 2) = 2(5) = 10 EXAMPLE 1: x Write the following on the board: 2(3 + 5). How would you write this as an addition sum? = 2 times 3 + 2 times 5 = 2x3+2x5 x To make it easier, we can write it as: (2 x 3) + (2 x 5) x Write the following on the board: 4 x 6 + 4 x 5. x How would you write this as a multiplication sum? Example 2:= 4 times 6 + 4 times 5 = 4 (6 + 5) x Do a few examples like this with your learners? You may supply them with more. The distributive law can be written as: a x (b + c) = a x b + a x c x Write on the board: a x (b + c) = a x b + a x c. Ask learners to replace a with 2, b with 4 and c with 3. x Ask them what they notice.
RESOURCES: o Unifix blocks / bottle caps o DBE books o GPLMS Maths o Writing board Other ____________
LESSON CONTENT - CONCEPT DEVELOPMENT
20 min
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CLASSWORK ACTIVITY
20 min
DBE BOOK: 3rd Edition, Version 2013, Page 54
NB Only done if the . learners complete class activity before the time is up / as support in extra classes
AMESA CHALLENGE 1. Which one of these is not true? A. 1x11x1=1 B. 22+22=2 C. 3x3-3+3=3 D. (4-4)4+4=4 E. 5+5x(5-5)=5
o o o o o o
HOMEWORK
DBE Workbook: 3rd Edition Version 2013 Page 55
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DATE: 24 January 2013 GRADE: 7 GPLMS MATHS: No Link COMPONENTS TIME
LESSON PLAN 12
GPLMS: MATHEMATICS
TOPIC: Whole Number 0 as an identity of +, 1 as an identity of x DBE Workbook: 3rd Edition, Version 2013, Page 56 57 Worksheet TASKS / ACTIVITIES CAPS: CONTENT AREA Topic: 1.1 Page 40 x Choose a starting number and a counting interval x Zero is the identity of addition, appropriate to the grade, e.g. a + 0 = a x Use various methods: Skip counting, counting on, x One is the identity of counting backwards multiplication, e.g. a x 1 = 1 ANSWERS ANSWERS KEYWORDS 1. 7 x 50 = 350 6. 2 x 20 = 40 Multiply, Multiplication, 2. 4 x 90 = 360 7. 8 x 70 = 560 3. 10 x 10 = 100 8. 1 x 30 = 30 4. 5 x 60 = 300 9. 9 x 60 = 540 5. 6 x 80 = 480 10. 3 x 40 = 120 ASSESSMENT FORMAL INFORMAL o Oral o Written o Self Mental x Remediate and correct the previous days work Peer o o Assignment o Group o Test
MENTAL
HOMEWORK
PRIOR KNOWLEDGE
10 min
7min
3min
READING
In Grade 6 learners learnt to: x Recognize and use 0 in terms of its additive property (identify element for addition) x Recognize and use 1 in terms of its multiplicative property (identify element for multiplication)
x x x x
Write the following sums on the board. 3 + 0 = 5 + 0 = 100 + 0 = 0 + 16 = 0 + 250 = What do you notice? The answer will always be the number that zero is added to. Write the following sums on the board. 4 x 1 = 10 x 1 = 200 x 1 = 1 x 300 = 45 x 1 = What do you notice? The answer will be the number that one is multiplied by.
LESSON CON TENT - CONCEPT DEVELOPMENT
RECOMMENDED RESOURCES: o Unifix blocks / bottle caps o DBE books o GPLMS Maths o Writing board Other _______________
20 min
Example: x Write the following on the board. Remember, we say that 4 + 0 = 4, so what will a + 0 be? (a + 0 = a) x x Do a few examples like this with the learners Remember: we say that 4 x 1 = 4, so what will a x 1 be? (a x 1 = a) Do a few examples like this with the learners Zero is the identity of addition, e.g. a + 0 = a One is the identity of multiplication, e.g. a x 1 = 1
Page 17 of 90
CLASSWORK ACTIVITY
20 min
DBE BOOK: 3rd Edition Version 2013 Page 56
NB: only done if the learners complete class activity before the time is up / as support in extra classes
AMESA CHALLENGE 1. 24 367 x 0 + 1 = ____ ANSWER: 1 2. True or false? When we multiply a number by 1, the answer is always equal to the original number. ANSWER: TRUE
HOMEWORK
DBE BOOK: 3rd Edition, Version 2013, Page 57
Page 18 of 90
LESSON PLAN 13
GPLMS: MATHEMATICS
TOPIC: Whole Numbers
ACTIVITY
3min
GPLMS MATHS: Page 3 Part B / Page 4 -5 DBE Workbook: 3rd Edition, Version 2013, Page 58 59 COMPONENTS TIME TASKS / ACTIVITIES CAPS: CONTENT AREA 1.1 Page 44 x Choose a starting number and a counting interval WHOLE CLASS Multiples, Factors and LCM appropriate to the grade.
ANSWERS ANSWERS
MENTAL
1. 2. 3. 4. 5.
7 x 50 = 4 x 90 = 10 x 10 = 5 x 60 = 6 x 80 =
350 360 100 300 480
6. 2 x 20 = 7. 8 x 70 = 8. 1 x 30 = 9. 9 x 60 = 10. 3 x 40 =
40 560 30 540 120 o o

o
7min
KEYWORDS Multiples, Lowest Common Multiple, Set Notation, Factors,
HOMEWORK
x Remediate and correct the previous days work
ASSESSMENT FORMAL INFORMAL o Oral Written Mental o Self Assignment Peer o Test o Group
PRIOR KNOWLED GE
READING
10 min
In Grade 6 learners learnt: x Multiples of 2-digit and 3-digit whole numbers - find the LCM and HCF of numbers to at least 3digit whole numbers, by factorization x Explain the definition: The (LCM) for any given numbers is the lowest number which is divisible by all the numbers taken into account. Not clear??? Take any two numbers say 3 and 5. Now list the numbers that are divisible by both 3 and 5. We have 15, 30, 45, 60 and so on. Among those numbers which is smallest? Yes, you are right, it is 15. So, we can say that 15 is the lowest common multiple of 3 and 5. It is easy to find the LCM for smaller numbers. Let us see how to find LCM for bigger numbers. Find the LCM of 24 and 36: It is really hard for anyone to find the number which is divisible by both 24 and 36. We are going to use the following trick to make it easy. Use prime factor tree method to split numbers into product of primes. RESOURCES: o Unifix blocks / bottle caps o DBE books o GPLMS Maths o Writing board Other ______________
EXAMPLE 1
x x x x
20 min
x x x x x x
EXAMPLE.2
Page 19 of 90
x x
Draw or give learners a copy of the multiplication board. Ask learners to look at the multiplication board and to colour in the numbers in the 3rd column in blue. Then ask learners (a) Which numbers are coloured blue?
2 x 1 = 2, 2 x 2 = 4, 2 x 3 = 6, 2 x 12 = 24 (b) write down only the answers 2, 4, 6, 24

(c). Then complete the sentence. These are multiples of ______________________ x What do we call these numbers? x Write the numbers on the writing board x Learners might answer:- the 2-times table. x Tell the them that we call these numbers the multiples of 2, e.g. 2, 4, 6, 8 Is 124 also a multiple of 2? Why or why not? x Using the multiplication board ask learners :x What are the multiples of 3? Is 96 also a multiple of 3? x Introduce the symbol for multiples, e.g. the multiples of 3, M3 x x x Write the following on the writing board: M4, What does this mean? It means the multiples of 4. Write the multiples of 4 on the board. : 4, 8, 12, 16 Is 48 the last multiple of 4 (4 x 12)?
x 1 2 3 4 5 6 7 8 9 10 1 1 2 3 4 5 6 7 8 9 10 2 2 4 6 8 10 12 14 16 18 20 3 3 6 9 12 15 18 21 24 27 30 4 4 8 12 16 20 24 28 32 35 40 5 5 10 15 20 25 30 35 40 45 50 6 6 12 18 24 30 36 42 48 54 60 7 7 14 21 28 35 42 49 56 63 70 8 8 16 24 32 40 48 56 64 72 80 9 9 18 27 36 45 54 63 72 81 90 10 10 20 30 40 50 60 70 80 90 100
CLASSWORK ACTIVITY
20 min
GPLMS MATHS: Page 3 Part B / Page 4 -5 ANA EXEMPLAR GRADE 6 2012 1. 1. Write down the multiple of 7 between 44 to 54 51 2. List all the factors of 225. Answer: 1 , 3 , 5 , 9, 15, 25, 45 , 75 and 225 3. 1, 2, 4, 16 and 32 are 5 of the 6 factors of 32. Write down the missing factor. Answer: 8 4. Which 2 whole numbers can I multiply to get to 125? Answer: 5 x 25 5. List the first three multiples of 21. Answer: 1,3,7 6. Find the lowest common multiple of 12 and 36. Answer: 3 DBE Workbook: 3rd Edition, Version 2013, Pages 58 59 EXPANDED OPPORTUNITIES / REMEDIATION o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets o TACTILE: concrete resources
HOMEWORK REFLECTION ON LESSON
NB: only done if . learners complete class activity before the time is up / as support in extra classes
Page 20 of 90
LESSON PLAN 14
GPLMS: MATHEMATICS
TOPIC: Whole Numbers(Revision) GPLMS MATHS: Page 2 Act 3.1 and 3.2 DBE BOOK: 3rd Edition, Version 2013, Page 12-13 COMPONENTS TIME TASKS / ACTIVITIES CAPS: CONTENT AREA Topic: 1.1 Page 40 x Choose a starting number and a counting interval Whole numbers WHOLE CLASS appropriate to the grade, x Properties of a whole number ACTIVITY x Use various methods: Skip counting, counting on, counting backwards ANSWERS ANSWERS KEYWORDS Associative, Distributive, 1. _x 6 = 42 7 6. _ x 10 = 120 12 Commutative, Addition, Multiplication 2. _ x 12 = 96 8 7. _ x 7 = 35 5 MENTAL 3. _ x 5 = 30 6 8. _ x 9 = 99 11 4. _ x 11 = 33 3 9. _ x 8 = 32 4 5. _ x 4 = 36 9 10. _ x 3 = 30 10 ASSESSMENT FORMAL INFORMAL o Written Mental o Oral o Self o Assignment x Remediate and correct the previous days work HOMEWORK o Peer o Test o Group
10 min
7min
3min
PRIOR KNOWLEDGE
READING
In Grade 6 learners learnt to: x x x Recognize and use the commutative; associative; distributive properties with whole numbers.
Write the following sums on the board. Ask the learners to match column A with Column B:
COLUMN B ax1=a (a + b) + c = a + (b + c) a+0=a a+b=b+a a(b + c) = a x b + a x c
RECOMMENDED RESOURCES: o DBE books o GPLMS Maths o Writing board Other _______________
COLUMN A Associative property of numbers Commutative property of numbers Distributive property of numbers Zero as the identity of addition One as the identity of multiplication
20 min
Write the following on the board. Learners STUDY these. The commutative law can be written as: a + b = b + a The associative law can be written as: (a + b) + c = a + (b + c) The distributive law can be written as: a x (b + c) = (a x b) + (a x c) Zero is the identity of addition, e.g. a + 0 = a One is the identity of multiplication, e.g. a x 1 = a
Page 21 of 90
CLASSWORK ACTIVITY
20 min
DBE Workbook 3rd Edition Version 2013 Page 12-13 Worksheet 5
ANA EXEMPLAR GRADE 6 / 2012 1. 578 = ______ + 578 2. 47 893 - ______ = 47 893
ANSWER: 0 ANSWER: 0
3. Complete the following number sentence. 0 + 95 = ____ and 95 0 = _95_ therefore 0 + 95 _=__ 95 0
4. The following spectator tickets were sold at the Olympics. 1 625 407 for gymnastics, 68 945 for weightlifting, 2 165 001 for athletics and 770 239 for swimming. a) How many tickets were sold altogether? Answer: 4 629 592 b) How many more tickets were sold for athletics than for swimming? Answer: 1 394 762
EXPANDED OPPORTUNITIES / REMEDIATION o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets TACTILE: concrete resources
HOMEWORK
GPLMS MATHS: Page 2 Act 3.1 and 3.2
Page 22 of 90
LESSON PLAN 15
GPLMS: MATHEMATICS
TOPIC: Exponents
GPLMS MATHS: Page 9-10 Part C 9a-j DBE Workbook: 3rd Edition, Version 2013, Page 70-71 COMPONENTS TIME TASKS / ACTIVITIES CAPS: CONTENT AREA Topic: 1.1 Page 43 x Choose a starting number and a counting interval WHOLE CLASS Exponents appropriate to the grade. ACTIVITY x Square Roots ANSWERS ANSWERS KEYWORDS 1. 6 6 = 36 6. 4 4 = 16 Square root, Square number, 2. 8 8 = 64 7. 9 9 = 81 MENTAL Multiply, Converse operation, 3. 10 10 = 100 8. 5 5 = 25 Squared 4. 3 3 = 9 9. 1 1 = 1 5. 7 7 = 49 10. 6 6 = 36 ASSESSMENT FORMAL INFORMAL o Written Mental o Oral o Self o Assignments x Remediate and correct the previous days work HOMEWORK o Peer o Tests o Group
PRIOR KNOWLED GE
READING
10 min
7min
3min
In Grade 6 learners: x Encountered square number but not expected to write these in exponential form How to Square A Number To square a number, just multiply it by itself ... Example: What is 3 squared? RECOMMENDED RESOURCES: o Unifix blocks / bottle caps o DBE books o GPLMS Maths o Writing board Other _______________
3 Squared
=33=9
Draw the diagram on the board. 1 2 3 4 5 6 7 8 9 Introduce the topic by showing the learners the above diagram. Ask them: What do you think this diagram represents? x Write down the square root and ask the learners how this links to the diagram and square number. x The operation of multiplying a number by itself is called squaring. x The converse operation is finding the square root of a number. x Thus 62 = 36 then the square root of 36= 6 the symbol used for the square root is i.e. if 32 =9 then 9 = 3 x 3 = 9 so the square root of 9 is 3. x The square root of 25 is 5 because 25 is made up of 5 x 5 , hence we write
20 min
Page 23 of 90
CLASSWORK ACTIVITY
20 min
DBE Workbook 3rd Edition Version 2013 Page 70-71 Worksheet 26 GPLMS MATHS: Page 9-10 Part C 9a-j
AMESA CHALLLENGE AMESA 1. When a number is multiplied by itself, the result is a square number. For example: 3 x 3 = 9 and 3 x 3 = 36 are square numbers 12 x 12 = 144 is a 3-digit square number because it has 3 digits. How many 3 digit numbers square numbers are there? A 31 B 961 C 20 D 21 E 27 Answer: B 961
HOMEWORK
GPLMS MATHS: Page 10 Activity ,g ,n, ,r, u and v
Page 24 of 90
DATE: 30 January 2013 GRADE : 7 GPLMS MATHS: No Link COMPONENTS TIME
LESSON PLAN 16
GPLMS: MATHEMATICS
TOPIC: Exponents DBE Workbook: 3rd Edition, Version 2013, Page 66 -71 TASKS / ACTIVITIES CAPS: CONTENT AREA 1.2 Page 43 x Choose a starting number and a counting interval Exponents appropriate to the grade, x Cube Roots x Use various methods: Skip counting, counting on, counting backwards ANSWERS ANSWERS KEYWORDS Multiplied by 1. 21 _ = 3 7 6. 24 _ = 6 4 2. 10 _ = 2 5 7. 12 _ = 4 3 3. 16 _ = 8 2 8. 42 _ = 7 6 4. 122 _ = 11 11 9. 5 _ = 5 1 5. 108 _ = 9 12 10. 80 _ = 10 8 ASSESSMENT FORMAL INFORMAL o Oral x Written o Peer Mental x Remediate and correct the previous days work x Assignment o Self o Group x Test In Grade 6 learners: x E encountered square and cubed number s but were not expected to write these in exponential form
MENTAL
HOMEWORK
PRIOR KNOWLEDGE
READING
10 min
7min
3min
Explain that to cube a number, we simply use it in a multiplication 3 times ...
RECOMMENDED RESOURCES o Unifix blocks / bottle caps o DBE books o GPLMS Maths o Writing board o Grid Paper o 2D/3D objects Other _______________
Example: What is 3 Cubed?
3 = Cubed 20 min
333
27
We write down "3 Cubed" as 33 The Cube Root Symbol This is the special symbol that means "cube root", it is the "radical" symbol (used for square roots) with a little three to mean cube root.
You can use it like this: (you would say "the cube root of 27 equals 3")
Page 25 of 90
CLASSWORK ACTIVITY
20 min
DBE Workbook 3rd Edition, Version 2013, Page 66
NB: Only done if the . learners complete class activity before the time is up / as support in extra classes
ANA EXEMPLAR 2012 Answer the following: 1. 1. 1 x 1 x 1 = Answer: 1 2. 3 x 0 x 3 = Answer: 0
3. What happens to a number when you multiply it by 1? Answer: the number stays the same 4. What is the product of a number and zero? = Answer: 0
HOMEWORK
DBE Workbook : 3rd Edition, Version 2013, Page 69 71
Page 26 of 90
DATE: 31 January 2013 GRADE : 7 GPLMS Maths: Term 1 Page 10-11 COMPONENTS TIME
LESSON PLAN 17
GPLMS: MATHEMATICS
TOPIC: Exponents; Comparing exponential Form DBE Workbook: 3rd Edition, Version 2013, Page 76 77, TASKS / ACTIVITIES CAPS: CONTENT AREA Numbers, Operations and Learners do the following: Relationships Page. 44 x Say the following numbers out loud: o o o 44 464 700 051 2 055 271
x
Comparing Exponential Form
3min
Learners do the following: o Count forward in sevens from 49 to 119. o Count in hundreds from 2 342 to 4 442 o Count in odd numbers between 5 9 51 to 6 8 51
ANSWERS ANSWERS
MENTAL
1. 2. 3. 4. 5.
x
84 7 = 70 7 = 36 4 = 108 9 = 56 8 =
12 10 9 12 6
6. 72 12 = 7. 73 1 = 8. 8 8 = 9. 54 9 = 10. 0 12 =
6 73 1 6 undefined
7min
KEYWORDS Exponents; Powers; Square numbers; Cube numbers;
HOMEWORK
PRIOR KNOWLEDGE
10 min
Remediate and correct the previous days work
o o o
ASSESSMENT FORMAL INFORMAL Written Mental o Self o Peer Test Assignment o Group
READING
In Grade 6 learners learnt x square and cube numbers and multiplication
20 min
1. The teachers revise with the learners how to read 61 and ask them to read the following : 78 , 509, 346, 183, 1007 Example 1 2. The teacher do the following on the board with the learners a4 and ab 3. Ask the learners to read: a to the power of 4 and a to the power of b 4. Ask the learners what the following be in exponential form? o 10 x 10 x 10 x 10 = 104 o 18 x 18 x 18 = 183 o 25 x 25 x 25 x 25 x 25 = 255 o a x a x a x a = a4 o h x h x h = h3
Page 27 of 90
Example 2 1. Teacher asks the learners to write the following in words: a) 183 b) 329 2. Then asks the learners to write the following in words: a) x2 b) c4 c) ab d) rt 3. The learners must then write the following in exponential form: a) 20 to the power of 5 b) k to the power of t c) 30 x 30 x 30 x 30 x 30 x 3 Activity 1 DBE Workbook: 3rd Edition, Version 2013, Page 76 Activity 2 GPLMS Maths Programme: Term 1 Page 10 11; Activity D 1 - 5 AMESA CHALLENGE 2. When a number is multiplied by itself, the result is a square number. For example: 3 x 3 = 9 and 3 x 3 = 36 are square numbers 12 x 12 = 144 is a 3-digit square number because it has 3 digits. How many 3 digit square numbers are there? A 31 B 961 C 20 D 21 E 27 Answer: B 961
o o o o o o o
RESOURCES: Unifix blocks / bottle caps DBE books GPLMS Maths Learner books Number Lines(marked) Multiplication chart Writing board
Other :_______________
CLASSWORK ACTIVITY
20 min
ENRICHMENT /SUPPORT ACTIVITIES
NB: only done if the . learners complete class activity before the time is up / as support in extra classes
EXPANDED OPPORTUNITIES / REMEDIATION o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets o TACTILE: Concrete resources
3. 20 can be written as the sum of two squares. 20 = 4 +16 = 22 + 42 DBE Workbook: 3rd Edition, Version 2013, Page. 77 Worksheet 28
HOMEWORK
Page 28 of 90
LESSON PLAN 18
DATE: 1 February 2013 GRADE: 7 GPLMS Maths: No Link COMPONENTS TIME x TASKS / ACTIVITIES Learners do the following: Say the following numbers out loud: 1 720 673 43 555 730 Count forwards in 100s from: 7200 to 9900 21 792 to 24 792 Count backwards in thousands from: 51 030 to 25 030
ANSWERS ANS
GPLMS: MATHEMATICS
TOPIC: Calculations using a non-scientific calculator DBE Workbook: No link CAPS: CONTENT AREA Numbers, Operations and Relationships Page 44
x
3min
x x
Calculations on a Non-Scientific Calculator
MENTAL
1. 2. 3. 4. 5.
x
13 + 6 = 5+6+9= 7+5+3= 6+4+3+7 = 67 + 6 =
19 20 15 20 73
6. 45 + 8 = 7. 88 + 4 = 8. 23 + 7 = 9. 3+6+5+9 = 10. 48 + 9 =
53 92 30 23 57
7min
KEYWORDS Calculator; Scientific; Non-scientific; Memory-Mode; Keys;
10 min
HOMEWORK
o o
ASSESSMENT FORMAL INFORMAL Written Mental o Self Test o Peer Assignment o Group
PRIOR KNOWLEDGE
READING
In Grade 6 learners learnt to: work with all four basic operations
The teacher revises with the learners rounding off and estimation Example 1 x The teacher gives the learners mental calculations using flashcards. Then ask the following questions: x What is a calculator? x Where do we use a calculator? x Is it helpful or useless? x The teacher then explains to the learners what a calculator is. (It is a small electronic device used for making mathematical calculations. x Explain to the learners the uses of calculators in our daily lives, e.g. o to calculate profits, o to calculate loans and loan repayments, etc. x The teacher then shows the learners different types of calculators (different makes and brands) and explains to them their functions. (graphics; financial and scientific) x The teacher then ask the learners to identify some keys and then they must try and explain what their functions are e.g. the square root key
o o o o o o
RESOURCES: Calculators Flash cards DBE books GPLMS Maths Learner books Number Lines (marked) o Multiplication chart o Writing board o Overhead Projector
20 min
Other : _______________
Page 29 of 90
Example 2 x Experiment with different calculations and explain what you get if: a) You enter 7 +3 on the calculator b) You want the product of 10 and 15 c) You press --- key for the second time before clearing the screen. d) You press --- continuously. e) How would you type a decimal number e.g. 10.36 f) You key in 2; x; 50; %? g) You key in 37 x 100%? h) You key in 20 5 = ? i) You key in 6 + 5= then C key? j) You key in 6+5=then CA key? x Do the following sums, first compute without using a calculator then use the calculator to check whether those answers are the same? a) 102 b) (1,5)4 3 c) (1.2) d) 25 e) (2.2)5 g) (3)6 f) h)
16
CLASSWORK ACTIVITY
20 min
GPLMS Maths Programme: Term 1 Page 12 13 Numbers 1 - 7 x SUPPORT ACTIVITY Do the following sums with the aid of the calculator than verify by reflecting without a calculator. 1. 4.3 7)-(2)3 5 2. 0.5 5 + (0.3 x 0.7) 3. 2 x ( 7-6)2 - (2010) 4. 32-6) 2
2) 0.55 +(0.3 x 0.7) = 0.1+0.21 = 0.31
Memo 1) (4.3 7)-(2)3 5 = 3.01- (85) =30.1-1.6 =28.5 3) 2 x ( 7-6)2 - (2010) =2 x (1)2 - (2010) = 2 x 1 -2 =0
4) (32-6) 2 x4 = (9-6)2 x4 = 32 x4 =6
AMESA CHALLENGE 1. I multiplied two consecutive numbers (e.g. 4 and 5) on my calculator and got the answer 702. What is the sum of the two numbers? A 42 B 49 C 53 D 65 E 51 ANSWER: C 53 HOMEWORK GPLMS Maths Programme: Term 1: page. 14 Activity 8 - 10
Page 30 of 90
DATE: 4 February 2013 GRADE : 7 GPLMS Maths: Term 1 Page 56 - 57 COMPONENTS TIME
LESSON PLAN 19
GPLMS: MATHEMATICS
TOPIC: Triangles: Measuring DBE Workbook: 3rd Edition, Version 2013 Page 82 83 CAPS: CONTENT AREA Topic 3.1 Page 46 SHAPE AND SPACE (Geometry) x Measuring angles using a Protractor KEYWORDS Angle; Protractor, Measure, Sides, Curved, Centre, Zero, Rays, Degrees ASSESSMENT FORMAL INFORMAL o o o Written Mental Test Assignment o o o Self Peer Group
3min
TASKS / ACTIVITIES x Choose a starting number and a counting interval appropriate to the grade.
ANS ANS
MENTAL
1. 2. 3. 4. 5.
15+9+12 = 15+9 4 = 9+84 = 15 +14 +11 = 3x8x2=
36 28 21 40 48
6. 3 x 9 x 2 = 7. 2 x 6 x 5 = 8. 6 x 3 x 2 = 9. 48 8 = 10. 42 7 =
54 60 36 6 6
10 min 20 min
7min
HOMEWORK
PRIOR KNOWLEDGE
READING
In Grade 6 learners learnt the properties of 2D shapes which included recognising and naming of angles in 2D Shapes.
The teacher revises measuring angle sizes using a protractor. Ask the following questions: 1. What is an angle?
2. Name any angle that you can remember. 3. What is a protractor? 4. What or where do we use a protractor in our daily lives? 5. Angles are measured in? The teacher shows the learners a protractor and explains that a basic protractor consists of halfcircular pieces of material with degree markings notched onto the outside edge of the curved section. Learners must each have their own protractor. The teacher can make photocopies of protractors on OHP Film cut it out and use as protractors if there are shortages.
Page 31 of 90
Explains to learners how to measure an angle using a protractor: x Learners must first look at the numbers on the protractor and know that we call each line or number a degree and is written as They must find the centre hole on the straight edge of the protractor They must then place the hole over the vertex of the angle they want to measure Line up the zero on the straight edge of the protractor with one of the sides of the angle Find the point where the second side of the angle intersects the curved edge of the protractor Read the number that is written on the protractor at the point of intersection. This is the measure of the angle in degrees This is done in a demonstrating manner and learners must follow all the steps. Revise angles: Acute, Obtuse, Right, Straight, Reflex and Revolution.
x x x x x x x
o o o o o o o o
RESOURCES: Protractors DBE books GPLMS Maths Learner books Number Lines(marked) Multiplication chart Writing board Projector/OHP (if available)
Other :_______________
CLASSWORK ACTIVITY
20 min
DBE Workbook: 3rd Edition Version 2013 page 82 -83 GPLMS Maths Programme: Term 1 Page 56 57 Numbers 5 - 7 EXPANDED OPPORTUNITIES / REMEDIATION o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets o TACTILE: Concrete resources
AMESA CHALLENGE a) I multiplied two consecutive numbers (e.g. 4 and 5) on my calculator and got the answer 702. What is the sum of the two numbers? b) A 42 B 49 C 53 D 65 E 51
GPLMS Maths Programme: No link
HOMEWORK
DBE Workbook: Version 2013, page. 57, Number 8 - 9
Page 32 of 90
DATE: 5 February 2013 GRADE : 7 GPLMS Maths: Term 1 Page 59 COMPONENTS TIME
LESSON PLAN 20
GPLMS: MATHEMATICS
TOPIC: Constructions: Use of a Ruler and Protractor DBE BOOK: Version 2013, Page 92 93, Worksheet 34 TASKS / ACTIVITIES x Choose a starting number and a counting interval appropriate to the grade. Write down the next two numbers in each sequence 2 764; 2 766; 2 768; 6. 6 325; 6 320; 6 315; 5 346; 5 344; 5 342; 7. 1 838; 1 842; 1 846; 3 645; 3 648; 3 651; 8. 9 524; 9 520; 9 516; 4 968; 4 965; 4 962; 9. 2 540; 2 560; 2 580; 1 745; 1 750; 1 755; 10. 43 175; 43 675; 44 175; CAPS: CONTENT AREA Topic 3.5 Page 45 SHAPE AND SPACE (Geometry) x Using a ruler, compass and protractor KEYWORDS Ruler, Protractor, Degrees,
3min 7min
MENTAL
1. 2. 3. 4. 5.
10 min
HOMEWORK
o o
ASSESSMENT FORMAL INFORMAL Written Mental o Self Test o Peer Assignment o Group
PRIOR KNOWLEDGE
READING
In Grade 6 learners have done : x The properties of 2-D shapes which include the use of a ruler, compass and a protractor.
IINSTRUMENTS USED FOR GEOMETRY CONSTRUCTIONS RULER PROTRACTOR COMPASS
LESSON CONTENT CONCEPT DEVELOPMENT PMENT
Page 33 of 90
Revise angles with the learners. Ask the learners to answer questions about the use of a Protractor. Tell the learners they will be using a Ruler, and a Protractor for the next activities.
Ask learners to construct/draw an angle of 60. They must follow steps from the previous days explanation: x Learners must first look at the numbers on the protractor and know we called each line or number a degree and is written as x They must find the centre hole on the straight edge of the protractor x They must then place the hole over the vertex of the angle they want to measure x Line up the zero on the straight edge of the protractor with one of the sides of the angle x Find the point where the second side of the angle intersects the curved edge of the protractor x Look for 60 Read the number that is written on the protractor at the point of intersection. This is the measure of the angle in degrees x This is done in a demonstrating manner and learners must follow all the steps.
RESOURCES: Protractors DBE books GPLMS Maths Learner books Number Lines(marked) o Writing board o Ruler o Compass Other :_______________ o o o o o
20 min 20 min
CLASSWORK ACTIVITY
DBE Workbook: Version 2013, page 92 93 Worksheet 34 GPLMS Maths Programme: Term 1 Page 59 ANA Grade6 (2010) EXPANDED OPPORTUNITIES / REMEDIATION o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets o TACTILE: Concrete resources
Write the name of the shape with: 1.1 1.2 All four sides equal. A square Two pairs of opposite sides equal. A rectangle
HOMEWORK
GPLMS Maths Programme: No link DBE Workbook: 3rd Edition, Version 2013, Page 84 85, Worksheet 32
Page 34 of 90
DATE: 6 February 2013 GRADE: 7 GPLMS Maths: Term 1 page 58 + 60 COMPONENTS TIME
LESSON PLAN 21
GPLMS: MATHEMATICS
TOPIC: Constructions; Line Segments; Parallel and Perpendicular lines DBE Workbook: Version 2013 page 94 95, Worksheet 35 TASKS / ACTIVITIES x Choose a starting number and a counting interval appropriate to the grade. Write the next three numbers in each sequence 24 583; 24 683; 24 783; 6. 87 853; 87 653; 87 453; 36 419; 36 319; 36 219; 7. 79 700; 79 200; 78 700; 45 843; 46 843; 47 843; 8. 9 524; 9 520; 9 516; 58 631; 57 631; 56 631; 9. 6 325; 6 320; 6 315; 26 470; 26 670; 26 870; 10. 4 968; 4 965; 4 962; Remediate and correct the previous days work CAPS: CONTENT AREA Topic 3.5 Page 46 SHAPE AND SPACE (Geometry) x Constructions: Lines segments, parallel and perpendicular lines KEYWORDS Line, Line segment, Parallel, Perpendicular, Rays, Diagonal, Vertical, Horizontal, Intersects ASSESSMENT FORMAL INFORMAL o o o Written Mental Test Assignment o o o Self Peer Group
3min 7min 10 min
MENTAL
1. 2. 3. 4. 5.
x
HOMEWORK
PRIOR KNOWLEDGE
In Grade 6 learners have done the: x Properties of 2-D shapes which included recognising and naming of angles in 2-D Shapes.
READING
The teacher explains to the learners and draws examples of all the lines on the board or uses a Poster. x Straight lines : A line is a set of points with no definite initial or end-point. A line is named by any 2 capital letters naming points on the line (See example in GPLMS book pg. 58 number B) A line with one definite end point is called a ray Line segment is a set of points with a definite initial point and an end-point
RESOURCES: o Protractors o Compass o DBE books o GPLMS Maths o Learner books o Number Lines(marked) o Multiplication chart o Writing board o Rulers (if available) Other :_______________
20 min
x x x x x
The teacher must revise with the learners Horizontal, Vertical and Diagonal lines Explains that when a vertical line is at right angles to a horizontal line. We say that the two lines are Perpendicular If two lines are always the same distance apart and they never cross we call these lines Parallel lines Shows learners the symbols for lines, a ray, a line segment, parallel and perpendicular lines The teacher shows learners how to construct a Perpendicular line using a compass. (see example on page 95 in the DBE Workbook)
Page 35 of 90
CLASSWORK ACTIVITY
20 min
DBE Workbook: 3rd Edition, Version 2013 Page 94 - 95: Worksheet 35 GPLMS Maths Programme: Term 1 Page 58 - 59 EXPANDED OPPORTUNITIES / REMEDIATION o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets o TACTILE: Concrete resources
SUPPORT ACTIVITIES a) Pair work x x x x x x x Construct vertical line segment EF Diagonal line AB Line Segment PQ intersects line RS in E Line segment AB intersects line segment PQ perpendicularly in T Draw 3 lines parallel to line PQ
b) In which of the capital letters in the word GEOMETRY do we find: Parallel lines? Perpendicular line segments?
GPLMS Maths Programme: Term 1 Page 60 HOMEWORK DBE Workbook: Version 2013 Page 57 Number 8 - 9
Page 36 of 90
DATE: 7 February 2013 GRADE : 7 GPLMS Maths: Term 1 Page: 62 - 64 COMPONENTS TIME
LESSON PLAN 22
GPLMS: MATHEMATICS
TOPIC: Constructions Classifications of Triangles DBE Workbook 3rd Edition, Version 2013 :Page : 82-92 ,93 CAPS: CONTENT AREA Topic 3.1 Page 46 SPACE & SHAPE x Describe, sort, name and compare triangles KEYWORDS Line segment, Angles, Sides. Protractor
TASKS / ACTIVITIES x Choose a starting number and a counting interval appropriate to the grade. x Count forward and backwards in whole number intervals up to at least 1000 000 000
ANSWERS ANSWERS
3min
MENTAL
1. 450x 5 2. 820 x5 3. 720 x5 440 x5 4. 920 x5
2 400 4 100 3 600 2 200 4 600
6. 7. 8. 9. 10.
344 x 5 700 x 5 1 400 x5 1 850 x5 866 x5
1720 3 500 7 000 9 250 4 330
7min
10 min
HOMEWORK
PRIOR KNOWLEDGE
x Remediate and correct the previous days work In grade 6, learners were taught about x 2-D and 3-D shapes
o o o
ASSESSMENT FORMAL INFORMAL Written Mental x COUNTING

Concept Problem Solving
READING
Classification of triangles according to the size of the interior angles. A triangle has three sides and three angles The three angles always add to 180
Equilateral Triangle Three equal sides Three equal angles, always 60
20 min
Isosceles Triangle Two equal sides Two equal angles Scalene Triangle No equal sides No equal angles a) In an acute-angled triangle each of the 3 angles is less than 90o. b) In a right-angled triangle one of the angles is a right-angle i.e. 90o. c) In an obtuse-angled triangle one of the angles is obtuse i.e. greater than 90o.
Page 37 of 90
What Type of Angle? Triangles can also have names that tell you what type of angle is inside:
Acute Triangle All angles are less than 90
RESOURCES: o DBE books o GPLMS Maths o Learner books o Writing board o Grid Paper
Right Triangle Has a right angle (90)
o String /Tape Measure / Ruler Other _______________
Obtuse Triangle Has an angle more than 90
Combining the Names - Sometimes a triangle will have two names, for example:
20 min
Right Isosceles Triangle Has a right angle (90), and also two equal angles Can you guess what the equal angles are?
a)
b)
c)
2. Classification of triangles according to the lengths of the sides. a) In a scalene triangle no sides are equal in length. b) In an isosceles triangle two sides are equal in length. c)I n an equilateral triangle all three sides are equal in length. a) b) c)
NOTE: The markers / & // show the equal sides. Learners with the help from the teacher do classification of triangles either by sizes of interior angle or by lengths of the sides.
CLASSWORK ACTIVITY
20 min
GPLMS Workbook: 3rd Edition, Version 2013 Page 62-64 AMESA CHALLENGE a) In the triangle three lines are drawn from two corners to the opposite sides of the triangle. This divides the triangle into 16 non overlapping sections. If 10 lines from two corners are drawn in the same way, how many non over lapping sections will the triangle have? A 100 B. 121 C.20 D.107 Answer: A E. 54 EXPANDED OPPORTUNITIES / REMEDIATION
o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets o TACTILE: concrete resources
HOMEWORK
DBE Workbook 3rd Edition, Version2013 Page 92 and 97
Page 38 of 90
DATE: 8 February 2013 GRADE : 7 GPLMS Maths: Page 60 COMPONENTS TIME
LESSON PLAN 23
GPLMS: MATHEMATICS
TOPIC :Constructions - Circles DBE BOOK 3rd Edition Version 2013:Page 100 Worksheet 37 TASKS / ACTIVITES .Choose a starting number and a counting interval appropriate for the grade
ANSWERS ANSWERS
MENTAL
1. 2. 3. 4. 5.
2x3= 4x4= 8x3 3x3 6x8
6 16 24 9 48
6. 2x6= 7. 8x4= 8. 4x9= 9. 3x9= 10. 6x7
12 32 36 27 42
7min
CAPS: CONTENT AREA Topic: 3.5 Page 45 Space and shape (Geometry) x Describe, sort and compare - circles KEYWORDS Circle, Radius, Chord, Diameter, Circumference Protractor, Centre
3min
ASSESSEMENT
o o o FORMAL Written Mental Assignment Test INFORMAL o Oral o Self o Peer
HOMEWORK
10 min
x Remediate and correct the previous days work In Grade 6 learners learnt about x 2Dshapes and how to draw them
PRIOR KNOWLEDGE
READING
a) The teacher demonstrates how to draw a circle using a Compass. b) Learners in groups of twos or threes practice drawing circles c) Learners do the exercise 1 a, b and c in the DBE book page 100 d) Using a compass learners draw different circles and measure the radius e) Learners draw any chord on each circle and measure it f) In groups learners practise drawing circles with different radii and diameters g) Labelling the circle using the following words: centre, radius , chord , diameter arc and circumference
BASIC TERMINOLOGY USED TO DEFINE THE PROPERTIES OF CIRCLE. Chord Chord is a line segment joining two points on the circumference of the circle.
Page 39 of 90
Properties of the chord 1. Diameter is the longest chord of the circle. 2. Perpendicular line to the chord passing through centre 'bisects' the Chord. 3. Chords equidistant from the centre of the circle are of equal in length. 4. An angle inscribed (by diameter) in a Semi-circle is a right angle. Tangent Tangent is a line which touches the circle at only one point (It does not cross the circle).
RESOURCES: o DBE books o GPLMS Maths o Learner books o Writing board o Grid paper Other : compass rulers , pencil
In the above figure, Line PQ is the tangent at the point H on circle. Properties of the Tangent 1. The line drawn perpendicular to the end point of a radius is a tangent to the circle.
20 min 20 min
2. Two tangents can always be drawn from a point outside of the circle.
3. Tangents drawn from a point outside to the circle are equal in length. Length of the tangent is the distance between the point of origination of tangent (outside the circle) and the point of contact to the circle. i.e. in the above diagram the length of the tangents are PQ and QH
CLASSWORK ACTIVITY
GPLMS Maths : Page 60 DB E Workbook 3rd Edition V2013 :Page100 worksheet 37 AMESA Draw a circle with a radius of 14cm and calculate the a) circumference b) area EXPANDED OPPORTUNITIES / REMEDIATION o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets o TACTILE: concrete resources
HOMEWORK
Learners will complete the Classwork activity as homework
Page 40 of 90
DATE: 11 February 2013 GRADE : 7 GPLMS Maths:Page67 COMPONENTS TIME x x
LESSON PLAN 24
GPLMS: MATHEMATICS
TOPIC:: Quadrilaterals: Construct, Investigate the properties of the sides, angles and diagonals DBE Workbook 3rd Edition, Version 2013- Page 93, 96 TASKS / ACTIVITES Choose a starting number and a counting interval appropriate to the grade. Count forward and backwards in whole number intervals up to at least 1000 000 000 ANS 1 000 7 000 5 000 8 000 2 000
Round off to the nearest 1 000
CAPS: CONTENT AREA Topic: 3.1 Page 45 Space and Shape x Quadrilaterals KEYWORDS Quadrilaterals ,Polygon, Parallel, Properties, Vertex, Degree ,Right angle, ASSESSEMENT FORMAL INFORMAL Written Mental o Oral o Self Assignment o Peer Test
3min
ANS
13 000 24 000 789 000 457 000 7 546 000
o o o
MENTAL
1. 2. 3. 4. 5.
78 6 6798 4675 7691 1 768
6. 7. 8. 9. 10.
12 673 23 678 789345 456 765 7 545 871
HOMEWORK READIN G PRIOR KNOWL EDGE
10 min
7min
x Remediate and correct the previous days work In Grade 6 ,learners learnt about D shapes and their properties
QUADRILATERALS: Quadrilaterals are closed polygons with 4 sides and thus 4 vertices each Examples of quadrilaterals are rectangle ,trapezium , parallelogram ,square, rhombus , and a kite b a
o o o o o o
RESOURCES: DBE books GPLMS Maths Learner books Writing board Grid Paper String /Tape Measure / Ruler o 2D/3D objects
Other _______________
20 minutes
a) Learners are given different quadrilaterals and then mark the following :equal sides ,parallel sides ,equal angles b) In groups learners compare the quadrilaterals given with rectangles ,squares and parallelograms c) Giving properties of quadrilaterals in terms of parallel sides ,angles equal to 90 degrees , and opposite sides d) Learners then classify and give properties of quadrilaterals as follows : a trapezium is a quadrilateral with one pair of opposite sides equal ,a square is a rectangle with all its sides equal in length and its 4 angles are right angles (GPLMS book page 67)
Page 41 of 90
GPLMS book Page 67
CLASSWORK ACTIVITY
20 min
DBE Workbook Page 108- 109 ANA True or False 1. A rectangle is a parallelogram TRUE EXPANDED OPPORTUNITIES / REMEDIATION o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets o TACTILE: concrete resources
2. A square is a rectangle TRUE
HOMEWORK
DBE Workbook 3rd Edition Version 2013:Page 108- 109
REFLECTION
Page 42 of 90
DATE: 12 February 2013 GRADE : 7 GPLMS Maths: Term 1 Page 67 COMPONENTS TIME
LESSON PLAN 25
GPLMS: MATHEMATICS
TOPIC:: Construction Classification of Quadrilateral DBE Workbook 3rd Edition Version 2013: No Link
TASKS / ACTIVITIES x x Choose a starting number and a counting interval appropriate to the grade. Count forward and backwards in whole number intervals up to at least 1000 000 000 Round off to the nearest 10
ANS ANS
CAPS: CONTENT AREA Topic 3.1 Page 46 Space and Shape x Quadrilaterals (Constructions) KEYWORDS Quadrilaterals ,Polygon, Parallel, Properties, Vertex, Degree ,Right angle,
3min
MENTAL
1. 2. 3. 4. 5.
78 6 6798 4675 7691 1 768
790 6800 4680 7690 1770
6. 7. 8. 9. 10.
12 673 23 678 789345 456 765 7 545 871
12 670 23 680 789 350 456 770 7 545 870

o o o
7min
HOMEWORK
PRIOR KNOWLEDGE
x Remediate and correct the previous days work In Grade 6 learners learnt about x 2 D shapes
ASSESSMENT FORMAL INFORMAL Written Mental o Oral Assignment o Self Test o Peer
READING
10 min
QUADRILATERALS: Quadrilaterals are is a geometric shape that consists of; x four points (vertices) sequentially joined by straight line segments (sides) x closed polygons with 4 sides and thus 4 vertices each Examples of quadrilaterals are rectangle ,trapezium , parallelogram ,square, rhombus , and a kite b
RESOURCES: o DBE books o GPLMS Maths o Learner books o Writing board o Grid Paper o String /Tape Measure / Ruler o 2D/3D objects
20 min
c Other _______________
Page 43 of 90
a) Learners are instructed to draw any four sided shape and measure the four sides b) In groups learners write down the names of four sided shapes and their classification c) Learners do the report back and class discussions clarifying the quadrilaterals as in the GPLMS book page 67 d) Properties of QUADRILATERALS
Property Orthodiagonal when a quadrilateral has two sets of adjacent sides Cyclic the vertices of a quadrilateral touches the circumference of a circle Inscriptible when a quadrilateral is circumscribed around a circle Having two parallel sides Having two pairs of parallel sides Equilateral Equiangular CLASSWORK ACTIVITY 20 min
GPLMS Maths ; Page 67
Quadrilaterals Kite, Rhombus, Square Square, Rectangle, Isosceles Trapezium Kite, Rhombus, Square Rhombus, Square, Rectangle, Parallelogram, Trapezium Rhombus, Square, Rectangle, Parallelogram Rhombus, Square Rectangle, Square
AMESA CHALLENGE Draw a square with an area of 25cm
HOMEWORK
DBE Workbook 3rd Edition, Version 2013 : Page 108- 109
Page 44 of 90
DATE: 13 February 2013 GRADE : 7 GPLMS Maths: Page 67 -68 COMPONENTS TIME
LESSON PLAN 26
GPLMS: MATHEMATICS
TOPIC: Constructions Similarities & Differences of a Quadrilaterals DBE Workbook 3rd Edition Version 2013 Page 62 - 63 TASKS / ACTIVITIES x Choose a starting number and a counting interval appropriate to the grade. x Count forward and backwards in whole number intervals up to at least 1000 000 000 Round off to the nearest 100
ANSWERS ANSWERS
CAPS: CONTENT AREA Topic 3.1 Page 46 Space and Shape x similarities and differences of quadrilaterals KEYWORDS quadrilaterals ,polygon, parallel, properties, vertex, degree , right angle, ASSESSMENT
o o o
3min
MENTAL
1. _ x 6 = 42 2. _ x 12 = 96 3. _ x 5 = 30 4. _ x 11 = 33 5. _ x 4 = 36
800 6800 4 700 7 800 1 800
6. _ x 10 = 120 7. _ x 7 = 35 8. _ x 9 = 99 9. _ x 8 = 32 10. _ x 3 = 30
12 700 23 700 789300 456 770 7 545 900
7min
10 min
FORMAL
Written Mental Assignment Test
HOMEWORK
KNOWLED GE
x Remediate and correct the previous days work In Grade 6 ,learners learnt about: x 2 D shapes and their properties
INFORMAL o Oral o Self o Peer
READING
PRIOR
A quadrilateral is a two-dimensional closed shape with four straight sides. There are various kinds of quadrilaterals and some of the most common types of quadrilaterals are the parallelograms, the rectangles, the squares, the trapezoids and the rhombuses. The various types of quadrilaterals are:
In parallelogram opposite sides are parallel and equal in length and opposite angles are equal
In a rectangle opposite sides are parallel and equal in length. All angles measure 90.
In a square, opposite sides are parallel and all sides are equal in length. Moreover all the angles measure 90
In a Rhombus, all sides are congruent and opposite angles are equal. The diagonals of a rhombus bisect each other at
In a trapezium or trapezoid, one pair of sides is only parallel.
In a kite, the two pairs of adjacent sides are equal and the diagonal cuts each other at right angles. Page 45 of 90
right angles.
Teacher explains the following words to the class: parallel lines ,the equal sides ,and the equal angles
Example 1 a) A parallelogram has opposite sides parallel therefore all rectangles are parallelograms A square is a rectangle with four angles that are right angles b) Learners draw a sketch map of one of the quadrilaterals and clearly label the figures i.e. mark the parallel lines , the equal sides , and the equal angles (see e.g. GPLMS book page 68 -69)
20 min
o o o o o o
RESOURCES: DBE books GPLMS Maths Learner books Writing board Grid Paper String /Tape Measure / Ruler o 2D/3D objects
Other _______________
CLASSWORK ACTIVITY
20 min
GPLMS Maths Page 67 -69
AMESA CHALLENGE The school garden measures 25m by 10m has been divided into smaller portions which are 5m by 5m .How many portions of the same size were made?
a) 250 b) 20 c) 10 d)25 Answer: C
HOMEWORK
DBE book 3rd Edition, Version 2013 Page 62 - 63
Page 46 of 90
DATE: 14 February 2013 GRADE : 7 GPLMS Maths: Term 1 Page: 59,60,62,63 COMPONENTS TIME
LESSON PLAN 27
GPLMS: MATHEMATICS
TOPIC: Constructions Angles and Triangles DBE Workbook: 3rd Edition Version 2013 Page : 96 -97 TASKS / ACTIVITIES x Choose a starting number and a counting interval appropriate to the grade.
ANSWERS ANSWERS
MENTAL
1. 3. 5. 7. 9.
450x 5 820 x5 720 x5 440 x5 920 x5
2 400 4 100 3 600 2 200 4 600
2. 4. 6. 8. 10.
344 x 5 700 x 5 1 400 x5 1 850 x5 866 x5
1720 3 500 7 000 9 250 4 330
7min
CAPS: CONTENT AREA Topic 3.1 Page 46 SPACE & SHAPE x Describe, sort and compare triangles KEYWORDS Line segment , Angles, Sides, Protractor ,
3min
ASSESSMENT
o FORMAL Written Mental Assignment Test INFORMAL o Oral o Self o Group
10 min
HOMEWORK
x Remediate and correct the previous days work In Grade 6, learners learnt about: x x
o o
PRIOR KNOWLED GE
READING
Triangles their names and sides Distinguishing between equilateral, isosceles and right angled triangles
Revise the different types of triangles with learners focus on : x Triangle names x Properties of each type (angles, sides) Types of Triangles Right triangle: Has one 90 degree angle Equilateral triangle: All angles are the same (60 degrees) Isosceles triangle: Has two angles the same and two sides the same
CONCEPT DEVELOPMENT
LESSON CONTENT -
20 min
REMEMBER: The sum of all angles in a triangle is 180 degrees Construct an isosceles triangle Construct an Isosceles whose legs and base are of the Triangle Using Given pre-determined lengths given. Segment Lengths:
When constructing an isosceles triangle, you may be given pre determined segment lengths to use for the triangle (such as in this example), or you may be allowed to determine your own segment lengths. Either way, the construction process will be the same.
Using your compass, measure the length of the given "base".
Construct the new triangle on the reference line.
Page 47 of 90
Grade 7 Term 1 Mathematics Lesson Plans Do not change the size of the compass. Place your compass point on the reference line point and scribe a small arc which will cross the line. Using your compass, measure the length of the given "leg". Place the compass point where the previous arc crosses the reference line and scribe another arc above the reference line Without changing the size of You now have three points the compass, move the which will define the isosceles compass point to the point triangle. on the reference line. Scribe an arc above the line such that it intersects with the previous arc.
Alternate Method for Constructing an Equilateral Triangle:

An equilateral triangle can be easily constructed from a circle. The secret to this method is to remember to keep the compass set at the same length as the radius of the original circle.
Draw a circle and place a point on the circle. Do not change the size of the
compass.
With the compass still set at the same size as the radius of the circle, place the compass point on the point on the circle and mark off a small arc on the circle. Now, move the compass point to this new arc and mark off another arc. Continue around the circle.
You now have a Connect every other point on the circle with six equally circle to form the equilateral divided sections on its circumference. triangle.
CLASSWORK ACTIVITY
20 min
GPLMS Maths Page 62-64 AMESA CHALLENGE In the triangle three lines are drawn from two corners to the opposite sides of the triangle. This divides the triangle into 16 non overlapping sections. If 10 lines from two corners are drawn in the same way, how many non over lapping sections will the triangle have? A 100 B. 121 Answer: A C.20 D.107 E. 54 EXPANDED OPPORTUNITIES / REMEDIATION o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets TACTILE: concrete resources
HOMEWORK
DBE book 3rd Edition, Version 2013 Page 96 and 97
Page 48 of 90
DATE: 15 February 2013 GRADE : 7 GPLMS Maths: Page 69 COMPONENTS TIME
LESSON PLAN 28
GPLMS: MATHEMATICS
TOPIC: Construction: Similar & Congruent Shapes REVISION DBE Workbook 3rd Edition, Version 2013 Page 110 - 111 TASKS / ACTIVITIES x Choose a starting number and a counting interval appropriate to the grade. x Count forward and backwards in whole number intervals up to at least 1 000 000.
ANSWERS ANSWERS
MENTAL
1. 2. 3. 4. 5.
7 x 10 10 x10 12 x10 17x 10 23 x10
70 100 120 170 230
6. 7. 8. 9. 10.
35 x10 50x10 200 x10 350 x10 87 x10
350 500 2000 3500 870
CAPS: CONTENT AREA Topic 3.1 Page 47 Shape and Space x Properties of similar & Congruent shapes KEYWORDS Similar, Same, Congruent, Size, Shape
7min
3min
HOMEWORK KNOWLEDGE
x Remediate and correct the previous days work In Grade 6 learners did: x 2 dimensional shapes x how to compare congruent and similar shape
ASSESSMENT FORMAL INFORMAL o Written Mental x Oral o Assignment x Self o Test x Peer
READING
PRIOR
10 min
If one shape can become another using Turns, Flips and/or Slides, then the two shapes are called Congruent:
Rotation (Turn)
20 min
Reflection (Flip)
Translation (Slide)
After any of those transformations (turn, flip or slide), the shape still has the same size, area, angles and line lengths Examples: These Shapes are all Congruent:
Rotated
Reflected and Moved
Reflected and Rotated
Page 49 of 90
Congruent or Similar?
RESOURCES: o Bottle caps o GPLMS Maths o Learner books o Writing books o Pictures Other _______________
The two shapes need to be the same size to be congruent. When you need to resize one shape to make it the same as the other, the shapes are called Similar If you ... Then the shapes are ... only Rotate, Reflect and/or Translate ... also need to Resize Congruent
20 min
Similar
CLASSWORK ACTIVITY
20 min
GPLMS Maths: Page 69 ANA EXEMPLAR GRADE 6 / 2012 Draw the missing nets of the: Rectangle Parallelogram EXPANDED OPPORTUNITIES / REMEDIATION o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets o TACTILE: concrete resources
HOMEWORK
DBE Workbook: 3rd Edition, Version 2013, Page: 110 - 111
Page 50 of 90
DATE: 18 February 2013 GRADE : 7 GPLMS MATHS: No Link COMPONENTS

TIME
LESSON PLAN 29
GPLMS: MATHEMATICS
TOPIC: Whole Numbers - Multiplying 4 digits by 2digits DBE Workbook: 3rd Edition Version 2013: Page 14 x x TASKS / ACTIVITIES Choose a starting number and a counting interval appropriate to the grade, Use various methods: Skip counting, counting on, counting backwards
ANS ANS
CAPS: CONTENT AREA Topic1.1 Page 41 Multiplication 4digits by 3digits numbers KEYWORDS Multiply, Add, Round off, Estimate, Place holder
3min
PROPERTIES OF 0&1
MENTAL
1. 2. 3. 4. 5.
45 + 1 = 45 X 1 = 45 1 = 45 1 = 45 + 0 =
46 45 44 45 45
6. 45 X 0 = 7. 45 0 = 8. (3 220 + 500) X 0 9. 700 X 0 + 500 X 1 = 10. (10 000-3 000) X 1+4 X 0 =
0 45 0 500 7 000 o
7min
ASSESSMENT
FORMAL INFORMAL
HOMEWORK
o o
Written Mental Assignment Test
o o o o
Oral Peer Self Group
PRIOR KNOWLEDGE
10 min
READING
In Grade 6 learners learnt how to: x Multiply using 3digit numbers by 2 digits
Long Multiplication is a special method for multiplying larger numbers. It is a way to multiply numbers larger than 10 that only needs your knowledge of the ten times Multiplication Table. Let us say we want to multiply
RECOMMENDED RESOURCES o Unifix blocks / bottle caps o DBE books o GPLMS Maths o Writing board Other _______________
612 24
x First we multiply 612 4 (=2,448), x then we multiply 612 20 (=12,240), x and last we add them together (2,448+12,240=14,688).
20 min
But we can do better! When we multiply 612 20 we only need to multiply 612 2 and place the result one column over (so it is the same as multiplying by 20).
If you want to, you can put a zero where the space is, and you would have:
Page 51 of 90
Examples:
563 x 34 563 x 34 2 2 5 2 m 4 x 563 + 1 6 8 9 0 m 30 x 563 19142
1 267 x 329 1267 329 1 1 4 0 3 m 9 x 1 267 2 5 3 4 0 m 20 x 1 267 + 3 8 0 1 0 0 m 300 x 1 267 416843 Multiplication of 3-digit and 4-digit numbers by a 2-digit or 3-digit numbers using the known factors of one of the numbers. (1 437 x 2) (1 437 x 30) 1 4 37 x 100) 1 437 x 132 = 1 437 x 11 x 12 = 15 807 x 12 = 189 684 x
1 x 4 4 8 2 2 3 8
1 1
4 1 8 1 7 6
3 3 7 1 0 8
7 2 4 0 0 4
CLASSWORK ACTIVITY
20 min
DBE Workbook 3rd Edition Version 2013, Page14 - Revise ANA EXEMPLAR
463 x 24
463 x 24 = 463 x (20 + 4) = (463 x 10 x 2) + 463 x 4 = 9260 + 1 852 = 11 112 or 463 x 6 x 4 = 11 112 463 x 8 x 3 = 11 112 463 x 12 x 12 = 11 112 or or
ENRICHMENT /SUPPORT ACTIVITIES
HOMEWORK
DBE Workbook : 3rd Edition, Version 2013 Page 14
Page 52 of 90
LESSON PLAN 30
DATE: 19 February 2013 GRADE : 7 GPLMS MATHS: No Link COMPONENTS TIME
GPLMS: MATHEMATICS
TOPIC: Whole Numbers Division using 4 digits by 2digits DBE Workbook: 3rd Edition, Version 2013: No Link TASKS / ACTIVITIES x Choose a starting number and a counting interval appropriate to the grade, x Use various methods: Skip counting, counting on, counting backwards
Prime Numbers are numbers which are not divisible by any other numbers except themselves and 1. E.g. 7 can only be by 7 and 1 to get a whole number answer. Are the numbers below Prime
ANS ANS
CAPS: CONTENT AREA Topic 1.1 Page 41 x Division of whole 4 digit by 2 digit numbers
3min
KEYWORDS Divide, dividend, divisor,
7min
MENTAL
1. 2. 3. 4. 5.
8 3 11 6 45
no yes yes no no
6. 100 7. 27 8. 37 9. 19 10. 25
no no yes yes no
o o o
HOMEWORK
ASSESSMENT FORMAL INFORMAL Written Mental o Oral Assignment o Peer o Self Test o Group
PRIOR KNOWLEDGE
10 min
READING
In Grade 6 learners: x Division of whole 3 digit by 2 digit numbers
Long Division
Let's see how it is done with:
x x
The number which divides the other number is known as the divisor
the number to be divided into is known as the dividend 4 25 = 0 remainder 4 The first digit of the dividend (4) is divided by the divisor. The whole number result is placed at the top. Any remainders are ignored at this point. The answer from the first operation is multiplied by the divisor. The result is placed under the number divided into. Divide this number by the divisor.
20 min
25 0 = 0
42 25 = 1 remainder 17
Page 53 of 90
The whole number result is placed at the top. Any remainders are ignored at this point. The answer from the above operation is multiplied by the divisor. The result is placed under the last number divided into. Now we subtract the bottom number from the top number.
25 1 = 25
42 25 = 17
Bring down the next digit of the dividend.
20 min
175 25 = 7 remainder 0
Divide this number by the divisor.
The whole number result is placed at the top. Any remainders are ignored at this point.
25 7 = 175
The answer from the above operation is multiplied by the divisor. The result is placed under the number divided into. There are no more digits to bring down. The answer must be 17
Classwork ACTIVITY
20 min
DBE Workbook : 3rd Edition Version 2013 Page 15 ANA EXEMPLAR
6160 35
6160 35 = 6160 7 5 = 880 5 = 176
DBE Workbook : 3rd Edition Version 2013 Page 15
Page 54 of 90
LESSON PLAN 31
DATE: 20 February 2013 GRADE : 7 GPLMS MATHS: No Link COMPONENTS TIME
GPLMS: MATHEMATICS
TOPIC: Whole Numbers Multiplication DBE Workbook: 3rd Edition, Version 2013: No Link
TASKS / ACTIVITIES x Choose a starting number and a counting interval appropriate to the grade, x Use various methods: Skip counting, counting on, counting backwards
ANS ANS
CAPS: CONTENT AREA
Topic: 1.1 Page: 41 x Multiplication 4digit by 2digit numbers KEYWORDS Multiply, Add, Round off, Estimate, Diagonal, Vertical, Match,
3min
MENTAL
1. 18(3x2)+8= 2. (40-12)4+6= 3. 255+12-8= 4. 4+(4x2)-2 = 5. 80(9-7)x9+7=
11 13 9 10 367
6. (1+2)x(15-4) = 7. 147+2+3= 8. (16+4x3)7= 9. 21-5x3= 10. 605+7x6=
33 7 4 6 54
7min
HOMEWORK
PRIOR KNOWLEDG E
ASSESSMENT FORMAL INFORMAL o Written o Oral Mental o Peer o Assignment o Group

o Test
READING
10 min
In Grade 6 learners: Multiplication of at least whole 4-digit by 2-digit numbers Lattice Method
x breaks multiplying large numbers into smaller, x Boxes are drawn with a vertical slash dividing each box. x The number of boxes is determined by multiplying the number of digits in the largest number by the number of digits in the smallest number x . For example, there are six boxes drawn in 247 X 38 because there are three digits in the largest number and two digits in the second number. Three times two equals six. x The boxes are arranged with three columns of two boxes each. One digit is placed on top of each column of the largest number while one digit is placed to the right of each row of the smallest number. x Every number is multiplied together, placing the resulting tens digit above the slash and the ones digit below the slash within each box. xAfter multiplying, all of the numbers are added together in a slanted fashion within each column to arrive at a final answer
RECOMMENDED RESOURCES o Unifix blocks / bottle caps o DBE books o GPLMS Maths o Writing board o Grid Paper o 2D/3D objects Other _______________
20 min
Get it set up!
Make your matches and multiply: , , ,
Page 55 of 90
Start at the bottom and add down the diagonal stripes... But, look what happens when we hit the yellow diagonal stripe
We get a two digit answer... So, we just need to carry into the next diagonal stripe. It's the same thing we do with regular addition!
Now, finish it off!
You can check your answers using a calculator or the regular way of multiplying.
CLASSWORK ACTIVITY
20 min
a. 359 x 47
b. 1 245 x 24
NB: only done if the . learners complete class activity before the time is up / as support in extra classes
AMESA CHALLENGE 1. Starting at 4 and counting in 8s.Samuel counts 4,12 ,20 ,28 Which of these numbers will he count? A. 721 B. 722 C. 724 D. 726 E. 728 Answer: C 2. Suzie opens a book. She multiplies the two page numbers and gets 1 332. What is the left-hand page number? A. 666 B. 38 C 667 D. 37 E. 36 Answer: E
HOMEWORK
DBE Workbook : 3rd Ed. V2013 Page 14 15 Revise
REFLECTION
Page 56 of 90
LESSON PLAN 32
DATE: 21 February 2013 Grade 7 GPLMS MATHS : Page 3 Activity 5.1 5.3 COMPONENTS TIME
GPLMS: MATHEMATICS
TOPIC: Whole Numbers Divisibility Rules and Factors DBE Workbook: 3rd Edition Version 2013 Page 60-61
CAPS: CONTENT AREA
TIME IS LARGELY BASED ON THE NUMBER 60
ANS ANS
Topic: 1.1
Page:42
3min
NUMBEROPERATIONS& RELATIONSHIPS
x Calculation Techniques
KEYWORDS divisible, whole number, even, factors
MENTAL
1. How many minutes in 1hr 2. How many hours in 1day and 1night 3. how many days in a week 4. How many days in a year 5. how many years in a century
60 24 7 365 100
6. 60 2 = 7. 15 x 4= 8. 60 4 = 9. 60 6 x 3 = 10. 60 12 x 3 =
30 60 15 30 15 o o o
7min
ASSESSMENT FORMAL
Written Mental Assignment Test INFORMAL o Oral o Peer o Self o Group
10 min
HOMEWORK
PRIOR KNOWLEDG E
READING
In Grade 6 learners: x Multiples of 2 and 3 digit whole numbers x Factors of 2 and 3 digit whole numbers RECOMMENDED RESOURCES o Unifix blocks / bottle caps o DBE books o GPLMS Maths o Writing board o Grid Paper o 2D/3D objects Other _______________ This can be useful, because: When a number is divisible by another number ... ... then it is also divisible by each of the factors of that number. Example: If a number is divisible by 6, it is also divisible by 2 and 3 Example: If a number is divisible by 12, it is also divisible by 2, 3, 4 and 6
"DIVISIBLE BY" means "when you divide one number by another the result is a whole number" Examples: 14 is divisible by 7, because 147 = 2 exactly But 15 is not divisible by 7, because 157 = 2 1/7 (i.e., the result is not a whole number) "Divisible by" and "can be evenly divided by" mean the same thing
20 min
FACTORS CAN BE USEFUL Factors are the numbers you multiply to get another number:
Page 57 of 90
Grade 7 Term 1 Mathematics Lesson Plans The Divisibility Rules These rules let you test if one number is divisible by another, without having to do too much calculation! Divisible If: Examples: by: 2 The last digit is even (0,2,4,6,8) 3 The sum of the digits is divisible by 3 4 The last 2 digits are divisible by 4 5 The last digit is 0 or 5 6 The number is divisible by both 2 and 3 128 is 129 is not 381 (3+8+1=12, and 123 = 4) Yes 217 (2+1+7=10, and 103 = 3 1/3) No 1312 is (124=3) 7019 is not 175 is 809 is not 114 (it is even, and 1+1+4=6 and 63 = 2) Yes 308 (it is even, but 3+0+8=11 and 113 = 3 2/3) No
CLASSWORK ACTIVITY
20 min
If you double the last digit and subtract it from the rest of the number and the answer is: 672 (Double 2 is 4, 67-4=63, and 637=9) Yes x 0, or 7 905 (Double 5 is 10, 90-10=80, and 807=11 3/7) No x divisible by 7 (Note: you can apply this rule to that answer again if you want) 8 The last three digits are divisible by 8 The sum of the digits is divisible by 9 9 1629 (1+6+2+9=18, and again, 1+8=9) Yes (Note: you can apply this rule to that answer again 2013 (2+0+1+3=6) No if you want) 220 is 221 is not 109816 (8168=102) Yes 216302 (3028=37 3/4) No
10 The number ends in 0
If you sum every second digit and then subtract all 1364 ((3+4) - (1+6) = 0) Yes other digits and the answer is: 11 3729 ((7+9) - (3+2) = 11) Yes x 0, or 25176 ((5+7) - (2+1+6) = 3) No x divisible by 11 648 (By 3? 6+4+8=18 and 183=6 Yes. By 4? 484=12 Yes) Yes 524 (By 3? 5+2+4=11, 113= 3 2/3 No. Don't need to check by 4.) No
12 The number is divisible by both 3 and 4
DBE Workbook 3rd Edition Version 2013 Page 61 ANA EXEMPLAR Fill in the missing factor of 125: 1; 5 ; _____ ; 125 ANSWER: 25
DBE Workbook : 3rd Edition Version 2013 Page 61
Page 58 of 90
DATE: 22 February 2013 GRADE : 7 GPLMS Maths: Page 192 193 COMPONENTS
TIME
LESSON PLAN 33
GPLMS: MATHEMATICS
TOPIC: Rate and Ratio Compare 2 or more quantities of the same number DBE Workbook :3rd Edition Version 2013 Page 62-63 CAPS: CONTENT AREA Topic: 1.1 Page 42
Numbers Operation and Relationship.
ANS ANS
3min
MENTAL
1. 2. 3. 4. 5.
7 x 10 10 x10 12 x10 17x 10 23 x10
70 100 120 170 230
1. 2. 3. 4. 5.
35 x10 50x10 200 x10 350 x10 87 x10
350 500 2000 3500 870
Ratio and rate KEYWORDS Ratio, Rate
7min
ASSESSMENT
o FORMAL Written Mental Assignment Test INFORMAL o Oral o Peer o Self o Group
10 min
HOMEWORK
x Remediate and correct the previous days work In Grade 6 learners: x reducing of fractions to their lowest terms x comparing of fractions x calculate fractions of whole numbers
o o
PRIOR KNOWLEDGE
READING
20 min
Example 1 Choose 1 boy and three girls to come to the front of the classroom. Explain to the class that in their class the ratio of boys to girls is that for every boy there are 3 girls. x That is written 1 boy to three girls 1 boy : 3 girls x How can l write it as a fraction? are boys are girls? x How can l write it as a percentage? 25 percent are boys AND 75 percent are girls x How can l write it as a decimal? 0,25 are boys AND 0,75 are girls In a class of 40 learners, the ratio of boys to girls was 1 boy as to 3 girls. a) What fraction is boys? b) What fraction is girls? c )How many boys were in the class? of 40 learners = 10 d) How many were girls in the class? of 40 learners =30 NB: You can calculate the number of boys and girls using percentage or decimal e g 25 percent of 40
Page 59 of 90
Example 2 Rate is a kind of ratio where quantities are compared per given allocation. How far did the car travel in one hour?
Usually per hour is written with a dash ( / ) km / h a) A taxi travels from Pretoria to Soweto a distance of about 80km in two hours .How many km did it travel per hour ? Ans: 80 : 2 = 40 km / h b) A total of 500 pills are given to patients in 25 days at a local clinic. How many pills were given per day? Ans : 500 : 25 = 20 per day or 20pills / day
CLASSWORK ACTIVITY
20 min
GPLMS MATHS : Page 192 193
AMESA CHALLENGE
What is the ratio of the number of black balls to the number of white balls?
zzczczzczczz
A 4:8 B 2:1 C 1:1 D 1:2 ANSWER: B
HOMEWORK
DBE Workbook 3rd Edition Version 2013: Page 62
Page 60 of 90
DATE: 26 February 2013 GRADE : 7 GPLMS Maths: No link COMPONENTS TIME
LESSON PLAN 34
GPLMS: MATHEMATICS
TOPIC: Revision: Measuring Angles
MENTAL
HOMEWORK PRIOR KNOWLEDGE
10 mi
DBE BOOK: 3rd Edition, Version 2013, Page 88 91 & 102 - 105 TASKS / ACTIVITIES CAPS: CONTENT AREA 3.5 Page 45 x Choose a starting number and a counting interval SHAPE AND SPACE (Geometry) appropriate to the grade. x Revision of measurement of angles KEYWORDS ANSWERS ANSWERS 12 1. 4 x 9 = 6. 132 11 36 2. 9 x 8 = 75 7. 45 + 1,64 = 46,64 Angle, Degree, Measure, Construct, 3. 65 + 89 = 151 8. 9,9 + 9,2 = 19,1 Protractor, 4. 15 + 18 = 33 9. 25,56 - 22 3,56 ASSESSMENT 5. 20 4 = 10. 4,4 x 0,5 = 5 2,2 INFORMAL FORMAL x Remediate and correct the previous days work o Written Mental o Self
7min
3min
o Test o Assignment
o Peer o Group
In Grade 6 learners have learnt x Properties of 2-D shapes which included recognising and naming of angles in 2D Shapes.
READING
Teacher will do Revision of measuring angles. x What an angle is and that they are measured in degrees. x How to use a protractor. When measuring angles we;x Use the unit of measurement in degrees. x The full circle forms 360 angle. x Therefore a half circle or straight angle is 180, and a quarter of a circle or a right angle is 90. x We use () sign to denote or indicate degrees after the number. To measure an angle, (see instructions on page 92 of the DBE Work book) The teacher discusses with the learners the difference between a Circular Protractor and a Half Circle Protractor. The learners complete in the DBE Workbook Worksheet 33 on Page 88 89 DBE Workbook: 3rd Edition, Version 2013 pg. 88 89 & 102 - 105
RESOURCES: o Protractors o Compass o DBE books o GPLMS Maths o Learner books o Number Lines(marked) o Multiplication chart o Writing board o Rulers (if available) Other :_______________
CLASSWORK ACTIVITY
20 min
20 min
GPLMS Maths Programme: No link
Page 61 of 90

SUPPORT ACTIVITIES x Revise in the DBE Workbook page 84 87 Worksheet 32 a+b
HOMEWORK
GPLMS Maths: No link DBE Workbook: 3rd Edition, Version 2013 Page 90 91
Page 62 of 90
DATE: 28 February 2013 GRADE : 7 GPLMS Maths: Term 1 Page 64 - 65 COMPONENTS TIME
LESSON PLAN 36
GPLMS: MATHEMATICS
TOPIC: Polygons DBE Workbook: 3rd Edition, Version 2013, Page 103,107 TASKS / ACTIVITIES CAPS: CONTENT AREA Topic 3.1 Page 46 Choose a starting number and a counting interval SPACE AND SHAPE (Geometry): appropriate to the grade. x Polygons
ANS 11 10,8 1,16 96,44 18,1 6. 7. 8. 9. 10. 3,9 x 0,7 = 0,8 x 0,023 = 64 - 54 = 45 + 66 = 65 + 56 = ANS 2,73 0,0184 8 111 121 o o o
3 min
MENTAL
1. 2. 3. 4. 5.
x
121 11 23,1 12, 3 = 23,16 22 = 93 + 3,44 = 9,3 + 8,8 =
KEYWORDS Polygons, Closed shapes, Convex, Concave, Regular polygon, Irregular Polygon ASSESSMENT
FORMAL Written Mental Test Assignment INFORMAL o Self o Peer o Group
10 min
7 min
HOMEWORK PRIOR KNOWLEDG E
Remediates and correct the previous days work
READING
In Grade 6 learners distinguished: x Quadrilaterals in terms of parallel and perpendicular sides
The teacher asks the learners to : x x Draw pentagons, hexagons, heptagons, octagons, nonagons and decagons. Then explains to the learners they will be looking at these shapes.
Ask the learner to: Look up the definition of Polygon in the dictionary. Polygons are 2-dimensional shapes. They are made of straight lines, and the shape is "closed" (all the lines connect up). x Polygon comes from Greek. Poly- means "many" and -gon means "angle". The learners must then discuss the names of the different x
20 min
Polygon (straight sides)
Not a Polygon (has a curve)
Not a Polygon (open, not closed)
Simple Polygon (this one's a Pentagon)
A complex polygon intersects itself! Concave or Convex A convex polygon has no angles pointing inwards. More precisely, no internal angles can be more than 180. If there are any internal angles greater than 180 then it is concave. (Think: concave has a "cave" in it) Page 63 of 90
A simple polygon has only one boundary, and it doesn't cross over itself
Complex Polygon (also a Pentagon)
RESOURCES: o DBE books o GPLMS Maths Convex More Examples Concave o Learner books o Writing board o Ruler o Pencil o Eraser Other : _______________
Concave Octagon Irregular Hexagon
Complex Polygon (a "star polygon", in this case, a Pentagram)
20 min
Names of Polygons If it is a Regular Polygon... Name Triangle Quadrilateral Pentagon Hexagon Heptagon Octagon Sides 3 4 5 6 7 8 Shape Interior Angle 60 90 108 120 128.571 135
CLASSWORK ACTIVITY
20 min
DBE Workbook: 3rd Edition, Version 2013, page 103 - 107 GPLMS Maths Programme: Term 1 Page 64 AMESA CHALLENGE
A square has 2 diagonals and a pentagon has 5. How many diagonals does an octagon have? (an octagon has 8 sides) A 20 B 28 Answer: A C 16 D 24 E 40
HOMEWORK
GPLMS Maths Programme: Term 1 Page 65 DBE Workbook: 3rd Edition, Version 2013, Page 108 - 109
Page 64 of 90
DATE: 1 March 2013 GRADE : 7 GPLMS Maths: Term 1 Page 66 - 70 COMPONENTS TIME
LESSON PLAN 37
GPLMS: MATHEMATICS
TOPIC: Polygons : Classifying 2-D Shapes DBE Workbook: Version 2013 Page 108 109 CAPS: CONTENT AREA Topic 3.1 Page x Choose a starting number and a counting interval 46 SHAPE AND SHAPE (Geometry): appropriate to the grade. x Polygons: Quadrilaterals ANSWER KEYWORDS ANS S 0,2 1. 51 - 38 = 6. 0,4 x 05 = Quadrilateral , Trapezoid, 13 2. 50- 38 = 12 7. 0,5 x 0,026 = 0,0013 Rhombus, Kite, 3. 23,04 22 = 1,04 8. 95 + 26 = 121 4. 47 + 3,56 = 50,56 9. 95 - 47 = 48 5. 8,7 + 8,4 = 17,1 10. 73 57 = 16 ASSESSMENT FORMAL INFORMAL o Self x Remediate and mark the previous days work x Written o Peer Mental o Group o Test o Assignment In Grade 6 learners worked with: TASKS / ACTIVITIES x Regular and irregular polygons and identifying polygons.
MENTAL
HOMEWORK
PRIOR KNOWLEDGE
READING
10 min
7min
3min
Learners do Dictionary work. They look for the meaning of Quadrilateral a shape/geometric figure/polygon with 4 sides A quadrilateral is a two-dimensional closed shape with four straight sides. There are various kinds of quadrilaterals and some of the most common types of quadrilaterals are the parallelograms, the rectangles, the squares, the trapezoids and the rhombuses. The various types of quadrilaterals are:
RESOURCES: o DBE books o GPLMS Maths o Learner books o Writing board o Pencil o Ruler Other :_______________
20 minutes
In parallelogram opposite sides are parallel and equal in length and opposite angles are equal
In a rectangle opposite sides are parallel and equal in length. All angles measure 90.
In a square, opposite sides are parallel and all sides are equal in length. Moreover all the angles measure 90. Page 65 of 90
In a Rhombus, all sides are congruent and opposite angles are equal. The diagonals of a rhombus bisect each other at right angles.
In a trapezium or trapezoid, one pair of sides is only parallel.
In a kite, the two pairs of adjacent sides are equal and the diagonal cuts each other at right angles. Ask questions: a) Is a parallelogram a quadrilateral? Yes, its four sided b) How do you know if it is a parallelogram? A parallelogram has two pairs of opposite sides that are parallel c) Ask learners to draw different types of quadrilaterals that they can think of Will draw a kite, rhombus, trapezium, etc. d) Ask learners to draw their own quadrilaterals
CLASSWORK ACTIVITY
20 min
DBE Workbook: 3rd Edition, Version 2013, Page 108, Worksheets 39b GPLMS Maths Programme: Term 1 Page 66 - 68 ANA Grade 6 Name all the 2D shapes in the picture below: EXPANDED OPPORTUNITIES / REMEDIATION o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets o TACTILE: Concrete resources
Answer: Rectangle; Hexagon, Triangle, Square, HOMEWORK
GPLMS Maths: Term 1 Page. 69 DBE Workbook:3rd Edition Version 2013 Page.109 Worksheets 39b
Page 66 of 90
DATE: 4 March 2013
LESSON PLAN 38
GPLMS: MATHEMATICS
GRADE :7 TOPIC: Construction of Geometric Figures GPLMS Maths: Term 1 Page: 69 DBE Workbook: 3rd Edition Version 2013, Page 110-111 COMPONENTS TIME TASKS / ACTIVITIES CAPS: CONTENT AREA Topic 3.5 Page 45 x Choose a starting number and a counting interval Shape & Space WHOLE CLASS appropriate for the grade x Constructions: Angles, Circles, ACTIVITY x Use various methods , skip counting , counting Parallel lines, Perpendicular Lines forwards and backwards ROUND OFF TO KEYWORDS ANSWERS ANSWERS
3min
THE NEAREST 10
MENTAL
1 2 3 4 5 x
14 17 12 11 15
10 20 10 10 20
6 7 8 9 10
19 26 24 26 21
20 30 20 30 20
7min
Congruent similar
HOMEWORK
PRIOR KNOWLED GE
Remediate and correct the previous days` work
ASSESSMENT FORMAL INFORMAL o Peer x Written Mental o Self x Assignment o Group x Test
10 min
READING
In Grade 6 learners learnt about : x Measure angles with a Protractor x Geometric Constructions using a compass, ruler and protractor Give a definition of congruent shapes and similar shapes from the DBE book page110 or use the explanations below: DEFINITION: Equal in size and shape Two objects are congruent if they have the same dimensions and shape. Very loosely, you can think of it as meaning 'equal', but it has a very precise meaning that you should understand completely, especially for complex shapes such as polygons. x Congruent line segments RESOURCES o DBE books o GPLMS Maths o Learner books o Grid paper o Shapes o Drawing paper o Pencils o Rulers o Protractors o Other _________
20 minutes
Two line segments are congruent if they have the same length. But they need not lie at the same angle or position on the plane. x Congruent angles
Two angles are congruent if they have the same measure. So if two separate angles have measures of 30 and 23 for example, they are not congruent because they have different measures. Congruent angles may lie in different orientations or positions x Congruent circles
Two circles are congruent if they have the same size. The size can be measured as the radius, diameter or circumference. They can overlap.
Page 67 of 90
.Congruent polygons
CONCEPT DEVELOPMENT CONTINUED
LESSON CONTENT -
Congruent polygons have an equal number of sides, and all the corresponding sides and angles are congruent. However, they can be in a different location, rotated or flipped over. So for example the two triangles shown on the right are congruent even though one is a mirror image of the other. Symbols The symbol for congruence is If A and B are two objects being compared, such as line segments, angles, triangles etc, then the statement is read as "A is congruent to B". If there is a diagonal line through the symbol, this means 'not': to B".
PRACTICAL ;EXAMPLES FOR LEARNERS TO WORK WITH
is read as "A is not congruent
a) Examples of congruent and similar shapes b) Learners identify shapes that are either congruent or similar c) In pairs learners draw sets of congruent and similar shapes d) Describing how congruent these shapes are using the following words angle and side e.g. AAS or SSA
CLASSWORK ACTIVITY
20 min
DBE WORKBOOK 3rd Edition, Version 2013, Page 110-111 AMESA CHALLENGE Draw two triangles and describe them .Use the following words to describe them: a) Angle b) Side Answer: learners description EXPANDED OPPORTUNITIES / REMEDIATION o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets o TACTILE: concrete resources
HOMEWORK
DBE WORKBOOK: 3rd Edition, Version 2013: Page 110-111
REFLECTION
Page 68 of 90
DATE: 4 March 2013
LESSON PLAN 39
GPLMS: MATHEMATICS
GRADE :7 TOPIC: Construction of Geometric Figures: Congruent & Similar Shapes GPLMS Maths: Term 1 Page: 70 No.5 DBE Workbook: 3rd Edition Version 2013, Page 110-111 COMPONENTS TIME TASKS / ACTIVITIES CAPS: CONTENT AREA Topic 3.5 Page 45 x Choose a starting number and a counting interval Shape & Space WHOLE CLASS appropriate for the grade x Constructions: Angles, Circles, ACTIVITY x Use various methods , skip counting , counting Parallel lines, Perpendicular Lines forwards and backwards FIRST3 KEYWORDS ANS ANS
3min
MENTAL
MULTIPLES OF 1. 30 2. 9 3. 6 4. 40 5. 45
30.60.90 9.18.27 6.12.18 40.80.120 45.90135
6. 22 7. 18 8. 13 9. 99 10. 5
22.44.66 18.36.54 13.26.39 99.198.297 25.50.75
7min
Congruent Similar
ASSESSMENT
o o o FORMAL Written Mental Assignment Test INFORMAL o Peer o Self o Group
10 min
Remediate and correct the previous days` work
READING
In Grade 6 learners learnt about : x Measure angles with a Protractor x Geometric Constructions using a compass, ruler and protractor
Figures which have the same shape but are not necessarily the same size are said to be similar.
RESOURCES o DBE books o GPLMS Maths o Learner books o Grid paper o Shapes o Drawing paper o Pencils o Rulers
b) c)
The symbol is read is similar to A Rectangle ABCD Rectangle PQRS because the 2 2 corresponding (matching) angles are equal and the lengths B 6 C of the corresponding sides are in the same ratio D S 1 viz.
20 minutes
BC QR
Q 3 R
DC SR
o Protractors 2 . 1 o Other _________
GPLMS Maths: Term 1 Page: 70 No.5
CLASSWORK ACTIVITY
20 min
Page 69 of 90

AMESA CHALLENGE Which 2 shapes will you group and state why you will group them?
Answer: A and D they are quadrilaterals
HOMEWORK
DBE WORKBOOK: 3rd Edition, Version 2013: Page 110-111
Page 70 of 90
LESSON PLAN 40
DATE: 6 March 2013
GPLMS: MATHEMATICS
GRADE : 7 TOPIC: Whole Numbers REVISION GPLMS MATHS: Page 153 Activity A No. 1 and 2 DBE Workbook: 3rd Edition, Version 2013, Page 10 Worksheet 4 and Page 16 Worksheet 6 REVISON COMPONENTS TIME TASKS / ACTIVITIES Count backwards in thousands from: x 41 060 to 35 060 x 48 890 to 41 890
ANSWERS ANSWERS
CAPS: CONTENT AREA Topic:1.1 Page 40 Whole Numbers x Multiples and Prime Factors x Calculators KEYWORDS Multiply, Multiplication grid, Even, Odd ASSESSMENT FORMAL INFORMAL Written Mental o Self o Peer Assignment Test o Group
3min
MENTAL
1. 5 x 10 = 2. 6 x 8 = 3. 4 x 9 = 4. 12 x 3 = 5. 7 x 12 =
50 48 36 36 84
6. 3 x 11 = 7. 2 x 7 = 8. 8 x 5 = 9. 9 x 4 = 10. 11 x 6 =
33 14 40 36 66
10 min
7min
HOMEWORK PRIOR KNOWLED GE
o o o
In Grade 6 learners done : x Calculation techniques of doubling and halving. x Multiples of 2digit and 3digit numbers x Factors of 2digit and 3 digit whole numbers x Prime factors of numbers to at least 100 Write the following on the writing board and ask learners why we say that 12 = 2, 22=4, 32=6, 42=8, 52=10 2,4,6,8 and 10 are the first 5 multiples of 2 a) Thus 12 is the fourth multiple of 3 and 35 is the seventh multiple of 5 or 35 is the fifth multiple of 7. b) Written in set-notation as M2 = {2;4;6;------- } c) Also, any multiple of 2 is called an even number. This means that whole numbers in which the units digit is 0, 2, 4, 6, or 8 will be even numbers. d) Numbers in which the units digit is 1,3,5,7 or 9 are called Odd numbers. e) Use the 1-100 Number Charts. Ask learners to circle numbers which can only be divided by themselves and 1. These are called PRIME NUMBERS.
READING
RECOMMENDED RESOURCES: o Unifix blocks / bottle caps o 1 100 Number Board o DBE books o GPLMS Maths o Writing board Other _______________
CLASSWORK ACTIVITY
20 min
20 min
GPLMS MATHS: Page 153 Activity A No. 1
Page 71 of 90

AMESA CHALLENGE In the magic square below the sum of the three numbers in each row, in each column and in each diagonal is 18. What number comes in X? X 11 6 10 A .1 Answer: D7 B.3 C. 9 D.7 E.8
HOMEWORK
GPLMS MATHS: Page 153 Activity A No. 2
Page 72 of 90
DATE: 7 March 2013 GRADE : 7
LESSON PLAN 41
GPLMS: MATHEMATICS
TOPIC: Percentages in Financial Context
GPLMS Maths: Term 1 Page 62-65 DBE Workbook: 3RD Edition, Version 2013, :Page 111 -113 COMPONENTS TIME TASKS / ACTIVITIES CAPS: CONTENT AREA Topic 1.4 Page 42 x Choose a starting number and a counting interval Numbers Operation and Relationships. WHOLE CLASS appropriate to the grade. x Percentages (Problem ACTIVITY x Count forward and backwards in whole number Solving) intervals up to at least 1000 000 000. Round off to the nearest 100 KEYWORDS ANS ANS 56 700 Percentages , Of, Divide, Multiply 1. 456 6. 56 678 0 MENTAL 2. 4 675 4700 7. 23 451 23 500 3. 4 567 4 680 8. 4 566 4 600 4. 1 567 1 600 9. 12 398 12 400 5. 7003 7000 10. 98 768 98 800 ASSESSMENT FORMAL INFORMAL o Written Mental o Oral HOMEWORK o Self o Assignment x Remediate and correct the previous days work o Test o Peer
10 min
7min
3min
PRIOR KNOWLEDGE
In Grade 6, Learners x Solve problems that involve whole numbers, percentages in context
READING
x x x
Percent means out of 100 10% means 10/100 and as a decimal is 0,1 Remember that : o as a percentage =1/ 2 x 100 =50 % o as a percentage =1/4 x 100 =25% o 1/3 as a percentage =1/3 x 100 =33,3 %
RESOURCES: o Unifix blocks / bottle caps o DBE books o GPLMS Maths o Learner books o Writing board Other _______________
20 min
Therefore: o 50% is the same as 50/100 and 0,5 o 50% is the same as and 0,5
Example 1 70 % of 450 = 70/100 x 450 =315 Example 2 Calculate the percentage increase or decrease The price of petrol is decreased from R4,25 to R3,91 per litre Amount decrease =R 4,25 R 3,91 = 34 c Percentage decrease = 34/ 425 x 100 =8 %
Page 73 of 90
1.
Change these fractions to a decimal and then to percentage a) 1/2 b)
CLASSWORK ACTIVITY
20 min
c) 1/5 2. Calculate the percentage increase a) The price of a loaf of bread is increased from R4,80 to R5,20 b) 12,5kg is increased by 2,5 GPLMS Maths Page 120 -125 AMESA CHALLENGE a) An article costs R36, 15 .The price includes Value added Tax (VAT) of 14%. What is the cost without VAT? EXPANDED OPPORTUNITIES / REMEDIATION o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets o TACTILE: concrete resources
Answer: R31.89
HOMEWORK
DBE WORKBOOK 3rd Edition, Version 2013: Page 63 -65
Page 74 of 90
DATE: 8 March 2013 GRADE : 7 GPLMS Maths: Page 114 COMPONENTS TIME
LESSON PLAN 42
GPLMS: MATHEMATICS
TOPIC: Ratio & Rate: - Time and Speed DBE Workbook: 3rd Edition, Version 2013 Page : 40 -41 TASKS / ACTIVITIES CAPS: CONTENT AREA Topic: 1.1 Page x Choose a starting number and a counting interval 42 appropriate to the grade. Numbers Operation and Relationships x Count forward and backwards in whole number x Ratio & Rate (Speed, Distance intervals up to at least 1 000 000 and Time contexts) ANSWERS ANSWERS KEYWORDS 350 Time, Distance, 1. 7 x 10 11. 35 x10 70 2. 10 x10 100 12. 50x10 500 3. 12 x10 120 13. 200 x10 2000 4. 17x 10 170 14. 350 x10 3500 5. 23 x10 230 15. 87 x10 870 ASSESSMENT FORMAL INFORMAL o Written Mental o Oral o Assignment o Self x Remediate and correct the previous days work o Test o Peer In Grade 6 learners: x Solve problems in measurement context
MENTAL
HOMEWORK KNOWLEDGE
READING
PRIOR
10 min
7min
3min
Rate is a very important type of ratio, used in many everyday problems, such as travelling, --in fact, almost every activity involves some type of rate. x x A kilometre per hour is the rate of speed. Number of heart beats per minute is called "heart rate "If you ask a babysitter, "What is your rate?", you are asking how much in Rand per hour you will be charged. The little word "per" is always a clue that you are dealing with a rate. Unit price is a particular rate that compares a price to some unit of measure. For example, suppose eggs are on sale for R.36 per dozen. The unit price is R.36 divided by 12, or 3 cents per egg. The word "per" can be replaced by the "/" in problems, so 6 cents per egg can also be written 3 cents/egg. Smart shoppers know how to estimate unit prices when deciding whether it's better to buy a larger size of an item. Many everyday problems involve rates of speed, using distance and time. We can solve these problems using proportions and cross products. However, it's easier to use a handy formula: rate equals distance divided by time: r = d/t. Actually, this formula comes directly from the proportion calculation -- it's just that one multiplication step has already been done for you, so it's a shortcut to learn the formula and use it. You can write this formula in two other ways, to solve for distance (d = r x t) or time (t = d/r).
x x x x x x x x
20 min
Page 75 of 90
Example 1 Let's say you rode your bike 2 hours and travelled 240 km. What is your rate of speed? Use the formula r = d/t. Your rate is 240 km divided by 2 hours, so: r = 240 km 2 hours = 12 km per hour Example 2 Now let's say you rode your bike at a rate of 10 km per hour for 4 hours. How many kilometres did you travel? This time, use the distance formula d = r x t: d = 10 km per hour 4 hours = 40 km Example 3 You ride 18 km and travel at a rate of 12 km per hour. How long did this take you? Use the time formula t = d/r: t = 18 km 12 km per hour = 1.5 hours, or 1 hours. RESOURCES: Bottle caps GPLMS Maths Learner books Writing books Pictures
o o o o o
Other _______________
CLASSWORK ACTIVITY
20 min
GPLMS Maths: Page 114
AMESA CHALLENGE x Speed and Moto are driving on the same highway in the same direction and both drive at a constant speed. Moto drives at 90 km/h and is 30 km ahead of Speed. If Speed drives at 100 km/h, how long will it take for Speed to catch Moto? A 18 min B1h C. 2 h D. 3 h (Answer) E. 4 h o o o o o o
HOMEWORK
DBE BOOK 3rd Edition Version 2013 Page : 40 -41
Page 76 of 90
DATE: 12 March 2013 GRADE : 7 GPLMS Maths: No link COMPONENTS TIME
LESSON PLAN 44
GPLMS: MATHEMATICS
TOPIC: Exponents DBE BOOK: 3RD Edition, Version 2013, Page 78 - 79 TASKS / ACTIVITIES x Choose a starting number and a counting interval appropriate to the grade.
ANSWERS ANSWERS
CAPS: CONTENT AREA

Topic1.2 Page 43 - 43 Numbers, Operations and Relationships - Exponents x Exponents KEYWORDS Base; Exponential form; Square numbers; Cube numbers; Power of Ten; ASSESSMENT FORMAL INFORMAL Written Mental o Self o Peer Test o Group Assignment
3min
MENTAL
1. 2. 3. 4. 5.
13 + 64 95 + 26 95 + 28 99 22 95 47
x
= = = = =
77 121 123 121 142
6. 20 2 = 7. 36 4 = 8. 3 x 9 = 9. 73 - 57 = 10. 12 4 =
10 18 27 130 3
7min
HOMEWORK
10 min
o o o
PRIOR KNOWLEDG E
In Grade 6 learners work with : x square and cube numbers and multiplication
READING
Ask learners what an exponent is. x Revise with learners that, for example, 10 x 10 x 10 = 1 000 = 103
RESOURCES: o DBE books o GPLMS Maths o Learner books o Writing board Other :_______________
20 min
Write Examples on the writing board, the learners must estimate the answers first then the teacher explains by doing the Examples step-by-step with the class. Examples 1. 104 + 103 = 10 000 + 1 000 = 11 000
2. 4 + 103 = 4 + 1 000 = 1 004
3. 2 x 104 + 3 x 105 = 2 x 10 000 + 3 x 100 000 = ( 2 x 10 000) + (3 + 100 000) = 20 000 + 300 000 = 320 000 20 min
DBE Workbook: 3rd Edition, Version 2013, Page 78 GPLMS Maths Programme: No link
CLASSWORK ACTIVITY
Page 77 of 90
ANA EXEMPLAR
1, 3 , 5 , 9, 25, 45 , 75 and 225 are factors of 225. Which factor is missing?

ANSWER: 15
HOMEWORK
GPLMS Maths: No link DBE Workbook: 3rd Ed. V2013 Page. 79
Page 78 of 90
DATE: 13 March 2013 GRADE : 7 GPLMS Maths: No link COMPONENTS TIME
LESSON PLAN 45
GPLMS: MATHEMATICS
TOPIC: Numbers in Exponential Form DBE Workbook: 3rd Edition, Version 2013, Page 80 - 81 TASKS / ACTIVITIES CAPS: CONTENT AREA Topic1.2 Page 42 - 43 Choose a starting number and a counting interval Numbers, Operations and appropriate to the grade. Relationships - Exponents x Exponents KEYWORDS ANS ANS 160 Base; exponential form; square 700 1000 - 300 = 6. 400-240= numbers; cube numbers; 500-250 = 250 7. 1000-450= 550 power of ten; 190-90 = 100 8. 600- 250= 350 450-250 = 200 9. 600-175= 425 500-120 = 380 10. 900-350 = 550 ASSESSMENT FORMAL INFORMAL o Written Mental o Self Remediate and correct the previous days work o Test o Peer o Assignment o Group
3min 10 min 7min
MENTAL
1. 2. 3. 4. 5.
x
HOMEWORK
PRIOR KNOWLEDGE
In Grade 6 learners worked with the: x Four basic operations
READING
Revise exponential form by doing the examples with learners: x 2 x 2 = 22 x 2 x 2 x 2 = 22 x 4 x 4 = 42 x 5 x 5 x 5 = 52 Learners must say what they notice when they look at the following: 50 = 501 50 x 50 = 502 50 x 50 x 50 = 503 50 x 50 x 50 x 50 = 504 50 x 50 x 50 x 50 x 50 = 505 50 x 50 x 50 x 50 x 50 x 50 = 506 POSSIBLE ANSWERS: Any number raised to the power 1 is equal to the number. Revise with learners how to read a4 (a to the power 4)? They must know how to read ab - a to the power of b
RESOURCES: o DBE books o GPLMS Maths o Learner books o Writing board Other :_______________
20 minutes
x Learner must write the following in words: 183 eighteen to the power 3 xy x to the power y
Page 79 of 90
CLASSWORK ACTIVITY
20 min
DBE Workbook: 3RD Edition, Version 2013 Page 80 GPLMS Maths: No link ANA EXEMPLAR
RECOGNISE AND USE DIVISIBILITY RULES FOR 2, 3, 4, 5, 10, 100, AND 1000.
1. Circle the letter(s) of the incorrect statement(s). A 45 + 39 = 39 + 45
B 45 39 = 39 45 C9x7=7x9 D 20 5 =5 20 ANSWER: B and D
HOMEWORK
GPLMS Maths: Term 1 Page 65 DBE Workbook: 3rd Edition, Version 2013 Page 81
Page 80 of 90
DATE: 14 March 2013 GRADE : 7 GPLMS Maths: Term 1 Page 67- 69 COMPONENTS TIME x
LESSON PLAN 46
GPLMS: MATHEMATICS
TOPIC: Space and Shape: Constructions = Quadrilaterals DBE Workbook 3rd Edition Version 2013 No Link CAPS: CONTENT AREA 3.1 Geometry Page.4 7 Space and Shape Describe, sort, name and compare:x Length of sides x Parallel and perpendicular KEYWORDS Quadrilaterals , Polygon, Parallel, Properties, Vertex, Degree ,Right angle,
TASKS / ACTIVITES Choose a starting number and a counting interval appropriate to the grade. Count forward and backwards in whole number intervals up to at least 1000 000 000 Round off to the nearest 10
ANS ANS
3min
MENTAL
1. 2. 3. 4. 5.
78 6 6798 4675 7691 1 768
790 6800 4680 7690 1770
6. 12 673 7. 23 678 8. 789345 9. 456 765 10. 7 545 871
12 670 23 680 789 350 456 770 7 545 870
7min
HOMEWORK
x Remediate and correct the previous days work In grade 6 ,learners learnt about 2 D shapes
ASSESSEMENT FORMAL INFORMAL o Oral x Written Mental o Peer o Assignment o Self o Test
PRIOR KNOWLEDGE
READING
10 min
x The differences and similarities of squares and rectangles
QUADRILATERALS: x Quadrilaterals are closed polygons with 4 sides and thus 4 vertices each
CONCEPT DEVELOPMENT LESSON CONTENT
Examples of quadrilaterals are: Rectangle ,Trapezium , Parallelogram, Square, Rhombus, and a Kite
20 min
b) a)
Page 81 of 90
c)
RESOURCES: o DBE books o Prac Maths o Learner books o Writing board o Grid Paper
20 min
o String /Tape Measure / e) Learners are instructed to draw any four sided shape and measure the four sides f) In groups, learners write down the names of four sided shapes and their classification Ruler o Nets o 2D/3D objects Other _______________
g) Learners do the report back and class discussions clarifying the quadrilaterals as in the GPLMS Maths Page 67
CLASSWORK ACTIVITY
20 min
GPLMS Maths Page 67
AMESA CHALLENGE x Draw a square with an area of 25cm?
Answer: Learners drawing
HOMEWORK
GPLMS Maths Page 67 - 69
Page 82 of 90
DATE: 15 March 2013 GRADE : 7 GPLMS MATHS: Page 3 COMPONENTS TIME
LESSON PLAN 47
GPLMS: MATHEMATICS
TOPIC: REVISION - Whole Numbers Divisibility Rules and Factors DBE Workbook: 3rd Edition, Version 2013, Page 60 TASKS / ACTIVITIES CAPS: CONTENT AREA Page 41 x Choose a starting number and a counting interval appropriate Topic1.1 to the grade, Multiples and factors x Use various methods: Skip counting, counting on, counting backwards Identify the pattern and give the next 2 numbers KEYWORDS
ANS ANS
3min
1. 17,21,25,29.,
MENTAL
7min
2. 16,14,12... 3. 15,30,45... 4. 3,9,27... 5. 11,22,33
+ 4 / 33,37 -2 / 10,8 +15 / 60,75 X3 / 81,243 M11 / 44,55
6. 50,41,32... 7. 1 005,1 030, 1 055 8 7,14,21.... 9 93,83,73... 10 100,89,78..
-9 / 23,14 +25 / 1 080, 1 105 M7 / 35,42 -10 / 63,53 -11 / 67,56
Divisible, Whole number, Even, Factors
HOMEWORK
ASSESSMENT FORMAL INFORMAL o Written o Oral Mental o Peer o Assignmen o Self t o Group
o Test
PRIOR KNOWLEDGE
10 min
READING
In Grade 6 learners: x x Multiples of 2 and 3 digit whole numbers Factors of 2 and 3 digit whole numbers RECOMMENDED RESOURCES o Unifix blocks / bottle caps o DBE books o GPLMS Maths o Writing board o Grid Paper Other _______________
The divisibility rules make Maths easier. Did you ever wonder how people could tell if something was divisible by a number just by looking at it? These rules are how they do it. x Memorize a few simple rules and simplifying fractions and prime factorization will be so much easier.
Revise the following RULES by working with the EXAMPLES

DIVISIBILITY RULE A number is divisible by two if it is even. Another way to say a word is even is to say it ends in 0, 2, 4, 6 or 8. A number is divisible by three if the sum of the digits adds up to a multiple of three. EXAMPLE 642 is divisible by two because it ends in a two, which makes it an even number 423 is divisible by three because 4 + 2 + 3 = 9. Since nine is a multiple of three (or is divisible by three), then 423 is divisible by three 128 is divisible by four because half of it is 64 and 64 is still divisible by two
NUMBER
20 minutes
Two (2)
Three (3)
Four (4)
A number is divisible by four if it is even and can be divided by two twice.
Page 83 of 90
Five (5)
Six (6)
A number is divisible by five if it ends in a five or a zero. A number is divisible by six if it is divisible by both two and three.
435 is divisible by five because it ends in a five 222 is divisible by six because it is even, so it is divisible by two and its digits add up to six, which makes it divisible by three 9243 is divisible by nine because the sum of the digits adds up to eighteen, which is a multiple of nine 730 is divisible by ten because it ends in zero
Nine (9)
Ten (10)
A number is divisible by nine if the sum of the digits adds up to a multiple of nine. This rule is similar to the divisibility rule for three. A number is divisible by ten if it ends in a zero. This rule is similar to the divisibility rule for five.
LEARNERS COMPLETE IN WORKBOOKS x State if the first number is divisible by the second number. 1) 96 by 6 - YES x 2) 72 by 5 - NO 3) 66 by 6 - YES
CLASSWORK ACTIVITY
20 min
Each number is divisible by which of the following: 2, 3, 5, 6, 9, 10? 4) 85 5 5) 72 2,3,6,9 6) 68 2
7) 94 2
x Each number is divisible by which of the following: 2, 3, 5, 6, 9, 10, 11, 13, 17, 19? 7) 119 - NONE 8) 176 2 9) 196 2 10) 121- NONE
AMESA CHALLENGE True or false? 1. All even numbers are divisible by 2 ANSWER: True
2. Numbers ending in 00 are divisible by 25. ANSWER: True 3. 5 is a factor of 105 ANSWER: True
x
State if the first number is divisible by the second number. 1. 80 by 10 - Answer: YES 2. 74 by 9 - Answer: NO Each number is divisible by which of the following: 2, 3, 5, 6, 9, 10? 3. 92 Answer:2 4. 59 Answer: NONE Each number is divisible by which of the following: 2, 3, 5, 6, 9, 10, 11, 13, 17, 19? 5. 146 Answer:2 6. 107 Answer: NONE
HOMEWORK
x x
Page 84 of 90
DATE: 18 March 2013 GRADE : 7 GPLMS Maths: Term 1 Page 58 - 60 COMPONENTS TIME
LESSON PLAN 48
GPLMS: MATHEMATICS
TOPIC: Revision: Line Segments, Parallel and Perpendicular lines and Triangles DBE Workbook: 3rd Edition, Version 2013 pg. 94 95 TASKS / ACTIVITIES CAPS: CONTENT AREA 3.1 & 3.5 PG 45 & 46 SHAPE AND SPACE x Choose a starting number and a counting interval x Constructions: Line segments, appropriate to the grade. Parallel and perpendicular lines and Triangles KEYWORDS ANS ANS 1. 15 + 56 = 6. 16 4 = Line segment, Parallel, perpendicular, 71 4 2 95 + 45 = 140 7. 93 + 3,44 = 96,44 construction, vertical, horizontal, rays, 3 70 - 61 = 9 8. 5,1 + 6 = 11,1 Angles
4 5 72 - 33 = 44 11 = 39 4 9. 1,68 - 1 = 10 15,1 - 7,5 = 0,68 7,6 o o o
MENTAL
7min
3min
ASSESSMENT
FORMAL WRITTEN MENTAL TEST ASSIGNMENT INFORMAL o Self o Peer o Group
HOMEWORK PRIOR KNOWLEDG E
READING
10 min
In Grade 6 learners worked with x 1. regular and irregular polygons and identifying polygons. Revise the use of a protractor, compass and ruler to construct Lines, Line segments, Triangles, Parallel and perpendicular lines a) Constructing Lines and Line segments: Example: Using a pair of compasses or a pair of dividers (the instrument which has 2 metal points.) e.g.
AB = 2,4 cm
20 min
Step 1:Place metal point on A & pencil point on B holding instrument upright. Step 2: Without moving the arms of the instrument place the metal & pencil points on a ruler (hold upright). Step 3: Read the distance on the ruler between the points. b) Constructing Triangles Example: Step 1 Draw a line. Make a marking on it (A). Step 2: Put the compass point to A and open it so that the pencil touches B. ( So you have measured the length of AB with the pair of compasses) Step 3: Leaving the compass point on A, draw an arc with the compass roughly where you think the other vertex (corner) of the triangle is going to be. (The distance from A to this point is going to be the same as the length of AB). Step 4: Do not adjust the compass. Now move the compass point to B and draw another arc which crosses the first. Label C. Step 5: Since the lengths of AC and BC are both equal to the length of AB, we have three points all the same distance from each other. If we join them up, we therefore have an equilateral triangle,
Page 85 of 90
with each angle equal to 60. c) Constructing perpendicular and parallel lines Example: (See example on Page. 95 of the DBE Workbook) Step 1: Draw a line, mark a points A and B on it. Put the compass point on A and open it so that the pencil touches B. (So you have measured the length to AB with a pair of compasses) Step 2: Leaving the compass point on A, draw an arc with the compass roughly where you want the perpendicular line to be. Step 3: Now move the compass point B and draw another arc which crosses the first. Label it C. Step 4: Follow the same steps to get d, Label it D. Join points C and D . Name the point C. It intersects with AB and E.
RESOURCES: o Compass o Ruler o Protractor o GPLMS Maths o Learner books o Writing board Other :_______________
20 min
CLASSWORK ACTIVITY
DBE Workbook: 3rd Edition Version 2013 Page 98 99 GPLMS Maths Programme: Term 1 Page 59 - 60 AMESA CHALLENGE In the triangle three lines are drawn from two corners to the opposite sides of the triangle. This divides the triangle into 16 non-overlapping sections. If 10 lines from two corners are drawn in the same way, how many non-overlapping sections will the triangle have? A 100 B 121 C 20 D 107 E 54 EXPANDED OPPORTUNITIES / REMEDIATION o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets o TACTILE: Concrete resources
HOMEWORK
GPLMS Maths: Term 1 Page 59
Page 86 of 90
DATE: 19 March 2013 GRADE : 7 GPLMS Maths: Term 1 Page 57 - 58 No b1 - 3 COMPONENTS TIME
LESSON PLAN 49
GPLMS: MATHEMATICS
TOPIC: Revision: Construction and Measuring of Angles DBE Workbook 3rd Edition Version 2013, : Page 59 TASKS / ACTIVITIES x Choose a starting number and a counting interval appropriate to the grade. ANS 71 140 9 39 4 ANS 4 96,44 11,1 0,68 7,6 CAPS: CONTENT AREA Topic 3.1 & 3.5 Page 45 -46 SHAPE AND SPACE x Constructions and Measuring of Angles KEYWORDS Angles, Acute, Obtuse, Isosceles, Reflex
3min
MENTAL
1. 2. 3. 4. 5.
x
15 95 70 72 44
+ 56 = + 45 = - 61 = - 33 = 11 =
6. 16 4 = 7. 93 + 3,44 = 8. 5,1 + 6 = 9. 1,68 - 1 = 10 15,1 - 7,5 =
7min
ASSESSMENT FORMAL INFORMAL x Written Mental o Self o Peer o Test o Group o Assignment
READING
10 min
In Grade 6 learners worked with; x Regular and irregular polygons and identifying polygons.
The teacher revises types of angles by : x describing x sorting x comparing and x Doing practical examples of how to construct and measure angles of different sizes Angles An angle measures the amount of turn
RESOURCES: o Compass o Ruler o Protractor o GPLMS Maths o Learner books o Writing board Other :_______________
20 min
As the Angle Increases, the Name Changes Type of Angle Acute Angle Right Angle Obtuse Angle Straight Angle Reflex Angle Description an angle that is less than 90 an angle that is 90 exactly an angle that is greater than 90 but less than 180 an angle that is 180 exactly an angle that is greater than 180
Page 87 of 90
In One Diagram This diagram might make it easier to remember: Also: Acute, Obtuse and Reflex are in alphabetical order. Revise and reinforce the use of a : x Protractor, x Compass and x Ruler
20 min
CLASSWORK ACTIVITY
DBE Workbook: No link GPLMS Maths: Term 1 Page 157 No. b1 - 2 ANA GR 6
a) Which shapes are used in the given tessellation? ENRICHMENT/ SUPPORT ACTIVITIES
Answer: Triangles and Hexagons
EXPANDED OPPORTUNITIES / REMEDIATION o Peer assistance o One on one teacher activity o Graded class task e.g. 2 of 4 sums o Enrichment tasks o VISUAL: use of colour chalk / bold worksheets o TACTILE: Concrete Resources
HOMEWORK
GPLMS Maths: Term 1 Page 157 No b3
Page 88 of 90
DATE: 20 March 2013 GRADE : 7 GPLMS MATHS: No Link COMPONENTS TIME
LESSON PLAN 50
GPLMS: MATHEMATICS
TOPIC: Whole Numbers Division using 4 digits by 2/3digits REVISION DBE Workbook: 3rd Edition, Version 2013, Page15 (Revise) TASKS / ACTIVITIES CAPS: CONTENT AREA Topic 1.1 Page 41 Choose a starting number and a counting interval x Revise division 3 digit by 2 digit appropriate to the grade, Use various methods: Skip counting, counting on, x Division of at least whole 4-digit by 2-digit numbers counting backwards
Prime Numbers are numbers which are not divisible by any other numbers except themselves and 1. E.g. 7 can only be by 7 and 1 to get a whole number answer. Are the numbers below prime
ANS ANS
3min
x x
x
KEYWORDS Divide, Dividend, Divisor, Subtract, Bring down, Multiply
MENTAL
7min
1. 2. 3. 4. 5.
16 1 13 8 65
no yes yes no no
6. 1000 7. 24 8. 37 9. 19 10. 25
no no yes yes no
HOMEWORK
ASSESSMENT FORMAL INFORMAL o Oral x Written Mental o Peer o Assignment o Self o Test o Group
PRIOR KNOWLEDGE
10 min
READING
In Grade 6 learners learnt how to: x Revise dividing 3 digit by 2 digit without using calculators
When the divisor has two digits, the procedure works the same way but instead of using facts from multiplication tables when dividing, we might have to use pencil and paper to perform helping multiplications on the side USE CLUE CARDS 31 rem 24
RECOMMENDED RESOURCES o Unifix blocks / bottle caps o DBE books o GPLMS Maths o Writing board o Grid Paper o 2D/3D objects Other ____________
Divide: Can 121 divide into 3? Can 121 divide into 37? No, but 121 can divide into 377. How many times? 3 times Multiply: 121 x 3 = 363 Subtract: 377 363 = 14 Bring down: 5 Divide: 145 121 = 1 Multiply: 121 x 1 = 121 Subtract: 145 121 = 24 => 24 is the remainder
20 minutes
121 3775 - 363 (121 x 3) 145 121 (121 x 1) 24
1. Divide 2. Multiply 3. Subtract 4. Bring down
121 x 1 = 121 121 x 2 = 242 121 x 3 = 363 121 x 4 = 484 121 x 5 = 605 121 x 6 = 726 121 x 7 = 847 121 x 8 = 968 121 x 9 = 1089
Page 89 of 90
Divide using long division. Do the divisions in your workbook, using CLUE CARDS. Remember to check each one by multiplication! a) 9197 17 = ____
CLASSWORK ACTIVITY
20 min
b) 9424 16 = ____ c) 1092 13 = ____ d) 2160 20 = ____
ANA EXEMPLAR GRADE 6/2012
Calculate the answer and show all calculations. 8 591 325

Answer only: 26 rem 141 2 6 rem 141 325 8591 -650 2091 -1950
HOMEWORK
DBE Workbook : 3rd Edition, Version 2013, Page 15 revise
Page 90 of 90
MENTAL MATHS
DATE: DATE: 09/01/2013 DATE:10/01/2012 DATE: 11/01/2013 COMMENT
TERM 1 /2013 3+3+4= 5+6+9= 6+7+3= 7+9+2= 8+8+4= 2+1+4= 10 + 3 + 2 = 5 + 11 + 6 = 12 + 7 + 8 = 9 + 10 + 2 =

MARK: DATE: 15/01/2013 DATE: 16/01/2013 MARK: MARK: DATE: 17/01/2013
GRADE : 7 WEEK 1 4 100 = 100 5 = 2 100 = 100 3 = 6 100 = 8 100 = 100 9 = 100 7 = 1 100 = 100 40 = 600-175= 900-350 =
MARK:
PROGRESS Term 1 Week 1
DATE:
10 500-250 = 190-90 = 450-250 = 500-120 = 400-240= 1000-450= 600- 250=
1000 - 300 =
10
Mon
Tue
Wed
Thurs
Fri
SIGN TERM 1 /2013 6 10= 12 x 2 = 8 10 = 62= 8x4= 11 x 3 = 8x9= 48= 73 = 7x9=

MARK:
MARK:________
MENTAL MATHS 22= 88= 10 10 = 33= 77= 44= 99= 55= 11 = 66=
MARK:
GRADE : 7 WEEK 2
DATE: 18/01/2013 COMMENT
DATE: 14/01/2013
10
1 _x 6 = 42
24 2 = 480 8 = 55 5 = 80 2 = 63 9 = 490 7 = 36 3 = 72 6 = 360 9 = 48 6 =

MARK:
240 2 = 480 6 = 25 5 = 810 9 = 63 9 = 49 7 = 360 3 = 72 12 = 360 4 = 48 8 =

MARK:
_ x 12 = 96
_ x 5 = 30
_ x 11 = 33
_ x 4 = 36
6 _ x 10 = 120
_ x 7 = 35
_ x 9 = 99
_ x 8 = 32
10
_ x 3 = 30
Mon
Tue
Wed
Fri
SIGN
Thurs
MARK:________
MENTAL MATHS
DATE: DATE: DATE: DATE: COMMENT
TERM 1 /2013 22+6= 88+6= 10 10 = 33+3= 77+6 = 44 +4= 99+4= 55= 11+9= 66+4=
MARK: DATE: DATE: DATE: MARK: MARK:
GRADE : 7 WEEK 3 _x 6 = 42 _ x 12 = 96 _ x 5 = 30 _ x 11 = 33 _ x 4 = 36 _ x 10 = 120 _ x 7 = 35 _ x 9 = 99 _ x 8 = 32 _ x 3 = 30 3 x 40 = 9 x 60 = 9 x 60 x 1= 3 x 40 + 0 =

MARK:
DATE:
10 4 x 90 = 10 x 10 = 5 x 60 = 6 x 80 = 2 x 20 = 8 x 70 = 1 x 30 = 1 x 30 + 0 = 8 x 70 x0 = 2 x 20 + 1= 6 x 80 x 1 = 5 x 60 + 0 = 10 x 10x 0 = 4 x 90 + 1=
5 x 10 =
7 x 50 =
7 x 50 x 1=
2 6x8=
3 4x9=
4 12 x 3 =
5 7 x 12 =
6 3 x 11 =
7 2x7=
8 8x5=
9 9x4=
10 11 x 6 =
Mon
Tue
Wed
Thurs
Fri
SIGN TERM 1 /2013

DATE:
MARK:________
MENTAL MATHS 66= 88= 10 10 = 33 = 77 = 44 = 99 = 55= 11 = 66=

MARK:
GRADE : 7 WEEK 4
COMMENT
DATE:
10 10 _ = 2 16 _ = 8 122 _ = 11 108 _ = 9 24 _ = 6 12 _ = 4 42 _ = 7 5_=5 80 _ = 10

MARK:
_x 6 = 42
21 _ = 3
84 7 = 70 7 = 36 4 = 108 9 = 56 8 = 72 12 = 73 1 = 88 = 54 9 = 0 12 =
MARK:
13 + 6 = 5+6+9= 7+5+3= 6+4+3+7 = 67 + 6 = 45 + 8 = 88 + 4 = 23 + 7 = 3+6+5+9 = 48 + 9 =

MARK:
_ x 12 = 96
3 _ x 5 = 30
4 _ x 11 = 33
5 _ x 4 = 36
_ x 10 = 120
7 _ x 7 = 35
8 _ x 9 = 99
9 _ x 8 = 32
10 _ x 3 = 30
Mon
Tue
Wed
Thurs
Fri
SIGN
MARK:________
MENTAL MATHS
DATE:
Write down the next 2 numbers in each sequence Write the next three numbers in each sequence
TERM 1 /2013
DATE: DATE: DATE: COMMENT
GRADE 7 WEEK 5
DATE:
10 9 3 645; 3 648; 3 651; 4 968; 4 965; 4 962; 1 745; 1 750; 1 755; 6 325; 6 320; 6 315; 1 838; 1 842; 1 846; 9 524; 9 520; 9 516; 2 540; 2 560; 2 580; 43 175; 43 675; 44 175;
MARK: DATE:
Round off to the nearest 100
1 15+9+12 = 2 15+9 4 = 45 843; 46 843; 47 843; 58 631; 57 631; 56 631; 26 470; 26 670; 26 870; 87 853; 87 653; 87 453; 79 700; 79 200; 78 700; 9 524; 9 520; 9 516; 6 325; 6 320; 6 315; 4 968; 4 965; 4 962; 1 400 x5= 1 850 x5= 866 x5=
MARK: DATE DATE:
Properties of 0 and 1
2 764; 2 766; 2 768; 5 346; 5 344; 5 342; 720 x5= 440 x5= 920 x5= 344 x 5= 700 x 5= 6x8= 2x6= 8x4= 4x9= 3x9= 6x7
MARK: GRADE : 7 WEEK 6
24 583; 24 683; 24 783; 36 419; 36 319; 36 219; 8x3= 3x3=
450x 5= 820 x5=
2x3= 4x4=
3 9+84 =
4 15 +14 +11 =
5 3x8x2=
6 3x9x2=
2x6x5 =
8 6x3x2 =
48 8 =
10 42 7 =
Mon
Tue
Wed
Thurs
Fri
SIGN
MENTAL MATHS PROGRESS Term 1 Week 6 DATE:
MARK:________ MARK: TERM 1 /2013
DATE:
COMMENT
10 9 2. _ x 12 = 96 3. _ x 5 = 30 4. _ x 11 = 33 5. _ x 4 = 36 6. _ x 10 = 120 7. _ x 7 = 35 8. _ x 9 = 99 9. _ x 8 = 32 10. _ x 3 = 30
MARK: MARK:
1 78 6 2 6 798 4 675 7 691 1 768 12 673 23 678 789 345 456 765 7 545 871
78 6 6 798
1. _x 6 = 42
7 x 10 10 x10 12 x10 17x 10 23 x10 35 x10 50x10 200 x10 350 x10 87 x10
MARK:
45 + 1 = 45 X 1 = 45 1 = 45 1 = 45 + 0 =
45 X 0 = 45 0 = (3 220 + 500) X 0 700 X 0 + 500 X 1 = (10 000-3 000) X 1+4 X 0 =
MARK:
3 4 675
4 7 691
5 1 768
6 12 673
7 23 678
8 789 345
9 456 765
10 7 545 871
Mon
Tue
Wed
Thurs
Fri
SIGN
MARK:________
MENTAL MATHS
DATE: DATE: DATE: COMMENT DATE: How many minutes in 1hr How many hours in 1day and 1night How many days in a week
TERM 1 /2013 18(3x2)+8= (40-12)4+6= 255+12-8= 4+(4x2)-2 = 80(9-7)x9+7= (1+2)x(15-4) = 147+2+3= (16+4x3)7= 21-5x3= 605+7x6=
MARK: DATE:
Round off to the nearest 10
GRADE 7 WEEK 7 7 x 10 10 x10 12 x10 17x 10 23 x10 35 x10 50x10 200 x10 350 x10 87 x10
MARK: DATE:
First 3 multiples of
DATE:
Are the following Prime Numbers
10 9 65 + 89 = 15 + 18 = 20 4 = 132 11 45 + 1,64 = 9,9 + 9,2 = 25,56 - 22 4,4 x 0,5 =

MARK:
1 8 2 3
4x9 = 9x8 =
8
How many days in a year how many years in a century
3 11
6 60 2 = 15 x 4= 60 4 = 60 6 x 3 = 60 12 x 3 =
MARK: DATE:
45
6 100
27
37
19
10
25
Mon
Tue
Wed
Thurs
Fri
SIGN
MARK:________
MENTAL MATHS 51 - 38 = 50- 38 = 23,04 22 = 47 + 3,56 = 8,7 + 8,4 = 0,4 x 05 = 0,5 x 0,026 = 95 + 26 = 95 - 47 = 73 57 =
MARK:
TERM 1 /2013 14 17 12 11 15 19 26 24 26 21
MARK:
GRADE 7 WEEK 8
DATE: COMMENT
DATE:
10 9
1 121 11 2 23,1 12, 3 =
30 9 6 40 45 22 18 13 99 25
MARK:
5 x 10 = 6x8= 4x9= 12 x 3 = 7 x 12 = 3 x 11 = 2x7= 8x5= 9x4= 11 x 6 =

MARK:
3 23,16 22 =
4 93 + 3,44 =
5 9,3 + 8,8 =
6 3,9 x 0,7 =
7 0,8 x 0,023 =
8 64 - 54 =
9 45 + 66 =
10 65 + 56 =
Mon
Tue
Wed
Thurs
Fri
SIGN
MARK:________
MENTAL MATHS PROGRESS Term 1 Week 9 DATE: DATE: DATE: DATE:
TERM 1 /2013 DATE:
GRADE : 7 WEEK 9 COMMENT
Round off to nearest 100
10 9 12 x10 17x 10 23 x10 35 x10 50x10 200 x10 350 x10 87 x10
MARK: DATE:
15 + 56 = 95 + 45 =
1 456 2 4 675 95 + 28 = 99 22 = 95 47 = 20 2 = 36 4 = 3x9 = 73 - 57 = 12 4 =

MARK: DATE: DATE:
Are the numbers below prime
7 x 10 10 x10 25 + 57 = 15 + 15 = 45 - 41 = 92 - 47 = 25 5 = 22 11 = 2 0 = 35 5 =
MARK:
13 + 64 = 95 + 26 = 190-90 = 450-250 = 500-120 = 400-240= 1000-450= 600- 250= 600-175= 900-350 =

MARK: DATE: GRADE 7 WEEK 10 COMMENT
92 + 75 = 85 + 55 =
1000 - 300 = 500-250 =
3 4 567
4 1 567
5 7003
6 56 678
7 23 451
8 4 566
9 12 398
10 98 768
Mon
Tue
Wed
MENTAL MATHS PROGRESS Term 1 Week 10
Thurs
Fri
SIGN
MARK:________ TERM 1 /2013 DATE
10 9 95 + 45 = 70 - 61 = 72 - 33 = 44 11 = 16 4 = 93 + 3,44 = 5,1 + 6 = 1,68 - 1 = 15,1 - 7,5 =

MARK: MARK:
70 - 61 = 72 - 33 = 44 11 = 16 4 = 93 + 3,44 = 5,1 + 6 = 1,68 - 1 = 15,1 - 7,5 =
1 2 16,14,12... 13 8 65
Identify the pattern and give the next 2 numbers:17, 21, 25, 29.,
15 + 56 = 16 1
3 15,30,45...
4 3,9,27...
5 11,22,33
6 50,41,32...
1000 24 37 19 25
MARK:
1 005,1 030, 1 055
7,14,21....
93,83,73...
10 100,89,78..
Mon
Tue
Wed
Thurs
Fri
SIGN
MARK:________

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Grade 7 Term 1 Mathematics Lesson Plans

GAUTENG PRIMARY LANGUAGES AND MATHEMATICS STRATEGY

21 JANUARY 20 MARCH 2013

Grade 7 Term 1 Mathematics Lesson Plans

Grade 7 Term 1 Mathematics Lesson Plans

1.1 GPLMS: GRADE 7 MATHEMATICS TEACHER GUIDELINES

Grade 7 Term 1 Mathematics Lesson Plans

1.2 GPLMS GRADE 7 TERM 1 WORK SCHEDULE

25 Jan 28 Jan 29 Jan 30 Jan 31 Jan 1 Feb 4 Feb 5 Feb

Lesson 13 Lesson 14 Lesson 15 Lesson 16 Lesson 17 Lesson 18 Lesson 19 Lesson 20

Page 84 - 85 Page 92 and 97 Page 100 - 101

Page 60 Page 62-64 Page 59 -61

Shape & Space Page 47

12 Feb 13 Feb 14 Feb 15 Feb

Page 64-68 Page 64-69 Page 59 60,62,63 Page 69-71 NO LINK

NO LINK Page 3 Page 192 -193

Shape & Space Number, Operations and Relationships

Grade 7 Term 1 Mathematics Lesson Plans

1.3 APPENDIX A CLASS:

MARK RECORDING SHEET

SUBJECT: Mathematics TERM 2 TERM 3 TERM 4

GRADE 7 MATHEMATICS FORMAL ASSESSMENT TASKS

GRADE : 7 SBA TOTAL 40% EXAAMINATION 60%

DATE OF ASSESSMENT TASK No SURNAME NAME

HOD Signature Date :

TEACHER Signature Date

I hear and I forget, I see and I remember I DO and I Understand

Grade 7 Term 1 Mathematics Lesson Plans

1.4 LESSON PLAN ROUTINE:

MENTAL MATHS 10 MINUTES

LESSON CONTENT CONCEPT DEVELOPMENT 20 MINUTES

Grade 7 Term 1 Mathematics Lesson Plans

CLASSWORK ACTIVITY 20 MINUTES

Grade 7 Term 1 Mathematics Lesson Plans

Assessment Task 1 (Assignment) x

Lesson Plans and Coaching x

Assessment Task 2 (Test 1) x

Lesson Plans & Coaching

Grade 7 Term 1 Mathematics Lesson Plans

DATE: 21 January 2013 GRADE : 7

Is the following true or false? 3+4=4+33x4=4x3

LESSON CONTENT CONCEPT DEVELOPMENT

Grade 7 Term 1 Mathematics Lesson Plans

DBE Workbook 3rd Edition Version 2013 Page 12-13

ANA GRADE 6 EXEMPLAR 2012

ENRICHMENT/ SUPPORT ACTIVITIES

2. 24 367 x 0 + 1 = ____ ANSWER: 1

GPLMS MATHS: Page 2 Activity 3.1 and 3.2

Grade 7 Term 1 Mathematics Lesson Plans

TIME 3min 10 min 7min

LESSON CONTENT CONCEPT DEVELOPMENT

Grade 7 Term 1 Mathematics Lesson Plans

ASSOCIATIVE PROPERTY : f + (g + h) = (f + g) + h (addition) example : (9 + 1) + 3 = 9 + (1 + 3) f x (g x h) = (f x g) x h (multiplication) example: (5 x 7) x 3 = 5 x (7 x 3)

DBE Workbook: 3rd Edition, Version 2013, Page 52

AMESA CHALLENGE 1. Which one of these is not TRUE? o o o o o

A .4 4 4 4 = 1 B.4 + 4 4 4 = 1 C.4 4 4 + 4 = 1 D.(4 + 4) (4 + 4) = 1 E4+444=1 NOT TRUE

ENRICHMENT/ SUPPORT ACTIVITIES

DBE Workbook: 3rd Edition, Version 2013, Page 53

Grade 7 Term 1 Mathematics Lesson Plans

DATE: 23 January 2013 GRADE : 7 GPLMS MATHS: No Link COMPONENTS TIME

WHOLE CLASS ACTIVITY

LESSON CONTENT - CONCEPT DEVELOPMENT

Grade 7 Term 1 Mathematics Lesson Plans