The City School

Daily Lesson Plan

Week 1
Class: _________7________Subject: ______Math_______ Topic: __ Paper Review + Copy Maintenance____

Date: 3rd Jan -6th Jan 2022 _ _____Duration: ____35 min x 2pd__ Term: __2nd ___________

Learning Objective/s:

 To be able to review the MYE paper and identify the mistakes.

 To maintain C.W copy.
Period 1 & 2
STARTER: 05Min
Ice Breaking Activity

METHODOLOGY: 10Min
Students will be welcomed warmly after winter break. A little feedback will be taken from the students about
their winter break. After that, MYE papers will be distributed to the learners and corrections will be done in the
class so that students could identify their mistakes and will not be doing the same mistakes in EYE.

Learners will be able to maintain their indices, pasting of promise note and syllabus will be done in class. Learners
will be familiarized with the chapters which they will be covering in the 1 st term along with the objectives.

WRAP UP/ PLENARY: 05Min

Teacher will ask the learners one good thing that they learn from the introductory class from their fellows.

Success Criteria: By the end of the lesson my students will be able to get familiarized with their mistakes in MYE.

Production / Practice: 15 Min

Copy Maintenance + Paper Review

HOME ASSIGNMENT/S: --
LESSON EVALUATION:
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The City School
Daily Lesson Plan
Week 1
Class: _________7________Subject: ______Math_______ Topic: _ Estimation_________________

Date: _: 3rd Jan -6th Jan 2022 _____Duration: ____35 min x 2pd__ Term: ___2nd __________

Learning Objective/s:

 Identify and state the number of significant figures in a given number

 Express a number to a given number of significant figures
Resources: D-1 7th Edition, Workbook, white board

Period 3 & 4
STARTER: 05Min
Mental Math:

METHODOLOGY: 10Min
Flipped Classroom will be conducted for this lesson. Two students will be given a task prior to prepare for this
lesson and they will conduct a lesson related to significant figures.
After the explanation done by students, teacher will share the rules of significant figures and will be asked to write
these rules in their L.Js.

ASSESSMENT FOR LEARNING: Ongoing assessment through questioning and skill check.

WRAP UP/ PLENARY: 05Min

The lesson will be recapped by the learners by asking what two important things they have learnt today. Learners
will write those two things in their notebooks in learning log.

Success Criteria: By the end of the lesson students will be able to

 Identify and state the number of significant figures in a given number

Express a number to a given number of significant figures

Cross Curricular Link: This topic of real numbers can be integrated with science (Measurements) as in
Measurements we have to round off the value to significant figures.

Common Misconceptions:
When rounding to a significant figure the values that are less significant become zero rather than being omitted.
For instance, 435 to 1 s.f. becomes 400 rather than 4.
 Facts to remember:
Non-zero digits are always significant. Any zeros between two significant digits are significant. A final zero or
trailing zeros in the decimal portion ONLY are significant.
Production / Practice: 15 Min
Task1:
Ex: 3B Q1 – Q3 pg # 70
Task 2:
Practice Now pg # 65 Q1
Task 3:
Practice Now pg # 65 Q2

HOME ASSIGNMENT/S: --

LESSON EVALUATION:
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The City School

Daily Lesson Plan
Week 1
Class: _________7________Subject: ______Math_______ Topic: _ Estimation_________________

Date: _: 3rd Jan - 6th Jan 2022 _____Duration: ____35 min x 2pd__ Term: ___2nd __________

Learning Objective/s:

 Estimate the value of a given arithmetical expression to a specific number of significant figures.

Resources: D-1 7th Edition, Workbook, white board

Period 5 & 6
STARTER: 05Min
Recap & Recall:
Students will be asked to recap the rules of rounding off the significant figures which they have studied in previous
lesson.

METHODOLOGY: 10Min
Students can be shown a video to discuss the steps involved in solving mathematical expressions and giving answer
to specific number of significant figures.
https://www.youtube.com/watch?v=BmeImtwhfj8&ab_channel=TheOrganicChemistryTutor
After that, students will be asked to do the written task in group work and teacher will take rounds and will
facilitate each group where required.

ASSESSMENT FOR LEARNING: Ongoing assessment through questioning and skill check.
WRAP UP/ PLENARY: 05Min
The lesson will be recapped by the learners by asking what two important things they have learnt today. Learners
will write those two things in their notebooks in learning log.

Success Criteria: By the end of the lesson students will be able to

 Estimate the value of a given arithmetical expression to a specific number of significant figures.

Cross Curricular Link: This topic of real numbers can be integrated with science (Measurements) as in
Measurements we have to round off the value to significant figures.

Common Misconceptions:
A common error is to think the first zeros in a number like 0.00467 are significant. These are called leading zeros
and do not tell us the size of the number. The first non-zero digit is 4

Facts to remember:
Count the number of significant figures in each number being multiplied or divided and then limit the significant
figures in the answer to the lowest count.

Production / Practice: 15 Min

Task1:
Ex: 3B Q4 – Q6 pg # 71
Ex: 3B Q7 – Q10 pg # 71
Task 2:
Practice Now 4 pg # 66 Q1 (a, b)
Task 3:
Practice Now 4 pg # 66 Q1 (c, d)

HOME ASSIGNMENT/S: Worksheet 1.1 (a) uploaded in resource folder on MS Teams.

LESSON EVALUATION:
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The City School

Daily Lesson Plan
Week 2
Class: _________7________Subject: ______Math_______ Topic: _ Estimation_________________

Date: _: 9th Jan - 13th Jan 2022 _____Duration: ____35 min x 2pd__ Term: ___2nd __________

Learning Objective/s:

 Estimate the value of a given arithmetical expression to a specific number of significant figures.

Resources: D-1 7th Edition, Workbook, white board

Period 1 & 2
 STARTER: 05Min
Quick Quiz:
Round off each of the following to the required numbers of significant figures:
 3748 (3 s.f)
 4972 (2 s.f)
 6598 (2 s.f)

METHODOLOGY: 10Min
Teacher will explain worked example 7 and 8 to the learners. After that, students will be asked to do the written
task in group work and teacher will take rounds and will facilitate each group where required.

ASSESSMENT FOR LEARNING: Ongoing assessment through questioning and skill check.

WRAP UP/ PLENARY: 05Min

The lesson will be recapped by the learners by asking what two important things they have learnt today. Learners
will write those two things in their notebooks in learning log.

Success Criteria: By the end of the lesson students will be able to

 Estimate the value of a given arithmetical expression to a specific number of significant figures.

Cross Curricular Link: This topic of real numbers can be integrated with science (Measurements) as in
Measurements we have to round off the value to significant figures.

Common Misconceptions:
A common error is to think the first zeros in a number like 0.00467 are significant. These are called leading zeros
and do not tell us the size of the number. The first non-zero digit is 4

Facts to remember:
Count the number of significant figures in each number being multiplied or divided and then limit the significant
figures in the answer to the lowest count.

Production / Practice: 15 Min

Task1:
Ex: 3C Q1 – Q4 pg # 76
Ex: 3C Q5 – Q9 pg # 76
Task 2:
Practice Now 6 pg # 72 Q1
Task 3:
Practice Now 6 pg # 72 Q2 (a, b )

HOME ASSIGNMENT/S: --

LESSON EVALUATION:
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The City School

 Daily Lesson Plan
Week 2
Class: _________7________Subject: ______Math_______ Topic: _ Rational Numbers____

Date: _: 9th Jan - 13th Jan 2022 _____Duration: ____35 min x 2pd__ Term: ___2nd __________

Learning Objective/s:

 Ordering of rational numbers

 Differentiate between terminating and recurring decimals
 Express fractions as recurring or non-recurring decimals
Resources: D-1 7th Edition, Workbook, white board

Period 3 & 4
STARTER: 05Min
Quick Quiz:
Solve the following:
 ½ + ¾ = ____________
 4/5 + 7/ 3= ___________
 3/5 + 7/ 5 =___________

METHODOLOGY: 10Min
Students will be given the idea of terminating and recurring decimals by solving multiple examples on board in the
following manner.

After that they will made to sit in groups and will be asked to do the written assignment in groups and each group
will be assigned a buddy tutor to facilitate the entire group where required. Teacher will take rounds and will
provide facilitation where required.

ASSESSMENT FOR LEARNING: Ongoing assessment through questioning and skill check.

WRAP UP/ PLENARY: 05Min

The lesson will be recapped by the learners by asking what two important things they have learnt today. Learners
will write those two things in their notebooks in learning log.

Success Criteria: By the end of the lesson students will be able to

 Ordering of rational numbers
  Differentiate between terminating and recurring decimals
 Express fractions as recurring or non-recurring decimals

Cross Curricular Link: This topic of real numbers can be integrated with science (Mixtures) as in fractional
distillation we use fractions

Common Misconceptions:
Students generally pick longer decimals to be larger numbers. There are a variety of reasons why they do this.
Some children have not adequately made the decimal-fraction link and others have place value difficulties .

Facts to remember:
Some numbers cannot be expressed as a fraction. For example, √2. Ancient Egyptians only used unit fractions.
Solving Recurring Decimals can touch infinity. To understand this, you need to do more complicated Mathematical
calculations.

Production / Practice: 15 Min

Task1:
Ex: 2A Q1 PG # 30
Worksheet Questions
Task 2:
Worksheet Questions
Task 3:
Worksheet Questions

HOME ASSIGNMENT/S: Worksheet 2.1 uploaded in resource folder on MS Teams.

LESSON EVALUATION:
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The City School

Daily Lesson Plan
Week 2
Class: _________7________Subject: ______Math_______ Topic: _ Rational Numbers____

Date: _: 9th Jan - 13th Jan 2022 _____Duration: ____35 min x 2pd__ Term: ___2nd __________

Learning Objective/s:

 Perform operations on real numbers

Resources: D-1 7th Edition, Workbook, white board

Period 5 & 6

STARTER: 05Min
Mental Math:
  3/ 7 = _______
 5/ 9 = _______
 2/ 9 =________

METHODOLOGY: 10Min
Teacher can elicit students’ knowledge by asking them the rules of order of operation for solving arithmetic
expressions. Recap of PEMDAS will be done in the following manner:

After that they will made to sit in groups and will be asked to do the written assignment in groups and each group
will be assigned a buddy tutor to facilitate the entire group where required. Teacher will take rounds and will
provide facilitation where required.

ASSESSMENT FOR LEARNING: Ongoing assessment through questioning and skill check.

WRAP UP/ PLENARY: 05Min

The lesson will be recapped by the learners by asking what two important things they have learnt today. Learners
will write those two things in their notebooks in learning log.

Success Criteria: By the end of the lesson students will be able to

 Perform operations on real numbers

Cross Curricular Link: Pupils treat the numerators and denominators as whole numbers so end up adding or
subtracting the denominators as well

Common Misconceptions:
Students generally pick longer decimals to be larger numbers. There are a variety of reasons why they do this.
Some children have not adequately made the decimal-fraction link and others have place value difficulties .

Facts to remember:
To subtract or add fractions with unlike denominators, rename the fractions with a common denominator. Then
subtract or add and simplify.
Production / Practice: 15 Min
Task1:
Ex: 2C Q1, Q2 Pg # 42
Ex: 2C Q7(a, c,e,g,i), Q9(a,c,e,g) Pg # 43
Task 2:
Practice Now pg # 39 Q1
Task 3:
Practice Now pg # 39 Q12
HOME ASSIGNMENT/S: --

LESSON EVALUATION:
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The City School

Daily Lesson Plan
Class: _________7________Subject: ______Math_______ Topic: __ _ Rational Numbers _______

Date: 9th Jan - 13th Jan 2022 __ _____Duration: ____35 min x 1pd__ Term: __2nd _________

Learning Objective/s:

 Add and subtract fractions with like and unlike denominators

Resources: D-1 7th Edition, Workbook, white board

Period 7
STARTER: 05Min
Mental Math:
1. 8 x (3 x 2 – 8)
2. (16 + 2) x (8 + 15 – 3)
3. (8 + 56 – 4) – (8 + 2)

METHODOLOGY: 10Min
Teacher can elicit students’ knowledge by asking them the rules of order of operation for solving arithmetic
expressions. Teacher can also ask students to present on board difference between like and unlike fraction
according to their previous grade knowledge. Addition and subtraction of fractions will be explained to the
students in the following manner:

ASSESSMENT FOR LEARNING: Ongoing assessment through questioning and skill check.

WRAP UP/ PLENARY: 05Min

Learners selected at random will solve the questions on the board and give reasons for their working.
 Q1. -35 X ( - 7) = ________
Q2. 112 ÷ ( - 2) = ________

Exchange of feedback on learners’ responses to check their understanding.

Success Criteria: By the end of the lesson my students will be able to Add and subtract fractions with like and
unlike denominators

Production / Practice: 15 Min

Task1:
Ex: 2D pg # 52 Q1 (b, d)
Ex: 2D pg # 52 Q10 (b, c, e)
Task 2:
Ex: 2D pg # 52 Q10 (a, d)
Task 3:
Ex: 2D pg # 52 Q1 (a, c)

HOME ASSIGNMENT/S: Remaining parts of Q1 and Q10

LESSON EVALUATION:
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The City School
Daily Lesson Plan
Week 2
Class: _________7________Subject: ______Math_______ Topic: _ Real Number System (Spaced Learning)

Date: _9th Jan - 13th Jan 2022 _____Duration: ____35 min x 2pd__ Term: ___2nd __________

Learning Objective/s:

 Compare (using symbols , =, ≤ and ≥), and arrange (in ascending and descending order) whole numbers,
integers, rational numbers and decimal numbers

Resources: D-1 7th Edition, Workbook, white board

Period 8
STARTER: 05Min
Brainstorming: Students will be asked what are rational numbers, real numbers, integers, whole numbers and
decimal numbers.

METHODOLOGY: 10Min
Teacher will share the Real Number System Flowchart with the learners. Provide learners with a variety of number
cards (rational, irrational, integers, whole, natural etc.). Individually they will be asked to place the number cards on
the flow chart. Questions will be asked to check whether the number cards are placed accurately. After that the
right placement of flashcards will be guided to the learners.
Teacher will give examples to let students discuss the process of comparing numbers. Students will also use number
lines to compare and arrange real numbers with the given example on board.

ASSESSMENT FOR LEARNING: Ongoing assessment through questioning and skill check.

WRAP UP/ PLENARY: 05Min

The lesson will be recapped by the learners by asking what two important things they have learnt today. Learners
will write those two things in their notebooks in learning log.

Success Criteria: By the end of the lesson students will be able to

 Classify different types of numbers.
 Compare real numbers.
 Arrange real numbers in ascending or descending order.
Cross Curricular Link: This topic of real numbers can be integrated with science as it includes integers (both
positive and negative) which could also be used in measuring temperature.

Real Life Connection:

The practicality of the concept must be discussed with the learners to develop curiosity.
•When temperature falls below 0°C, it is recorded using negative numbers.
•Some companies use negative numbers to reflect their losses. E.g. Profit = - $2 million which implies that the
company has incurred a loss of 2 million dollars.
Whole class discussion will be done as a wrap up of a presentation stage.

Production / Practice: 15 Min

Task1:
Ex: 2A Q3, Q7
Review Ex 2 pg # 54 Q1 (a, b)
Task 2:
Review Ex 2 pg # 54 Q1 (c)
Task 3:
Review Ex 2 pg # 54 Q1 (d)

HOME ASSIGNMENT/S: --

LESSON EVALUATION:
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