NLC Math 7 Consolidation LP v.1

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Mathematics
Consolidation Learning Camp
Lesson Plans
Consolidation Learning Camp
Lesson Plans Booklet
Mathematics Grade 7
Weeks 1 to 3
Contents
National Learning Camp Overview ................................................................................................................................... 1
Overview ....................................................................................................................................................................... 1
Design Basis ................................................................................................................................................................... 1
Review lessons .............................................................................................................................................................. 1
Lesson Overview ............................................................................................................................................................... 3
Enhancement and Consolidation Camps .......................................................................................................................... 5
Camp Differences .......................................................................................................................................................... 5
Lesson Components: Short Overview ............................................................................................................................... 7
Mathematics Grade 7 Lesson Plan 1 ................................................................................................................................. 9
Solving Problems using Venn Diagrams ........................................................................................................................ 9
Mathematics Grade 7 Lesson Plan 2 ............................................................................................................................... 12
Performing the Four Operations on Integers and Fractions ....................................................................................... 12
Solving Problems involving Real Numbers .................................................................................................................. 15
Solving Problems involving Conversion of Units of Measurement............................................................................... 17
Using Models and Algebraic Methods to find Algebraic Products ............................................................................. 20
Mathematics Grade 7 Lesson Plan 6 Deliberate Practice ............................................................................................... 23
Solving Problems using Venn Diagrams ...................................................................................................................... 23
Solving Problems involving Real Numbers .................................................................................................................. 23
Solving Problems involving Conversion of Units of Measurement ............................................................................. 23
Solving Problems involving Algebraic Expressions...................................................................................................... 26
Solving Problems involving Linear Equations and Inequalities in One Variable ........................................................... 29
Identifying and Applying Relationships of Angles at a Point and on a Straight Line ........................................................ 31
Mathematics Grade 7 Lesson Plan 10 ............................................................................................................................. 36
Identifying and Applying Relationships among Angles formed by Parallel Lines cut by a Transversal ......................... 36
Identifying and Applying Relationships among the Parts of a Circle .......................................................................... 40
Mathematics Grade 7 Lesson Plan 12 Deliberate Practice ............................................................................................. 44
Solving Problems involving Algebraic Expressions...................................................................................................... 44
Solving Problems involving Linear Equations and Inequalities in One Variable ......................................................... 44
Identifying and Applying Relationships of Angles at a Point and on a Straight Line .................................................. 44
Identifying and Applying Relationships among Angles formed by Parallel Lines cut by a Transversal ...................... 44
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Identifying and Applying Relationships among the Parts of a Circle .......................................................................... 44
Solving Problems involving Sides and Angles of a Polygon .......................................................................................... 48
Organizing Data in Tables and Using Appropriate Graphs to represent Organized Data ............................................ 51
Calculating the Measures of Central Tendency of Ungrouped Data ............................................................................ 55
Calculating the Range and Standard Deviation of Ungrouped Data ........................................................................... 58
Using Appropriate Statistical Measures in Analyzing and Interpreting Statistical Data................................................ 61
Mathematics Grade 7 Lesson Plan 18 Deliberate Practice ............................................................................................. 64
Organizing Data in Tables and Using Appropriate Graphs to represent Organized Data ........................................... 64
Calculating the Measures of Central Tendency of Ungrouped Data .......................................................................... 64
Calculating the Range and Standard Deviation of Ungrouped Data ........................................................................... 64
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Dear Reader,
Every care has been taken to ensure the accuracy of the information provided in this Booklet.
Nevertheless, if you identify a mistake, error, or issue, or wish to provide a comment, we would appreciate
you informing the Office of the Director of the Bureau of Learning Delivery via telephone numbers (02)
8637-4346 and 8637-4347 or by email at [email protected]
Thank you for your support.
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National Learning Camp Overview
Overview
The National Learning Camp (NLC) aims to enhance student and teacher learning through interactive
lessons based on prior educational content. The program focuses on consolidating student knowledge,
updating and expanding teacher expertise, and applying research-based strategies to improve learning
teaching outcomes.
The NLC offers grade-level review lessons that are directed by the teacher and designed to be highly
interactive among:
(i) students with their teacher; and
(ii) students with their peers.
The Camp lessons are grounded in the ‘Science of Learning’ framework, focusing on cognitive research and
practical applications to enhance learning outcomes. Lessons are structured to reinforce foundational
knowledge and skills, involve real-world problem-solving activities, and encourage higher-order thinking.
The Camps also offer teachers opportunities for reflection and professional growth, encouraging the
adoption of new teaching approaches and the extension of student learning through systematic review and
application of knowledge.
Design Basis
A strength of the design is the focus on both student and teacher learning. The intentions and expectations
of the NLC are for:
 students to consolidate and enhance their thinking in topics already covered;
 teachers to update, strengthen and expand their subject knowledge in ways that encourage
students to be involved in learning activities at different levels including those considered as higher
order; and
 teachers to enhance their pedagogical practices by focusing on selected skills, which include 21st
century skills.
Under the framework of ‘Science of Learning’, research-evidence is used to ground teaching and learning
decisions around cognition research and features of a learning brain such as working memory demands,
cognitive load, valuing errors, and domain specific skills. This framework highlights a learning-focused
approach where teachers go beyond what might be considered current practice in the Philippines and
incorporate brain-based ideas and approaches, including 21st Century skills, to make teaching more
effective in enhancing learning for all.
To further support this direction, teachers are provided with resources, time and the opportunity to
further extend their skills, knowledge and understandings of teaching and how students learn. The review
lessons are designed to apply subject content already encountered by students. Because of this, lessons do
not contain repetitive, routine questions of a particular subject aspect.
Review lessons
The review lessons are based on content already encountered by students in their current grade. All
lessons involve an exploration of ideas, concepts and content. The purpose of the review lessons is two-
fold:
(i) to establish in students a stronger basis for future learning development (prior to enrolling in a
new Grade after the summer break); and
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(ii) to enable teachers to strengthen and enrich their teaching practice in a research-based,
learning-focused professional program (prior to a new academic year).
The primary focus of the review lessons concerns revising, clarifying and then applying previously-taught
subject content with real-world problem-solving and/or comprehension activities. Each lesson begins by a
focused content review and clarification of material needed in the lesson to come. For students, this initial
review enables them to practice retrieving and practicing important basics relevant to the lesson to come.
For Teachers this information is designed to help determine learners’ subject background knowledge and
skills relevant to the lesson as well as help teachers identify where to build on previous learning. This
approach is different to ‘teaching’ students anew as if they have not been taught previously.
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Lesson Overview
All lessons in each of the three subjects, English, Mathematics and Science, contain five components. These
are 1. Short Review, 2. Purpose/Intention, 3 Language Practice, 4 Activity and 5 Conclusion.
Timing
Approximate component timings are indicated as advice to guide the teacher in pacing the lessons. Time
management involves:
 moving through components at a pace that is appropriate for learners;
 ensuring that all components are completed in a timely, efficient and constructive manner.
Research on student-learning quality and ‘time’ are related through student ‘time-on-task’. Time-on-task
refers to when students are actively involved (engaged) in some aspect of the learning process. The
suggested times for each component are intended to maximize the time available for student involvement.
This will encourage the student and teacher to work efficiently, timewise, through the lesson without
jeopardizing the importance of student activities such as to:
 answer routine and non-routine questions,
 respond to verbal questions and explanations,
 interpret and use appropriate terminology,
 discuss aspects with their peers,
 explain or justify his/her approaches and thinking,
 work productively on their own, and
 listen carefully to the teacher or peers.
Establishing what is on-task time is more problematic when the teacher talks and students passively listen,
such as in didactic teaching. With such an approach it is difficult to determine whether students are
listening or even paying attention. Often in lessons identifying time-on task can also be problematic in case
of problem-solving or intense reading and comprehension. Here, student activity is often more subtle and
cerebral as students need to think quietly by themselves.
Ultimately, however, the time allocated to components will be determined by learners’ needs and
strengths, but not completely. There needs to be practical limits on the duration of the components to
prevent major disruption to lessons which can have a detrimental impact on student learning. Often,
teacher should not expect too much learning to occur on an initial meeting of unfamiliar content. It is
repeated exposure associated with elaboration, addressing errors, and deliberately practicing key aspects
where most learning occurs.
When times are allocated appropriately, and students become familiar with the approach and teacher
expectations, concept development and student skill levels are improved as well as student engagement.
Note: Care needs to be exercised in determining what engagement means. Engagement is clearer when
students are doing the learning through answering questions, writing, discussing and reading.
Key Ideas and Questioning
Critical aspects of the NLC for the teacher include questions related to learning areas, based around a key
idea. The questions are offered at different levels of difficulty involving lower- to higher-order thinking,
starting with questions of modest complexity up to those that require more developed reasoning.
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In the lessons, students are provided with opportunities to practise solving non-routine questions to help
improve their conceptual understanding by applying known content to subject-related problems.
Teacher Reflection
Teacher reflection on the lessons offer important insights to stimulate teachers and their peers to enhance
their own practice and the learning of their students. This includes:
 new teaching approaches encouraged by lesson components that can contribute in different ways
to student learning and lesson success;
 the use of review lessons that help review learnt material and extend student abilities in problem
solving by utilizing known information;
 a focus on student concept and skill acquisition, pedagogical approaches, student errors, time-on-
task, deliberate practice and working memory demands.
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Enhancement and Consolidation Camps
The Enhancement Camp and the Consolidation Camp offer students the chance to review their subject
background knowledge by consolidating previously taught material. The intention is:
 for students to have opportunities to review past work and to practise applying this knowledge of
concepts and ideas through grade-related sets of questions of developing difficulty; and
 for teachers to follow the given format of components with some flexibility to adjust parts of a
lesson to meet the learning needs of students in their class, particularly, if students are having
difficulties.
Camp Differences
In the case of lessons for students in either the Enhancement Camp or Consolidation Camp, the materials,
including the lesson plans and the sets of questions, are, on the surface, the same. These questions range
from those of modest difficulty to those which require more insight and more knowledge and
understanding.
There are important reasons for both Camps sharing the same content. Exploring and answering these
question sets has value to students from both Camps, albeit in different ways. It enables students to work
through a range of ideas on their own before hearing from their peers and teacher concerning the same
questions – a very rich learning environment. Also, similar questions mean that expectations for students
in both Camps is not limited and students have the same potential for growth.
The difference between Camps concerns the teaching focus, which is related to the breadth and depth of
conceptual knowledge of students. It is anticipated that based on student performance within a lesson, the
teacher will decide whether the class needs more practice and discussion of straightforward questions or
whether extension material is more appropriate for the class.
In particular, questions marked as Optional (typically high-order questions) are more likely to be addressed
in the Enhancement Camp than the Consolidation Camp, but not exclusively. It is the teacher who decides
whether to include ‘optional’ questions and this will depend on student-learning success and
understanding at that time.
If Optional questions are not used, teachers would spend that time productively. This includes reinforcing
the concepts by increasing the focus on student errors and/or increasing student-student, and student-
class directed conversations.
Lower- and Higher-order Skill and Knowledge Development
In all learning, lower-order thinking is a pre-requisite for higher-order skills and knowledge development.
Many students are disadvantaged in their attempts to move forward in their learning through a lack of
practice and conceptual development of needed lower-order skills, knowledge and understandings. Hence,
all students benefit from a stock-take on relevant lower-order skills from previously addressed content.
This helps establish a basis upon which student learning should build.
In both the Enhancement and Consolidation Camps important lower-order content skills, knowledge and
understandings are re-visited at the beginning of each lesson. This helps ensure that potential learning
obstacles are made visible to the student and the teacher. It also means that some errors in understanding
or misconceptions are identified. This information is important to teachers in helping all students move
forward regardless of their achievement levels.
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As many questions posed are about applying content already encountered to a new problem, students
have the opportunity to use their current knowledge, skill and understanding in a practical way at their
level, further developing their conceptualization and understanding of the subject matter.
Both Camps offer students the opportunity to improve their learning and conceptual development by a
stepped approach that involves:
(i) reminding students of relevant lower-order skills through practice,
(ii) having students use and discuss their knowledge in sets of graded questions with an emphasis
on straightforward questions,
(iii) expecting students to apply their knowledge leading to more breadth in learning,
(iv) beginning an initial focused practice on higher-order skill development.
The approach advocated to solve problems or comprehend passages extends student learning beyond
simple repetitive exercises sets. For these students the teaching part of the lesson requires teachers
reviewing closely student solution attempts through student explanation, discussion and questioning of
fundamental aspects of topics that are typically found in the earlier questions. Teachers should be sensitive
to students’ self-perceptions here as they may meet the ideas, presented in the lessons, maybe after many
failures with these concepts in the past.
Nevertheless, these students should become aware of the more difficult questions as teachers allow them
to consider links or connections between concepts previously taught. There is great value in problem
solving for students to have time to read the problem and then be able to indicate in their own words,
what the problem is about.
Finally, it is important that students in the Enhancement and Consolidation Camps become aware of what
their students know, where it is progressing and how to build on student skills and knowledge. Teachers
need to be nurturing and supportive of this development and continually look for evidence of success and
growth. Teachers also need to encourage students to persist, continue to practice individual aspects, and
use any mistakes/errors they make as an opportunity to learn more. These are important features of a
successful learning journey.
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Lesson Components: Short Overview
Lesson Component 1 (Lesson Short Review)
Component 1 offers teachers the chance to:
 settle the class quickly;
 review previously encountered information;
 address previous content in the form of a few targeted questions that are relevant to the current
lesson;
 note what students already know;
 elicit answers from the class to reinforce the important content needed for the lesson; and
 address briefly issues that may arise.
The questions set for the Short Review section of a lesson are designed to remind students of knowledge
and skills developed when first studying the topic area, which are relevant to the lesson.
Lesson Component 2 (Lesson Purpose/Intention)
This component offers teachers a chance to acquaint students with the purpose/intention of the lesson. It
is valuable if students see a link here with their prior knowledge or experience, especially if the teacher can
connect it to the responses and levels of student understanding evident in Component 1.
In addition, this component is an appropriate time to address what students might expect/aim to achieve,
i.e., their lesson goal(s). Teachers should clarify, in clear language, the learning intention for the students
as well as what success will look like. (Note: The degree of success or partial success of student learning in
the lesson should occur as part of Component 5.)
Lesson Component 3 (Lesson Language Practice)
Component 3 concerns language use – speaking, hearing, listening and comprehending. The focus is on
words or phrases that are to be used in the lesson.
The language practice suggested has been identified by considering the whole lesson and identifying those
words/phrases that have the potential to cause difficulties for students through speech, or listening, or
understanding. Typically, the language identified is restricted to less than 6 words/phrases so that there is
enough time to use a variety of approaches of practice within the time available.
Lesson Component 4 (Lesson Activity)
Component 4 has three aspects, 4A, 4B, and 4C.

In the case of the Learning Camp activity, Component 4 addresses the key idea for the lesson. It is about
students applying known content to solve real-world problems. This requires students to
interpret/understand the correct meaning of the ‘stem’, a stimulus, (such as a passage/text or diagram or
the first part of the problem or story) before answering questions of differing degrees of complexity
related to the stem.
Students are first presented with the stem in 4A and are given the time/chance to interpret its meaning.
Then in 4B and 4C, two separate sets of questions related to the same stem are asked.
4A Reading and Understanding the Stem
4A involves understanding the language of the stem. The purposes here are for the teacher:
 to model fluent reading of the stem (first)
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 to identify any unfamiliar language for the student (possibly addressed in Component 3)
 to read the passage or describe the figure, etc.
 to hear and experience fluency in reading the stem.
4B Solving the First Set of Questions
4B involves a set of questions associated with the stem. Students will need to refer to the stem as they
prepare to answer the set of questions. Students write down responses or attempts at each question. It is
important that every student in the class is expected to have a response for each question. It is expected
and acceptable that students would make errors, which provide teachers with important information
concerning students’ learning needs. A critical procedural action here for teachers is the importance of all
students starting on the same set of questions, at the same time.
When the students are finished, or sufficient time has been allocated, the teacher marks the questions.
This can be achieved by student answers or approaches to the questions and by explaining or justifying
their reasons. Time should be allocated to student discussion, explanation, and reasoning about answers.
4C Solving the Second Set of Questions
4C offers a new start for students regardless of how they performed in Component 4B. The structure is
very similar to Component 4B, i.e., undertaking a new set of questions related to the same stem. In
addition, the lesson structure allows a refresh as 4C presents a new starting point for the student. This
structure also allows all students in the class to start a new activity at the same time.
This approach serves two purposes for teachers. First, it enables teachers to bring all students back
together to proceed as a group with issues able to be directed to and considered by every student at the
same time. Second, it offers teachers a way to extend their students problem solving practice where a
different sets of questions can be used with a single Stem. This is an efficient way to incorporate more
problem-solving or comprehension practice on specific content into a lesson.
Lesson Component 5 Lesson Conclusion
Component 5 has a high metacognitive aspect for students – students thinking about their own thinking –
which can be further enhanced by teacher modelling. Component 5 is designed to offer a student-focused
overview to the main intentions of the lesson. In particular, the focus is about helping students reflect on
their progress and achievement (or partial achievements) of the lesson intention as well as their
understanding development during the lesson.
It builds on comments from Component 2 about teacher expectations. There is the chance here to confirm
student progress during the lesson. A teacher may use a diagram, picture or some aspect of the lesson as a
catalyst to stimulate student discussion and reflection.
NOTE: A fuller description of the Components and features of the lessons is provided in the Learning Camp
– Notes to Teachers Booklet. It is recommended that these notes are read and discussed by teachers as
they provide a further basis to understanding the structure of lessons and the pedagogy.
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Mathematics Grade 7 Lesson Plan 1
Solving Problems using Venn Diagrams
Key Idea
Solve problems using Venn diagrams.
Time: 7 minutes
Questions
1. In the Venn diagram, shade the set:
(i) (ii)
2. If * + and * +, write down the sets and .
3. In the Venn diagram,
shade the set ( ) ( ).
Answers
1. (i) (ii) 3.
2. * +; * +

Time: 3 minutes
Teacher states:
We can use what we have learned about representing sets in Venn diagrams to help us find solutions to real-world
problems. Today we will employ Venn diagrams in finding solutions to such problems.

Time: 5 minutes
Key words/terms are:
intersection, number of elements, set, subset, union, Venn diagram.
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Time: 25 minutes
Part 4A
Stem for Items 1 and 2
Angelo’s teacher asks her 30 students about their sports after school. They say that they can play one or more of
the sports basketball, football, and volleyball. Two students say that they play none of the sports.
The teacher also finds out that:
1) 14 play football.
2) Angelo and 2 others play all 3 sports.
3) 15 play volleyball, 4 play football and volleyball only, and 7 play volleyball and basketball only.
B F
F
The teacher has started the process of representing the information in a Venn diagram, with
representing the set of students who play basketball, the set of students who play football, and
the set of students who play volleyball.
Part 4B
Item 1
Questions
1. (i) Show on the diagram the given information that 3 students play all 3 sports.
(ii) Using this information and item 3 of Part 4A, find how many students play volleyball only.
2. If 2 students play football only, find how many play basketball and football only.
3. Find how many students play basketball only.
Answers to Item 1
1. (i)
B F
(ii) 1 student
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2. 5 students
3. 6 students
Part 4C
Item 2
Questions
1. How many students play one sport only?
2. Angelo decides to no longer play basketball. How many students then do not play exactly one or two of the
three sports?
3. (Optional) How many students then play exactly two of the three sports?
Answers to Item 2
1. 9 students (6 students for basketball, 2 for football and 1 for volleyball)
2. 4 students (2 students have no sports and 2 students play all the sports)
3. 17 students
Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student Goals)

Time: 5 minutes
The teacher facilitates student reflection and discussion that addresses such questions as:
o What do you think were the key mathematical concepts addressed in this lesson?
o Would you rate your level of understanding of the material covered in this lesson as high, moderate, or low?
o Has the lesson helped you gain further insight into aspects of the material covered that represent strengths
or represent weaknesses?
o What would you describe as the main barriers, if any, to your ongoing progress and achievement in relation
to the topic area addressed in this lesson?
o What do you think would best assist your ongoing progress and achievement in relation to the topic area?
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Performing the Four Operations on Integers and Fractions
Key Idea
Find results of performing the four operations on integers and fractions.
Time: 7 minutes
Questions
1. (i)
(ii) ( )
2. (i)
(ii)
3. (i) ,( ) -
(ii) Ahmed’s teacher asks him to: “start with , then multiply by , then subtract , then divide by ,
then add ”. What should Ahmed’s answer be?
Answers
1. (i)
(ii)
2. (i)
(ii)
3. (i)
(ii)
Time: 3 minutes
Teacher states:
We can use what we have learned about whole numbers, or integers, and fractions to find results of performing on
these numbers one or more of addition, subtraction, multiplication, and division. Today we will obtain such results
and use them in the solution of some real-life problems.
Time: 5 minutes
add/subtract/multiply/divide, fraction, integer, numerical, operation, value.
Time: 25 minutes
Part 4A
Maria and Juan are playing a game, ‘Numerical’, using Board 1 and Board 2. The players move their markers
according to the number operations on the cards that they draw from the card pile. The winner is the first player
to end a turn on their pre-nominated ‘Home square’.
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Board 1
11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
–9 –8 –7 –6 –5 –4 –3 –2 –1 0 –9 –8 –7 –6 –5 –4 –3 –2 –1 0
–19 –18 –17 –16 –15 –14 –13 –12 –11 –10 –19 –18 –17 –16 –15 –14 –13 –12 –11 –10
Maria Juan
Board 2
2 2
1 1
0 0
Maria Juan
Maria and Juan use their Board 1 and ‘Operations on Integers’ cards for Game 1, with ‘Home’ squares ( )
(Maria) and ( ) (Juan).
They use their Board 2 and ‘Operations on Fractions’ cards for Game 2, with ‘Home’ squares 1 (Maria) and
(Juan).
Part 4B
Item 1 (Game 1)
Questions
1. Maria is on her ( ) . She draws a card that says ‘subtract ’. To which square should she move?
2. Juan is on his – . He draws a card that says ‘add – and then multiply by – ’. To which square
should he move?
3. (Optional) Maria is later on her – square’ and Juan on his – . For their next moves, Maria’s card
says ‘divide by – , then add – , then multiply by – , and then subtract – ’, while Juan’s card says ‘multiply
by – , then subtract – , then divide by – , and then add – ’.
Which player will:
(i) end their move on the square with the larger value?
(ii) be closer (numerically) to their ‘Home square’?
Answers to Item 1
1. ‘–7 square’
2. ‘+15 square’
3. (i) Juan
(ii) Maria
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Part 4C
Item 2 (Game 2)
Questions
1. Maria is on her ‘1 . She draws a card that says ‘add ’. To which square should she move?
2. Juan is on his ‘ . He draws a card that says ‘multiply by . and then subtract . To which square
should he move?
3. (Optional) Maria is later on her ‘1 square’ and Juan on his ‘1 square’. For their next moves, Maria’s card
says ‘divide by , then subtract ‘, while Juan’s card says ‘multiply by 1 , then subtract ‘.
Which player will be closer (numerically) to their ‘Home square’?
Answers to Item 2
1. ‘2 square’
2. ‘ square’
Maria and Juan are equally close.

Time: 5 minutes
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Solving Problems involving Real Numbers
Key Idea
Solve problems involving real numbers.
Time: 7 minutes
Questions
1. (i) =
(ii)
2. Express as a percentage.
3. Sam’s age is . His sister Jo is 2 years more than times his age.
(i) What is Jo’s age in terms of
(ii) Write an equation to find if the sum of Sam’s and Jo’s ages is .
Answers
1. (i)
(ii)
2.
3. (i)
(ii) (or )
Time: 3 minutes
Teacher states:
We can use what we have learned about integers, fractions, decimals, and percentages to help us solve real-life
problems. Today we will use these different types of real numbers to find the solutions to such problems.
Time: 5 minutes
company, co-owner, percentage, sale/sell/sold, share.
Time: 25 minutes
Part 4A
In 2022, James and Paul started a small company as co-owners.
In 2023, James sold of his share to Paul.
In 2024, James and Paul are selling a 50% share to Bella and will each retain a 25% share.
Bella has not revealed her age to James and Paul, but loves Mathematics problems and tells them that:
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1) “The sum of our ages is 138.”
2) “James is 1 year more than 1.55 times my age and Paul is 3 years less than 0.95 times my age.”
Part 4B
Item 1
Questions
1. Show that James sold of the company to Paul in 2023.
2. Show that James held a share after the sale to Paul.
3. (Optional) For the 2024 break-up of shares, what percentage of the company will:
(i) James need to sell? (ii) Paul need to sell?
Answers to Item 1
1. James sold of his share to Paul
2. James’ share after sale to Paul (using result found in Question 1.)
3. (i) James: 27 (ii) Paul: 22
Part 4C
Item 2
Questions
1. Write the names of the three 2024 owners from youngest to oldest, using the information in Item 2 of Part
4A.
2. If Bella’s age is taken to be , write down James’ and Paul’s ages in terms of .
3. (Optional) How old are James, Paul, and Bella?
Answers to Item 2
1. Paul, Bella, James
2. James: ; Paul:
3. Bella: 40; James: 63; Paul: 35
Time: 5 minutes
o Would you rate your level of understanding of the material covered high, moderate, or low?
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Solving Problems involving Conversion of Units of Measurement
Key Idea
Solve problems involving conversion of units of measurement.
Time: 7 minutes
Questions
1. Convert meters to kilometers.
2. If , how many hectares are there in ?
3. (i) Show that the volume (in ) of a container in the shape of a cube of side .
(ii) If the container holds material weighing per cubic meter, how many tonnes of the material
does the container hold? ( )
Answers
1. kilometers
2. hectares
3. (i) (since )
(ii) 2.7 tonnes

Time: 3 minutes
Teacher states:
We can use what we have learned about units of measurement to help us solve real-life problems. Today we will
use different units of measurement and conversion of units to solve such problems.
Time: 5 minutes
conversion, cubic meter, hectare, rectangular, rectangular prism, tonne, unit, volume.
Time: 25 minutes
Part 4A
Farmer Jack is inspecting a rectangular paddock of length 3500 meters and breadth 2500 meters. He has already
inspected the square section of side 1.5 km within the paddock that was occupied recently by a wheat crop.
Jack is now driving along the paddock’s outside fencing to check its condition. In good weather, he can inspect 400
meters of fencing per hour in an 8-hour workday.
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2500 m
Section occupied
by wheat crop 1.5 km
3500 m
Section available
for other crops
Part 4B
Item 1
Questions
1. In good weather, how many workdays will it take Jack to inspect all the outside fencing?
2. How many kilometers will Jack drive along the outside fencing?
3. (Optional) Jack needs to calculate the amount of space available in the paddock for other crops.
If how many hectares are available?
Answers to Item 1
1. workdays
2. km
3. hectares
Part 4C
Item 2
Questions
1. The recent wheat crop yielded kg of wheat.
How many tonnes of wheat did the crop yield?
2. If a wheat train hopper car is in the shape of a rectangular prism meters long, meters wide, and
meters high, what volume in cubic meters can a hopper car hold?
3. (Optional) If wheat weighs kg per cubic meter, how many hopper cars were needed to transport Jack’s
wheat?
Answers to Item 2
1.
2.
3. 5 hopper cars ( cars full and car two—thirds full)
18
Time: 5 minutes
o Would you rate your level of understanding of the material in this lesson high, moderate, or low?
o What would you describe as the main barriers, if any, to your ongoing progress and achievement?
19
Using Models and Algebraic Methods to find Algebraic Products
Key Idea
Use models and algebraic methods to find algebraic products.

Time: 7 minutes
Questions
1. Expand
(i) ( )
(ii) ( )
2. Simplify
(i)
(ii)
3. Expand
(i) ( )
(ii) ( )
(iii) ( +1)
Answers
1. (i)
(ii)
2. (i) 11
(ii)
3. (i)
(ii)
(iii)
Time: 5 minutes
Teacher states:
We can use what we have learned in our study of algebra about algebraic expressions, models, and algebraic
methods to help us find algebraic products. Today we will use some models and algebraic methods to find various
algebraic products.
Time: 5 minutes
algebraic expression, algebraic product, investigate, model, square, trinomial.
20
Time: 25 minutes
Part 4A
Ellen is investigating algebraic products. She is drawing diagrams made up of rectangles to help her find the
algebraic products obtained when she multiplies by another algebraic expression and by
itself, i.e., the square of (or ( ) )
Diagram 1
Area 1 Area 3
5 Area 2 Area 4
Diagram 2
Area 1 Area 3
3 Area 2 Area 4
Part 4B
Item 1
Questions
1. Expand ( )
2. (i) For Diagram 1, write down an algebraic expression for each of Area 1, Area 2, Area 3 and Area 4.
(ii) What is the simplest way to write the algebraic product ( )( )
3. From what she has discovered, what should Ellen write as the algebraic product of ( )
( )?
Answers to Item 1
1.
2. (i) Area 1 ; Area 2 ; Area 3 ; Area 4
(ii)
3.
21
Part 4C
Item 2
Questions
1. Expand ( )
2. (i) For Diagram 2, write down an algebraic expression for each of Area 1, Area 2, Area 3 and Area 4.
(ii) What is the simplest way to write the algebraic product ( )
3. From what she has discovered, what should Ellen write as the algebraic products of:
(i) ( )
(ii) (Optional) ( )( )
Answers to Item 2
1. 8
2. (i) Area 1= ; Area 2= , Area 3= ; Area 4=
(ii)
3. (i)
(ii)
Time: 5 minutes
22
Mathematics Grade 7 Lesson Plan 6 Deliberate Practice
Solving Problems using Venn Diagrams
Solving Problems involving Real Numbers
Solving Problems involving Conversion of Units of Measurement
Key Ideas
Solve problems using Venn diagrams.
Solve problems involving real numbers.
Solve problems involving conversion of units of measurement.
Time: 7 minutes
Questions
1. In the Venn diagram,
shade the set ( ) ( ).
2. Express as a percentage.
3. (i) Convert millimeters to meters.

(ii) A tank in the shape of a rectangular prism has length 2 meters, breadth 1.5 meters and height 70
centimeters. What is the volume of the tank in liters? ( )
Answers
1.
2. 83
3. (i) meters.
(ii)
Time: 3 minutes
Teacher states:
We have been working on the solution of problems using Venn diagrams and problems involving real numbers and
the conversion of units of measurement. Today we are going to consolidate this work through the solution of such
problems.
23
Time: 5 minutes
Key words/terms that we have met in the previous five lessons that are most relevant to this lesson are:
conversion, cubic meter, fraction, intersection, percentage, rectangular prism, set, tonne, union, Venn diagram,
volume.
Time: 25 minutes
Part 4A
In Erica’s regional area there are 29 grain farms. There are 28 farms that grow at least one of the grains wheat
( ), barley ( ), and canola ( ), while there are 4 farms that grow all three of the grains.
Erica also knows that:
 12 farms grow wheat and 18 grow canola.
 1 farm grows barley and wheat only, and 5 grow wheat and canola only.
She has begun representing the information in a Venn diagram.
1
W
1
B
4
5
A truck for carrying barley from farms in the area includes a semi-trailer and a dog trailer with their carry sections
in the shape of rectangular prisms. The dimensions of the carry sections of the two trailers are:
semi-trailer: 12.3 meters long, 2.4 meters wide and 2.5 meters high.
dog trailer: 9.5 meters long, 2.4 meters wide and 2.5 meters high.
Part 4B
Item 1 (using the information for and from the Venn diagram)
Questions
1. Find how many farms grow wheat only.
2. If three farms grow canola only, find how many farms grow canola and barley only.
3. Find how many farms grow barley only.
Answers to Item 1
1. 2 farms
2. 6 farms
3. 7 farms
24
Part 4C
Item 2 (using the information about the truck for carrying barley)
Questions
1. Show that the total floor area of the two trailers is 52.32 square meters.
2. What is the total volume of the two trailers?
3. If barley weighs kg per cubic meter, how many tonnes of barley can the truck carry at one time?
Answers to Item 2
1. Total floor area ( ) ( 2.4)
2.
3.

Time: 5 minutes
25
Solving Problems involving Algebraic Expressions
Key Idea
Solve problems involving algebraic expressions.

Time: 7 minutes
Questions
1. Write down the number that is:
(i) 7 more than
(ii) 5 less than 9 times
2. Jennifer is years old. Clare is 5 years older than Jennifer and Helen is 7 years younger.
What is the total of their ages?
3. Mac’s Building Supplies charges 30 000 Philippine pesos per pallet of house bricks ( ) plus a single delivery
fee of 4500 Philippine pesos.
Write an algebraic expression to represent this information and use it to calculate the cost of buying 4 pallets
of bricks from Mac’s.
Answers
1. (i)
(ii)
2.
3.
Cost of 4 pallets Philippine pesos

Time: 3 minutes
Teacher states:
We can use what we have learned in our study of algebra about algebraic expressions and algebraic methods to
help us solve real-life problems. Today we will use algebraic expressions and methods to find the solutions to such
problems.

Time: 5 minutes

charge, hire, hiring period, insurance, standard fee.
26
Time: 25 minutes
Part 4A
Amanda and Michael and their friends, Jan and Brian, are traveling in Lake Sebu.
Amanda and Michael hire a car and a van from Joe’s Hire.
Car rental costs 100 pesos for each day ( ), plus a standard fee of 35 pesos for the hiring period.
Van rental costs 140 pesos for each day ( ), plus a standard fee of 55 pesos for the hiring period.
Jan and Brian hire a car and a van from Bob’s Hire.
Car rental costs 90 pesos for each day ( ), plus a standard fee of 75 pesos for the hiring period.
Van rental charges are exactly twice those of hiring a car.
Part 4B
Item 1
Questions
1. Write down an algebraic expression in terms of for the cost of hiring a car from Joe’s.
2. Write down an algebraic expression in terms of for the cost of hiring a van from Joe’s.
3. Calculate the total amount that Amanda and Michael will be charged if Amanda hires a car for 3 days,
Michael hires a van for 5 days, and they each take extra insurance charged at 30 pesos per day for cars and
50 pesos per day for vans.
Answers to Item 1
1.
2.
3.
Part 4C
Item 2
Questions
1. Write down an algebraic expression in terms of for the cost of hiring a car from Bob’s.
2. Write down an algebraic expression in terms of for the cost of hiring a van from Bob’s.
3. (i) What is the total amount Jan and Brian will be charged if Jan hires a car for 3 days, Brian hires a
van for 5 days, and they do not take extra insurance?
(ii) How much more will Amanda and Michael pay than Jan and Brian?
Answers to Item 2
1. 90d + 75
2. 180d + 150
3. (i) ₱ 1395
(ii) ₱ 35
27
Time: 5 minutes
o Would you rate your level of understanding of the material covered in this lesson as high, moderate,
or low?
o Has the lesson helped you gain further insight into aspects of the material covered that represent
strengths or represent weaknesses?
o What would you describe as the main barriers, if any, to your ongoing progress and achievement in
relation to the topic area addressed in this lesson?
o What do you think would best assist your ongoing progress and achievement in relation to the topic
area?
28
Solving Problems involving Linear Equations and Inequalities in One Variable
Key Idea
Solve problems involving linear equations and inequalities in one variable.
Time: 7 minutes
Questions
1. How old in years is a person:
(i) 5 years younger than a person of age years?
(ii) 3 years more than twice as old as a person of age years?
2. The smallest of 3 consecutive even numbers is .
Write down the other two numbers in terms of
3. Brian is 5 years less than twice his brother Steve’s age. The sum of their ages is between 28 and 40.
If Steve’s age is what inequation would represent this information?
Answers
1. (i)
(ii)
2.
3.
Time: 3 minutes
Teacher states:
We can use what we have learned in our study of algebra about equations and inequalities to help us solve real-life
problems. Today we will use equations and inequalities in finding the solutions to such problems.
Time: 5 minutes
Key words/terms are: consecutive, inequation, less than/greater than, linear equation, linear inequality, solve.
Time: 25 minutes
Part 4A
Jane loves solving Mathematics problems and is attending a family reunion. She meets her Aunt Liz and her three
sons for the first time.
Jane discovers that her three cousins also love Mathematics problems.
The boys say that:
 their ages are consecutive odd numbers that total 45 years.
 their sister Amber is 31 years younger than Aunt Liz and that in 7 years’ time Aunt Liz will be one
year more than 3 times older than Amber.
29
Jane says that:
 her father is 9 years older than her mother and that their ages total 85 years.
 her older sister Marilyn is 3 years less than twice Jane’s age and that the sum of their ages is greater
than 33 but less than 42.
Part 4B
Item 1
Questions
1. Write down the three boys’ ages if is taken to be the youngest boy’s age.
2. Set up and solve an equation to find the ages of the three boys.
3. (Optional) If is taken to be Amber’s age, set up and solve another equation to find her age and Aunt Liz’s
age.
Answers to Item 1
1. The three boys are years, ( ) years, and ( ) years.
2. Equation:
The three boys are 13, 15, and 17 years old.
3. Equation: ( ) Amber is 8 years old, and Aunt Liz is 39 years old.
Part 4C
Item 2
Questions
1. (i) Write down the ages of Jane’s parents if is taken to be her father’s age.
(ii) Set up and solve an equation to find the ages of Jane’s parents.
2. Write down Jane’s and Marilyn’s ages if is taken to be Jane’s age.
3. (Optional) Set up and solve an inequation to find the greatest age that Jane could be.
Answers to Item 2
1. (i) and
(ii) Equation: ( )
Jane’s father is 47 years old and her mother is 38 years old.
2. and
3. Inequation: ( ) (Solution: 12 )
The greatest age that Jane could be is 14.
Time: 5 minutes
30
Identifying and Applying Relationships of Angles at a Point and on a Straight Line
Key Idea
Identify and apply relationships of angles at a point and on a straight line.

Time: 7 minutes
Questions
1. (i) Complete: An acute angle measures less than ……………… degrees.
(ii) Complete: An obtuse angle measures between ……………… degrees and ……………… degrees.
2. (i) The measures of angles at a point add to ………………degrees.
(ii) The measures of vertically opposite angles are ………………..
3.
( )
( )
Find and .
Answers
1. (i) 90
(ii) 90, 180
2. (i) 360
(ii) equal
3.
Time: 5 minutes
Teacher states:
We can use what we have learned in our study of geometry to help us solve real-life problems. Today we will use our
knowledge of angles at a point and on a straight line in finding the solutions to such problems.
Time: 5 minutes
adjacent, angles at a point, intersecting, measure, right angle, straight angle, vertically opposite.
31
Time: 25 minutes
Part 4A
Max is a designer and is creating designs for the entry to a new building. He needs to know the sizes of all the angles
that he uses in his designs and to know their relationships with other angles in the designs.
The diagrams below show parts of Max’s designs.
Diagram 1: shows two adjacent angles, and , Diagram 2: shows three angles meeting at a
whose measures together make a right angle. point.
x
110
Diagram 3: shows two intersecting straight lines Diagram 4: shows two adjacent angles,
and . , whose
J measures together make a
straight angle.
M
(
) ( )
R
L K
32
Diagram 5: shows angles meeting at the point . Diagram 6: shows two intersecting straight
is a straight line. lines
X Y
𝑥 𝑥
𝑥
( ) ( )
O
33
Part 4B
Item 1
Questions
1. (i) What types of angles are a pair of angles that together make a right angle?
(ii) In Diagram 1, Find the size of
2. In Diagram 2,
(i) find the value of
(ii) What type of angle is which measures
a.
b.
3. (Optional) In Diagram 3, find the value of and the size of and .
Answers to Item 1
1. (i) complementary angles
(ii)
2. (i) 170
(ii) reflex angle
3. ;
Part 4C
Item 2
Questions
1. (i) What types of angles are a pair of angles that together make a straight angle?
(ii) In Diagram 4, Find the size of .
2. In Diagram 5,
(i) find the value of .
(ii) What type of angle is ?
3. (Optional) In Diagram 6, find the size of each of the four angles.
Answers to Item 2
1. (i) supplementary angles
(ii)
2. (i) 36
(ii) a. obtuse angle b. obtuse angle
3. ;
34
Time: 5 minutes
o Would you rate your level of understanding of the material covered as high, moderate, or low?
o Has the lesson helped you gain further insight into aspects of the material covered that represent strengths or
represent weaknesses?
o What would you describe as the main barriers, if any, to your ongoing progress and achievement in relation to
the topic area addressed in this lesson?
35
Identifying and Applying Relationships among Angles formed by Parallel Lines cut by a Transversal
Key Idea
Identify and apply relationships among angles formed by parallel lines cut by a transversal.
Time: 7 minutes
Questions
1. Complete: When a transversal meets two or more parallel lines:
(i) the alternate angles formed are ……………….
(ii) the co-interior angles formed are ……………….
(iii) the corresponding angles formed are ……………….
2. In the following diagrams, . In each case, find the value of , giving a reason or reasons.
(i)
(ii)
(iii)
Answers
1. (i) equal
(ii) supplementary
(iii) equal
2. (i) (corresponding angles, )
(ii) (co-interior angles, )
(iii) ((exterior) alternate angles, )
36
Time: 3 minutes
Teacher states:
We can use what we have learned in our study of geometry to help us solve real-life problems. Today we will use our
knowledge of angles formed by parallel lines cut by a transversal in finding the solutions to such problems.
Time: 5 minutes
alternate, co-interior, corresponding, horizontal, oblique, parallel, transversal.
Time: 25 minutes
Part 4A
Diagram 1
84°
P c
Q
P
𝑏 𝑑
* Please note that corresponds to , corresponds to , and corresponds to .

Jemima is designing a tiled logo for a leisure company called ‘E-Zee’ using only straight lines.
All the lines in the logo:
1. that run from left to right (‘horizontal’ lines) are parallel.
2. that are oblique (‘sloping’ lines) are parallel.
To align the parts of the logo accurately, Jemima must be sure that all the angles in the design are correct. Some of
the tiling in the logo will include tiles meeting as in the diagrams below.
Diagram 2
37
Diagram 3
Part 4B
Item 1
Questions
1. In Diagram 1, find the value of and give a reason for your answer.
2. In Diagram 1, find the value of , giving reasons for your answer.
Answers to Item 1
1. ; (corresponding angles, )
2. ; (co-interior angles, )
(co-interior angles, )
3. ; ((exterior) alternate angles, )
(given is a right angle)
Part 4C
Item 2
Questions
1. In Diagram 1, find the value of and give a reason for your answer.
Answers to Item 2
1. ; alternate angles,
2. ; (co-interior angles, )
(corresponding angles, )
3. ; ((exterior) alternate angles, )
 (given is a right angle)
38
Time: 5 minutes
o Has the lesson helped you gain further insight into aspects of the material covered that represent strengths or
represent weaknesses?
o What would you describe as the main barriers, if any, to your ongoing progress and achievement in relation to
the topic area addressed in this lesson?
39
Identifying and Applying Relationships among the Parts of a Circle
Key Idea
Identify and apply relationships among the parts of a circle.
Time: 7 minutes
Questions
1.
.O
60
Complete:
(i) Each of the circle parts that make up the circumference of the circle is called a/an
………………
(ii) A/An ……………… of a circle is a straight line that joins the center of the circle to a point on the
circumference.
2. Complete:
(i) A straight line joining any two points on the circumference of a circle is called a/an ………………
(ii) A straight line joining any two points on the circumference of a circle and passing through the center of
the circle is called a/an ………………
3. A/An ……………… angle is an angle whose vertex lies on the circumference of a circle and whose arms are two
chords of the circle.
Answers
1. (i) arc
(ii) radius
2. (i) chord
(ii) diameter
3. inscribed
Time: 3 minutes
Teacher states:
We can use what we have learned in our study of geometry to help us solve real-life problems. Today we will use
our knowledge of relationships among the parts of a circle in finding the solutions to such problems.
40
Time: 5 minutes
central angle, chord, circumference, diameter, inscribed angle, radius, semi-circle.
Time: 25 minutes
Part 4A
Carl is constructing designs using circles and related parts of circles. To create his designs, he needs to identify the
various parts of circles used and relationships between them.
Diagram 1 (Design 1 part (a))
6060
In Design 1 part (a), Carl has divided a circle into three parts. is the center of the circle. are points
on the circumference of the circle. and are straight lines.
Diagram 2 (Design 1 part (b))
25 cm O
60
60
In Design 1 part (b), Carl has drawn straight lines from to and from to , to form the triangles and
. He knows that is long and he measures the line to be .
41
Diagram 3 (Design 1 part (c))
O
E
In Design 1 part (c), Carl has added chords and . He measures the inscribed angle, , and notes that it
measures . He also observes that this is the case regardless of where he places on the arc .
Part 4B
Item 1
Questions
1. (i) How many times longer than is ?
(ii) What terms should Carl use to describe the parts of the circle and ?
2. (i) What shape is formed by arc and line ?
(ii) What fraction of the area of this shape is the shaded area ?
3. (Optional) If using string to form the two smaller triangles in Design 1 part (b) (without forming twice),
how much string will Carl need?
Answers to Item 1
1. (i) two times longer
(ii) is a diameter; is a radius
2. (i) semi-circle
(ii)
3.
Part 4C
Item 2
Questions
1. Complete the conclusion that Carl can draw from what he observed in Design 1 part (c): ‘For a semi-circle,
the measure of the central angle, , is …………. the measure of the inscribed angle, .
2. Carl has discovered that the three chords, form the right triangle .
Without measuring any of the three sides, which side of the triangle must be the longest side? Why?
3. Carl needs to find the area of triangle for his design. He measures the height of the
triangle accurately and finds its length to be . Find the area of triangle .
42
Answers to Item 2
1. twice
2. because it is opposite the largest angle ( ).
3.

Time: 5 minutes
43
Solving Problems involving Algebraic Expressions
Solving Problems involving Linear Equations and Inequalities in One Variable
Identifying and Applying Relationships of Angles at a Point and on a Straight Line
Identifying and Applying Relationships among Angles formed by Parallel Lines cut by a Transversal
Identifying and Applying Relationships among the Parts of a Circle
Key Ideas
Solve problems involving algebraic expressions.
Solve problems involving linear equations and inequalities in one variable.
Identify and apply relationships of angles at a point and on a straight line.
Identify and apply relationships among angles formed by parallel lines cut by a transversal.
Identify and apply relationships among the parts of a circle.
Time: 7 minutes
Questions
1.
Find the value of and give a reason for your answer.
2. In the diagram, .
( )
( )
( )
Find the values of and , giving reasons for your answers.

3.
.O
60
In the diagram, ( ) and .

Write down the lengths of and in terms of .
44
Answers
1. (vertically opposite angles)
2. (co-interior angles, )
( ) ( )
( is a straight angle)
( ) ( )
3. ( is a diameter and is a radius)

( )
( )
( )
( )
Time: 3 minutes
Teacher states:
We have been working on the solution of problems involving algebraic expressions and linear equations and
inequalities in one variable. We have also worked on identifying and applying relationships of angles at a point and
on a straight line, among angles formed by parallel lines cut by a transversal, and among the parts of a circle.
Today we are going to consolidate this work through the use of associated concepts, strategies, and techniques in
the solution of some further such problems.

Time: 5 minutes
Key words/terms that we have met in the previous five lessons that are most relevant to this lesson are:
alternate, chord, co-interior, corresponding, diameter, inscribed angle, linear equation, parallel, radius, solve,
straight angle, transversal, vertically opposite.
45
Time: 25 minutes
Part 4A
Chloe is an interior designer. She is exploring relationships between angles and lines in some of her recent
designs.
The diagrams below show parts of Chloe’s designs.
Diagram 1
S
P
R
( ) ( )
Q ( )
T
In Diagram 1, all lines are straight lines and .
Diagram 2
B
𝑥
𝑦
O
60
In Diagram 2, is the center of the circle and all the lines inside the circle are straight lines. ,
, and ( ) meters.
Part 4B
Item 1
Questions
1. In Diagram 1, use and to show that the value of is .
2. Use the result in 1. to write down the size of .
3. (Optional) Find the value of .
46
Answers to Item 1
1. (vertically opposite angles)
2.
3.
Part 4C
Item 2
Questions
1. Write down the lengths of in Diagram 2, in terms of .
2. If , what types of triangle are triangle and triangle ?
3. (Optional) Write down the values of and the lengths of ( ) .

Answers to Item 2
1. ( ) ( ) ( )
2. Triangle is equilateral; Triangle is isosceles.
3.

Time: 5 minutes
47
Solving Problems involving Sides and Angles of a Polygon
Key Idea
Solve problems involving sides and angles of a polygon.
Time: 7 minutes
Questions
Complete:
1. A regular polygon has equal sides, equal ……………… angles, and equal exterior angles.
2. The formula , where is the number of sides of the polygon, gives the measure of each ……………… angle
of a regular polygon.
This measure for a regular polygon with 4 sides (i.e., a ‘square’) is ……………… degrees.
3. A triangle is a three-sided polygon.
A triangle with 2 equal sides is called a/an ……………… triangle.
A triangle with 3 equal sides is called a/an ……………… triangle.
Answers
1. interior
2. exterior;
3. isosceles; equilateral
Time: 3 minutes
Teacher states:
We can use what we have learned in our study of geometry to help us solve real-life problems. Today we will use
sides and angles of polygons in finding the solutions to such problems.
Time: 5 minutes
bisect, exterior angle, hexagon, interior angle, pentagon, regular polygon.
Time: 25 minutes
Part 4A
Chris is building a new garden. He knows that each exterior angle of a regular polygon measures , where is
the number of sides of the polygon.
He starts by marking on the ground a regular hexagon of side length 4 meters and completes the design by adding
a regular pentagon as shown in Diagram 1.
48
Diagram 1
Chris then decides to create 7 separate garden beds, including 5 triangular beds, by adding some interior straight
borders to his design, as shown in Diagram 2. He knows that the diagonal borders in the hexagonal part of the
garden bisect the interior angles of the hexagon.
Diagram 2
Part 4B
Item 1
Questions
By considering Diagram 1:
1. Find the size of each exterior angle ( ) and of each interior angle ( ) of the hexagon.
2. Find the length of the timber edging needed for the outside border of the whole garden.
3. (Optional) Find the sum of all the interior angles of the garden.
Answers to Item 1
1.
2.
3.
49
Part 4C
Item 2
Questions
By considering Diagram 2:
1. What type of triangle are the three triangular beds within the pentagonal part of the garden?
2. Find the value of and the type of triangle inside the hexagonal part of the garden.
3. Chris has measured the new interior border to be .
Calculate the total length of timber edging needed for all the new interior borders of the garden.
Answers to Item 2
1. isosceles
2. equilateral
3.

Time: 5 minutes
50
Organizing Data in Tables and Using Appropriate Graphs to represent Organized Data
Key Idea
Organize data in tables and use appropriate graphs to represent organized data.
Time: 7 minutes
Questions
1. What types of graphs:
(i) should have columns or bars of the same width, an appropriate title, and clearly labeled and scaled
axes?
(ii) have no axes and consist of a circle divided into sectors in proportion to each quantity?
2. What types of tables show each of the scores in a data set and the number of times (’frequency’) that each of
the scores occurs?
3. What are the special column graphs, with no gaps between the columns, that show each of a set of scores on
the horizontal axis and the frequency of the scores on the vertical axis?
Answers
1. (i) column or bar graph
(ii) pie chart
2. frequency distribution table
3. (frequency) histogram
Time: 3 minutes
Teacher states:
In a broad range of workplaces and roles, people work with different types of information, or ‘data’, that will assist
them to answer many important questions. Today we will use what we have learned in our study of statistics
about tables and graphs to help us answer different questions about some statistical data.
Time: 5 minutes
axis, bar graph, column graph, frequency, histogram, horizontal and vertical axes.
Time: 25 minutes
Part 4A
A survey of teenagers in Sumland was conducted recently to find their main listening preference among five types
of music: Pop, Hip-hop, Rock, Jazz, and Country. The pie chart below was drawn to represent the findings of the
survey.
51
Music Listening Preference of Sumland Teenagers
Pop (?%) Hip-hop (?%) Rock (?%)

Jazz (5%) Country (?%)
From the data and construction of the pie chart it is known that:
 the sector angle in the pie chart for Hip-hop is
 Country is twice as popular as Jazz as a main listening preference.
Following the survey, all the teenage students in Class 7R in a school in Sumland recorded the number of hours of
music of all types that they listened to on a particular weekend. The hours recorded were:
Part 4B
Item 1
Questions
1. (i) What percentage of the Sumland teenagers surveyed gave Hip-hop as their main listening
preference?
(ii) If Pop is eight times more popular than Jazz, are Rock and Country together more or less popular than
Hip-hop?
2. Do we know from the pie chart how many Sumland teenagers were surveyed? Explain your answer.
3. You are asked to complete a bar graph of the same data. If represents on the horizontal axis, how
many units long do you need to draw the bar for:
(i) Rock?
(ii) Country?
Use your answers to complete the bar chart.
Music Listening Preference of

Sumland Teenagers
Jazz
Rock
Country
Hip-hop
Pop
0% 10% 20% 30% 40% 50%
52
Answers to Item 1
1. (i)
(ii) Rock and Country together are more popular (30% of those surveyed) than Hip-hop (25% of those
surveyed) as a main listening preference.
2. No. This pie chart provides percentages only.
3. (i) Rock:
(ii) Country: .
Music Listening Preference of Sumland Teenagers
Jazz
Rock
Country
Hip-hop
Pop
0% 10% 20% 30% 40% 50%
Part 4C
Item 2
Questions
1. Complete the frequency distribution table below to represent the data for Class 7R.
Score Tally Frequency
(hours
listening to
music)
0
0.5
1
1.5
2
2.5
3
3.5
4
2. (i) What was the most common number of hours that these students were listening to music?
(ii) How many students are in Class 7R?
(iii) How many students were listening to music for: or more?; for or less?
3. Draw a frequency histogram to display the data in the frequency distribution table. (Remember to include a
scale and title on each of the horizontal and vertical axes, as well as a title for the histogram.)
53
Answers to Item 2
1.
Score Tally Frequency
(hours
listening to
music)
0 |||| 4
0.5 ||| 3
1 |||| 4
1.5 ||| 3
2 |||| 5
2.5 | 1
3 || 2
3.5 | 1
4 | 1
2. (i)
(ii) students
(iii) students; students
3.
Hours of music listened to by students

in Year 7 class
6
5
Frequency
4
3
2
1
0
0 0.5 1 1.5 2 2.5 3 3.5 4
Scores (Hours of listening to music)

Time: 5 minutes
54
Calculating the Measures of Central Tendency of Ungrouped Data
Key Idea
Calculate the measures of central tendency of ungrouped data.
Time: 7 minutes
Questions
1. For the set of scores , find:
(i) the mean (the average score)
(ii) the median (the middle score)
(iii) the mode (the most common score)
2. For the set of scores , find:
(i) the median
(ii) the mode(s)
Answers
1. (i) Mean
(ii) Median
(iii) Mode
2. (i) Median
(ii) Modes are
Time: 3 minutes
Teacher states:
In particular roles, people work with specific data that will assist them to answer important questions for their
communities. Today we will use what we have learned in our study of statistics about measures of central
tendency to help us explore different questions about traffic volume and flow in one such community.
Time: 5 minutes
cumulative frequency, data, frequency, frequency distribution, mean/median/mode, score.
Time: 25 minutes
Part 4A
Sunny is investigating traffic volume and flow in her hometown. At Intersection A she records the number of cars
passing the intersection each minute for minutes. She then arranges the data in increasing order of size:
0, 0, 1, 1, 2, 3, 3, 3, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6, 6, 7
At Intersection B, Sunny also records the number of cars passing the intersection each minute for minutes. She
then enters the data in a frequency distribution table:
55
Number of cars Frequency f Cumulative
passing f Frequency
Intersection B
each minute
4 3
5 6
6 4
7 3
8 3
9 1
∑ = ∑( )=
Part 4B
Item 1
Questions
1. What is the mode number of cars passing Intersection A each minute?
2. (i) Calculate the median number of cars passing Intersection A each minute.
(ii) Calculate the mean number of cars passing Intersection A each minute.
3. Sunny also counts the number of cars passing Intersection A for each of the next minutes and records ,
cars.
(i) (Optional) What will be the new mode and median?
(ii) (Optional) Without calculating the new mean score, explain why it will be higher than the mean obtained
in 2 (ii).
Answers to Item 1
1. Mode
2. (i) Median
(ii) Mean
3. (i) The new mode is .
The new median is .
(ii) The new mean will be higher because the mean of the additional scores is , which is higher than the
mean of the first 20 scores (3.6), found in 2(ii).
Part 4C
Item 2
Questions
1. Read from the table the mode number of cars passing Intersection B each minute.
2. Complete the f column of the table and find the mean of the scores using the formula
∑( )
Mean ∑
.
3. Complete the Cumulative Frequency column of the table to find the median of the set of scores.
56
Answers to Item 2
1. Mode
The completed table for answering Questions 2 and 3 is shown below.
Number of cars Frequency f Cumulative
passing f Frequency
Intersection B
each minute
x
4 3 12 3
5 6 30 9
6 4 24 13
7 3 21 16
8 3 24 19
9 1 9 20
∑ =20 ∑( )=120
2. Mean
3. Median

Time: 5 minutes
57
Calculating the Range and Standard Deviation of Ungrouped Data
Key Idea
Calculate the range and standard deviation of ungrouped data.
Time: 7 minutes
Questions
For the set of scores:
1. Write down the lowest score, the highest score, and the range.
2. (i) Write down the frequency of each score and the total frequency.
(ii) Show that the mean for the set of scores is ̅
3. (i) For each different score, write down its deviation ( ) from the mean.
(ii) Calculate the squares of each of the deviations.
Answers
1. Lowest score , Highest score , Range = Highest score – Lowest score –
2. (i)
Score 1 2 3 4 5
Frequency 1 3 2 3 1
Total frequency
(ii) Mean ( ̅ )
3. (i) and (ii)
Score 1 2 3 4 5
Deviation ( )
-2 -1 0 1 2
from mean
4 1 0 1 4

Time: 3 minutes
Teacher states:
In particular roles, people work with specific data that will assist them to answer important questions for their
communities. Today we will use what we have learned in our study of statistics about range and standard
deviation to help us explore different questions about population data in one such community.
Time: 5 minutes
deviation, population, range, square, standard deviation, survey.
58
Time: 25 minutes
Part 4A
Charles has a job collecting local population data. He conducts a survey of forty families in a nearby area to collect
data on the number of children per household.
He lists the data obtained as:
and enters the data into a frequency distribution table:

Number of Frequency
children per
household
0 2 0
1 5 5
2 11 22
3 8 24
4 6 24
5 4 20
6 3 18
7 1 7
∑ =40 ∑( ) =120 ∑( )=
Charles conducts a second survey of twenty more families in another local area to collect further data on the
number of children per household. He enters the data obtained in the table:
Number of children
per household 0 1 2 3 4 5
Frequency
1 8 5 3 2 1
Part 4B
Item 1
Questions
1. Write down the range of the data from the first survey.
∑( )
2. Use the formula Mean ( ̅ ) = ∑
to show that the mean for the data is ̅
3. (i) Complete Columns 4 (using ̅ ) 5 and 6 of the table for the first survey.
(ii) Calculate the standard deviation for the data.
Answers to Item 1
1. Range
∑( )
2. Mean ( ̅ ) ∑
59
3. (i)
Number of children Frequency
per household f
x
0 2 0 –3 9 18
1 5 5 –2 4 20
2 11 22 –1 1 11
3 8 24 0 0 0
4 6 24 1 1 6
5 4 20 2 4 16
6 3 18 3 9 27
7 1 7 4 16 16
∑ =40 ∑( ) =120 ∑( ) = 114
(ii) Standard deviation 1.69

Part 4C
Item 2
Questions
1. Write down the range of the data from the second survey.
∑( )
2. Use the formula Mean ( ̅ ) = ∑
to show that the mean for the data is ̅
3. (Optional) Charles calculates the standard deviation for the data from the second survey to be .
(i) What percentage of the scores are within 1 standard deviation of the mean?
(ii) What percentage of the scores are within 2 standard deviations of the mean?
Answers to Item 2
1. Range
∑( )
2. Mean ( ̅ ) ∑
3. (i) of scores
(ii) of scores
Time: 5 minutes
60
Using Appropriate Statistical Measures in Analyzing and Interpreting Statistical Data
Key Idea
Use appropriate statistical measures in analyzing and interpreting statistical data.
Time: 7 minutes
Questions
1. In the last six class quizzes in Mathematics, Jack and Jill have obtained the following scores:
Jack:
Jill:
(i) What is the mean score for Jack and for Jill?
(ii) What is the median of Jack’s scores and of Jill’s scores?
(iii) Which measure gives a better indication of their abilities in Mathematics?
2. Yasmin manages a clothing store that sells ready-made men’s suits. She has recorded in the table below the
number of suits sold in the available sizes in the previous month.
Suit size 30 32 34 36 38
Number of suits sold 1 3 12 8 8
For these scores, the mean is approximately , the median is and the mode is .
Which measure will give Yasmin the best indication of the size for which there is the greatest demand?
Answers
1. (i) Mean of Jack’s scores
Mean of Jill’s scores
(ii) Median of Jack’s scores
Median of Jill’s scores
(iii) The median, as Jill’s mean was reduced by one poor result.
2. Mode
Time: 3 minutes
Teacher states:
We can use what we have learned about measures of central tendency to help us solve real-world problems.
Today we will use these measures to analyze and interpret data in finding the solutions to such problems.
Time: 5 minutes
Key words/terms are: analyze, central tendency, interpret, statistical data, statistical measure.
61
Time: 25 minutes
Part 4A
Sarah is a member of a team of men and women who play a popular outdoor sport. Each member of the team
can contribute to the team’s total score in a match.
Sarah’s scores in the team’s last eight matches have been:
Dylan is a member of the same team. His scores in the team’s last eight matches have been:
Part 4B
Item 1
Questions
1. For Sarah’s scores, find the (i) mean, (ii) median, and (iii) mode.
2. The team coach is assessing her performance over the eight matches. Which of the three measures should
the coach use?
3. If able to use any one of the three measures when describing the quality of her performance to others,
which one would Sarah be likely to use?
Answers to Item 1
1. (i) Mean
(ii) Median
(iii) Mode
2. The coach needs to know Sarah’s average score to assess her performance. Therefore, the coach should use
the mean.
3. Sarah would be likely to use the mode, as it is the highest of the three measures.
Part 4C
Item 2
Questions
1. For Dylan’s scores, find the (i) mean, (ii) median, and (iii) mode.
How does each of these measures for Dylan compare to those of Sarah?
2. If able to use any one of the three measures when describing the quality of his performance to others,
which one would Dylan be likely to use?
3. The team coach is also assessing Dylan’s performance over the eight matches. If only one of the players can
be selected for the next match, which one should the coach choose on the basis of the measures?
Answers to Item 2
1. (i) Mean
(ii) Median
(iii) Mode
Dylan’s mean is higher, his median is lower, and his mode is lower.
2. Dylan would use the mean, as it is the highest of the three measures.
3. The coach should choose Sarah. Even though the mean for her scores is a little lower than that for Dylan’s
scores, Sarah is the more consistent player.
62
Time: 5 minutes
63
Organizing Data in Tables and Using Appropriate Graphs to represent Organized Data
Calculating the Measures of Central Tendency of Ungrouped Data
Calculating the Range and Standard Deviation of Ungrouped Data
Key Ideas
Organize data in tables and use appropriate graphs to represent organized data.
Calculate the measures of central tendency of ungrouped data.
Calculate the range and standard deviation of ungrouped data.
Time: 7 minutes
Questions
1. For the set of scores: , find the mean, median, mode, and range.
2. For the set of scores:
(i) List the scores in the table and complete the Frequency, f and Cumulative Frequency columns.
Score Frequency f Cumulative
x f Frequency
∑ = ∑( )
(ii) Show that the mean for the set of scores is ̅

3. Complete the columns for the deviation from the mean, the square of the deviation, and the
frequency the square of the deviation.
Score Frequency
x f
Answers
1. Mean
Median
Mode
Range
64
2. (i)
Score Frequency f Cumulative
x f Frequency
0 1 0 1
1 1 1 2
4 2 8 4
6 1 6 5
∑ = ∑( )
∑( )
(i) Mean ∑
3.
Score Frequency
x f
0 1 -3 9 9
1 1 -2 4 4
4 2 1 1 2
6 1 3 9 9

Time: 3 minutes
Teacher states:
We have been working on the solution of problems involving the representation of data in tables and graphs, and
measures of central tendency, range and standard deviation of ungrouped data. Today we are going to
consolidate this work through the solution of such problems.
Time: 5 minutes
Key words/terms that we have met in the previous four lessons that are most relevant to this lesson are:
analyze, cumulative frequency, data, deviation, frequency, frequency distribution, mean/median/mode, range,
score, standard deviation, survey.
Time: 25 minutes
Part 4A
A survey of Olivia’s class was conducted recently to find the number of pets in each student’s household. The
numbers of pets recorded were:
65
Olivia wants to analyze the data and has partly completed the table below:
Number of Tally Frequency f Cumulative
pets per f Frequency
household
x
0 |||| 5
1 |||| ||| 8
2 |||| | 6
3 |||| 4
4 || 2
5 || 2
6 | 1
∑ = ∑( ) ∑( )=
Part 4B
Item 1
Questions
1. (i) How many students are in Olivia’s class?
(ii) What is the mode number of pets per household?
2. Complete the f column of the table and find the mean number of pets per household using the formula
∑( )
Mean ∑
.
3. Complete the Cumulative Frequency column of the table to find the median number of pets per household.
Answers to Item 1
1. (i) 28
(ii)
2.
Number of Tally Frequency f
pets per f
household
x
0 |||| 5 0
1 |||| ||| 8 8
2 |||| | 6 12
3 |||| 4 12
4 || 2 8
5 || 2 10
6 | 1 6
∑ ∑( ) 56
Mean
66
3.
Number of Tally Frequency Cumulative
pets per f Frequency
household
x
0 |||| 5 5
1 |||| ||| 8 13
2 |||| | 6 19
3 |||| 4 23
4 || 2 25
5 || 2 27
6 | 1 28
∑ =28
Part 4C
Item 2
Questions
1. Write down the range for the data.
2. (i) Complete Columns 6 (using ̅ ) 7 and 8 of the table for the survey.
(ii) Show that the standard deviation for the data is approximately 1.63.
3. (Optional) What percentage of the scores are within 1 standard deviation of the mean?
Answers to Item 2
1. Range
2. (i)
Number of Frequency d ̅
pets per f
household
x
0 5 –2 4 20
1 8 –1 1 8
2 6 0 0 0
3 4 1 1 4
4 2 2 4 8
5 2 3 9 18
6 1 4 16 16
∑ =28 ∑( ) =74
∑( )
(ii) Standard deviation √ ∑
3. approx. 64%.
67
Time: 5 minutes
68

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7

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Component 4 has three aspects, 4A, 4B, and 4C.

Lesson Component 2 (Lesson Purpose/Intention)

Lesson Component 3 (Lesson Language Practice)

Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student Goals)

Maria and Juan are equally close.

In 2023, James sold of his share to Paul.

2. Show that James held a share after the sale to Paul.

1. James sold of his share to Paul

3. (i) James: 27 (ii) Paul: 22

(ii) 2.7 tonnes

Lesson Component 1 (Lesson Short Review)

3. (i) Convert millimeters to meters.

Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student Goals)

Lesson Component 1 (Lesson Short Review)

Lesson Component 2 (Lesson Purpose/Intention)

Lesson Component 3 (Lesson Language Practice)

Key words/terms are:

Lesson Component 1 (Lesson Short Review)

* Please note that corresponds to , corresponds to , and corresponds to .

 (given is a right angle)

Diagram 1 (Design 1 part (a))

Diagram 2 (Design 1 part (b))

Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student Goals)

Find the value of and give a reason for your answer.

Find the values of and , giving reasons for your answers.

In the diagram, ( ) and .

3. ( is a diameter and is a radius)

Lesson Component 3 (Lesson Language Practice)

2. If , what types of triangle are triangle and triangle ?

3. (Optional) Write down the values of and the lengths of ( ) .

Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student Goals)

Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student Goals)

Pop (?%) Hip-hop (?%) Rock (?%)

Music Listening Preference of

0% 10% 20% 30% 40% 50%

Music Listening Preference of Sumland Teenagers

0% 10% 20% 30% 40% 50%

Hours of music listened to by students

Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student Goals)

Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student Goals)

3. (i) and (ii)

Lesson Component 2 (Lesson Purpose/Intention)

and enters the data into a frequency distribution table:

(ii) Standard deviation 1.69

Number of suits sold 1 3 12 8 8

(ii) Show that the mean for the set of scores is ̅

Lesson Component 2 (Lesson Purpose/Intention)

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