Download Free CBC Grade 7 Math Schemes of Work.
GRADE 7 STORY MOJA MATHEMATICS SCHEME OF WORK TERM 3
SCHOOL………………………………………TEACHERS NAME…………………………… TERM 3 YEAR
| Week | Lesson | Strand | Sub-strand | Specific-Learning outcomes | Learning Experience | Key Inquiry Question(S) | LearningResources | Assessment Methods | Reflection |
| 1 | 1 | International postal charges | Surface airlifted mail | What do you notice from the difference between a number of sides and number of triangles obtained? | Learners are guided to define the term surface airlifted mail. Learners to state the use of surface airlifted mail. In groups, learners are guided to draw the table of the surface airlifted mail in the learner’s book. | What is surface airlifted mail? | Place value chartRulerDigital devices Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 155 | Oral questions Oral Report ObservationWritten exercise | |
| 2 | International postal charges | Surface airlifted mail | By the end of the lesson, the learner should be able to: a) State the procedure for calculating surface airlifted mail. b) Calculate the surface airlifted mail. c) Have fun and enjoy calculating surface airlifted mail. | Learners are guided to state the procedure of calculating surface airlifted mail. Learners are guided to calculate the surface airlifted mail. | How do you calculate surface airlifted? | Place value chartRulerDigital devicesSpark; Story moja MathematicsLearner’s Book Grade 7 pg. 156-157 | Oral questions Oral Report ObservationWritten exercise | ||
| 3 | International postal charges | Postal orders | By the end of the lesson, the learner should be able to: a) Define the term postal orders. b) State the use of postal orders. c) Draw the table of the postal orders in the learner’s book. d) Appreciate the uses of postal orders | Learners to define the term postal orders. Individually, learners to state the use of postal orders. Learners are guided to draw the table of the postal orders in the learner’s book | What are postal orders? | Place value chartRulerDigital devicesSpark; Story moja MathematicsLearner’s Book Grade 7 pg. 158 | Oral questions Oral Report ObservationWritten exercise | ||
| 4 | International postal charges | Postal orders | By the end of the lesson, the learner should be able to: a) State the procedure of calculating surface airlifted mail. b) Calculate the surface airlifted mail. c) Have fun and enjoy calculating surface airlifted mail. | Learners are guided to state the procedure of calculating surface airlifted mail. Learners are guided to calculate the surface airlifted mail | How do you calculate postal orders? | Place value chartRulerDigital devicesSpark; Story moja MathematicsLearner’s Book Grade 7 pg. 158-159 | Oral questions Oral Report ObservationWritten exercise | ||
| 5 | International postal charges | Mobile money transaction | By the end of the lesson, the learner should be able to: a) Explain mobile money transactions. b) Discuss and list the various ways in which money can be transferred from one person to another. c) State the uses of mobile money transactions.d) Appreciate the uses of mobile money transactions. | Learners are guided to explain mobile money transactions. In groups, learners are guided to discuss and list the various ways in which money can be transferred from one person to another. Learners to state the uses of mobile money transactions | What is mobile money? | Place value chartRulerDigital devicesSpark; Story moja MathematicsLearner’s Book Grade 7 pg. 160 | Oral questions Oral Report ObservationWritten exercise | ||
| 2 | 1 | International postal charges | Mobile money transaction | By the end of the lesson, the learner should be able to: a) State the procedure of calculating mobile money transactions and b) Calculate mobile money transactions. c) Have fun and enjoy calculating mobile money transactions. | Learners are guided to State the procedure of calculating mobile money transactions Learners are guided to Calculate mobile money transaction | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 160-162 Place value chartRulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 2 | Geometry | Angles; Measuring angles | By the end of the lesson, the learner should be able to: a) Look around their classroom and identify geometrical shapes. b) Find places where right angles are formed. c) Adjust the classroom door to form different angles.d) Appreciate different kinds of geometrical shapes. | In groups, learners are guided to look around their classroom and identify geometrical shapes then find places where right angles are formed. In groups, learners are guided to adjust the classroom door to form different angles | What are geometrical shapes? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 163 Place value chartRulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 3 | Geometry | Angles; Measuring angles | By the end of the lesson, the learner should be able to: a) Draw the hands of a clock to represent; acute angle, right angle, obtuse angle and straight angle. b) Identify the type of angle represented by different figures in learner’s book. c) Appreciate different kinds of geometrical shapes. | Learners are guided to draw the hands of a clock to represent; acute angle, right angle, obtuse angle and straight angle. Learners are guided to identify the type of angle represented by different figures in learner’s book | How many geometrical shapes do you know? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 163-164Place value chartRulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 4 | Geometry | Angles on a straight line | By the end of the lesson, the learner should be able to: a) Draw the figure in the learner’s book. b) Explain the term adjacent angles. c) Measure the angles.d) Enjoy forming angles on a straight line. e) Appreciate angles on a straight line. | Learners are guided to draw the figure in the learner’s book. Learners are guided to explain the term adjacent angles. Learners measure the angles on a straight line. | What are adjacent angles? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 164-165 Place value chartRulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 5 | Geometry | Angles at a Point | By the end of the lesson, the learner should be able to: a) Draw the figure in the learner’s book pg. 165 or on the chalkboard. b) Work out the sum of all angles they have measured. c) Enjoy forming angles at a point. | Learners are guided to draw the figure in the learner’s book pg. 165 or on the chalkboard. Learners are guided to work out the sum of all angles they have measured | How do you form angles at a point? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 165-167 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 3 | 1 | Geometry | Angles at a Point | By the end of the lesson, the learner should be able to: a) Use an IT device to watch a video clip on how to draw angles at a point. b)Draw angles at a point. c) Appreciate angles at a point | In groups, learners use an IT device to watch a video clip on how to draw angles at a point. Learners to draw angles at a point. | How do you draw angles at a point? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 166-167 Assessment booksRulerDigital devices | Oral questions Oral Report ObservationWritten exercise | |
| 2 | Geometry | Angles on a transversal | By the end of the lesson, the learner should be able to: a) Draw two parallel lines and a transversal as shown in the learner’s book. b) Discuss which pair constitutes; alternate, corresponding and vertically opposite angles. c) Appreciate each other’s ideas. | In groups, learners draw two parallel lines and a transversal as shown in the learner’s book 7 pg. 167 In groups, learners discuss which pair constitutes; alternate, corresponding and vertically opposite angles | What is critical thinking in mathematics? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 167 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 3 | Geometry | Angles on a transversal | By the end of the lesson, the learner should be able to: a) Explain the meaning of alternate, corresponding and vertically opposite angles. b)Draw alternate angles, corresponding angles and vertically opposite angles. c) Enjoy forming angles on a transversal. | Learners to explain the meaning of alternate, corresponding and vertically opposite angles. Learners are guided to draw alternate angles, corresponding angles and vertically opposite angles | How do you form angles on a transversal? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 167 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 4 | Geometry | Angles in a parallelogram | By the end of the lesson, the learner should be able to: a) Watch a video on how to draw a parallelogram. b) Draw a parallelogram using the measurements given in the video. c) Have fun using digital devices. | Using a digital device, learners watch a video on how to draw a parallelogram. Learners to draw a parallelogram using the measurements given in the video | What is a parallelogram? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 169 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 5 | Geometry | Angles in a parallelogram | By the end of the lesson, the learner should be able to: a) Define a parallelogram. b) Draw a parallelogram as shown in the learner’s book 7c) Measure the angles on a parallelogram.d) Appreciate a parallelogram. | Learners to define a parallelogram. Learners are guided to draw a parallelogram as shown in the learner’s book 7 pg. 169 Learners to measure the angles on a parallelogram | Do the angles on a parallelogram bisect each other? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 169-171 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 4 | 1 | Geometry | Polygons | By the end of the lesson, the learner should be able to: a) Define a polygon. b) Explain regular and irregular polygons. c) Draw the table in the learner’s book 7 pg. 171d) Appreciate different types of polygons. | Learners to define a polygon. Learners to explain regular and irregular polygons. Learners to draw the table in learner’s book 7 pg. 171 | What is a polygon? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 171 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | |
| 2 | Geometry | Interior and exterior angles of polygons | By the end of the lesson, the learner should be able to: a) Draw the shapes in the learner’s book. b) Measure the angles represented by the letters in each of the figures. c) Work out the sum of angles measured for the triangle, the rectangle, the pentagon and the hexagon. d) Enjoy drawing different types of polygons. | In groups, learners are guided to draw the shapes in the learner’s book 7 page 172 In groups, learners are guided to measure the angles represented by the letters in each of the figures. Learners to work out the sum of angles measured for the triangle, the rectangle, the pentagon and the hexagon. | What are interior polygons? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 172 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 3 | Geometry | Interior and exterior angles of polygons | By the end of the lesson, the learner should be able to: a) Extend the diagrams on pg. 172 to have exterior angles. b) Measure the extended angles for each of the angles. c) Calculate the sum of the exterior angles for each shape.d) Enjoy working out the sum of interior and exterior angles of polygons. | In groups, learners extend the diagrams from the previous lesson to have exterior angles. Learners measure the extended angles for each of the angles. Learners are guided to calculate the sum of the exterior angles for each shape. | What are exterior polygons? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 173-177 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 4 | Geometry | Relationship between interior angles, exterior angles and number of sides of polygons | By the end of the lesson, the learner should be able to: a) Trace and draw the shapes in the learner’s book. b) Join the vertex of the shapes to form triangles as shown in the learner’s book. c) Copy and complete the table in the learner’s book.d) Have fun and enjoy tracing and drawing different kinds of shapes. | In groups, learners trace and draw the shapes in the learner’s book 7 pg. 177 In groups, learners join the vertex of the shapes to form triangles as shown in the learner’s book 7 pg. 178 Learners to copy and complete the table in learner’s book 7 page 178 | What do you notice from the difference between number of sides and number of triangles obtained? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 177-178 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 5 | Geometry | Relationship between interior angles, exterior angles and number of sides of polygons | By the end of the lesson, the learner should be able to: a) Trace and draw the shapes in the learner’s book. b) Join the vertex of the shapes to form triangles as shown in the learner’s book. c) Copy and complete the table in the learner’s book.d) Have fun and enjoy tracing and drawing different kinds of shapes. | In groups, learners trace and then extend each polygon on one side to have an exterior angle. In groups, learners measure the size of the exterior angle in each polygon. Learners are to copy and complete the table in learner’s book 7 pg. 179 | What is the relationship between interior angles, exterior angles and number of sides of polygons? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 179-181 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 5 | 1 | Geometrical Construction | Measuring angles | By the end of the lesson, the learner should be able to: a) Trace then extend each polygon on one side to have an exterior angle. b) Measure the size of the exterior angle in each polygon. c) Copy and complete the table in the learner’s book.d) Appreciate the relationship between interior angles, exterior angles and number of sides of polygons. | Learners are guided to use a protractor to measure the angle on pg. 182 and confirm it is a right angle. Learners to draw an obtuse angle, and an acute angle and measure their sizes | What is a protractor used for? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 182-183 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | |
| 2 | Geometrical Construction | Bisecting Angles | By the end of the lesson, the learner should be able to: a) Define an acute angle. b) Draw an acute <PQR. Measure the angle. c) Work out activity 2 in the learner’s book.d) Enjoy doing the activity in the learner’s book. | Learners to define an acute angle. Individually, learners are to draw an acute <PQR. Measure the angle. Individually, learners are guided to work out activity 2 in the learner’s book 7 pg. 183 | What is an acute angle? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 183 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 3 | Geometrical Construction | Bisecting Angles | By the end of the lesson, the learner should be able to: a) Write the procedure of bisecting a line. b) Draw a straight line AB of any length. c) Bisect the line.d) Follow instructions to the latter. | Learners are guided to write the procedure of bisecting a line. Learners are to draw a straight line AB of any length. Learners are guided to bisect the line. | A straight line adds up to ——? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 184-185 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 4 | Geometrical Construction | Construction of angles | By the end of the lesson, the learner should be able to: a) Watch a video on the construction of angles. b) Use the links in the learner’s book. c) Enjoy using digital devices. | In groups, learners are to watch a video on the construction of angles Learners are to use the links in the learner’s book 7 pg. 186 | What have you learned about the construction of angles in the video? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 186 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 5 | Geometrical Construction | Construction of angles | By the end of the lesson, the learner should be able to: a) Write the procedure of constructing an angle. b) Construct different angles. c) Enjoy constructing angles. | Learners to write the procedure of constructing an angle. Learners are guided to construct different angles | How do you construct angles? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 186-187 Pieces of paperDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 6 | 1 | Geometrical Construction | Constructing triangles | By the end of the lesson, the learner should be able to: a) Draw line AB = 4.5 cm b) Do activity 4 in the learner’s book 7 pg. 189.c) Be observant and follow instructions to the latter. | Individually, learners are to draw line AB = 4.5 cm Individually, learners are to do activity 4 in learner’s book 7 pg. 189 | How do you construct triangles? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 189-190 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | |
| 2 | Geometrical Construction | Constructing triangles | By the end of the lesson, the learner should be able to: a) Outline the procedure of constructing triangles. b) Construct triangles. c) Have fun and enjoy constructing triangles. | Learners are guided to outline the procedure of constructing triangles. Learners are guided to construct triangles; <QRP=90, <PQR=30 and QR=4.8com. Measure <PQR | What have you learned about constructing triangles? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 190-191 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 3 | Geometrical Construction | Constructing circles | By the end of the lesson, the learner should be able to: a) Watch a video on the construction of circles. b) Construct the circles on the video. c) Enjoy using digital devices. | In groups, learners to watch a video on the construction of circles. Learners are guided to construct the circles on the video. | How do you construct circles? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 191 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 4 | Geometrical Construction | Constructing circles | By the end of the lesson, the learner should be able to: a) Outline the procedure of constructing circles. b) Construct circles using different centimetres. c) Enjoy constructing circles. | Learners are guided to outline the procedure of constructing circles. Learners are guided to construct circles using different centimetres. | What do you notice about the perpendicular bisectors? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 191-193 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 5 | Data handling and probability | Data collection | By the end of the lesson, the learner should be able to: a) Define probability. b) Do Activity 1 in learner’s book 7. c) Have fun and enjoy doing the activity. | Learners to define probability. In groups, learners to do Activity 1 in learner’s book 7 pg. 194 | What is probability? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 194 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 7 | 1 | Data handling and probability | Frequency distribution table | By the end of the lesson, the learner should be able to: a) Draw a frequency distribution table. b) Use the data previously collected and fill in the frequency distribution table. c) Appreciate the frequency distribution table. | Learners are to draw a frequency distribution table. In groups, learners use the data previously collected on the number of learners present in their groups to fill in a frequency distribution table. | What are the uses of a frequency distribution table? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 195-197 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | |
| 2 | Data handling and probability | Choosing a scale | By the end of the lesson, the learner should be able to: a) Study the data provided in the table in the learner’s book. b) Do activity 3 in the learner’s book 7 c) Enjoy doing the activity. | Learners to study the data provided in the table in the learner’s book. In groups, learners to do activity 3 in learner’s book 7 pg. 197 | How do you choose a scale? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 197-199 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 3 | Data handling and probability | Pictographs | By the end of the lesson, the learner should be able to: a) Explain the meaning of pictographs. b) Fill in the table in the learner’s book. c) Draw and fill a pictograph. d) Appreciate the use of pictographs. | Learners to explain the meaning of pictographs. Individually or in pairs, learners are to fill in the table in the learner’s book 7 pg. 200 Individually, learners to draw and fill a pictograph. | What is a pictograph? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 199-202 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 4 | Data handling and probability | Bar graphs | By the end of the lesson, the learner should be able to: a) Outline the procedure of drawing a bar graph. b) Draw and fill a bar graph. c) Have fun and enjoy drawing and colouring a bar graph. | Learners are guided to outline the procedure of drawing a bar graph. Learners to draw, fill and colour a bar graph. | What does a bar graph represents? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 203-205 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 5 | Data handling and probability | Pie charts | By the end of the lesson, the learner should be able to: a) Define a pie chart. b) Do activity 6 in the learner’s book. c) Have fun and enjoy doing the activity. | Learners are guided to define a pie chart. In groups, learners to do activity 6 in learner’s book 7 page 206 | What is a pie chart? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 206 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 8 | 1 | Data handling and probability | Pie charts | By the end of the lesson, the learner should be able to: a) Outline the procedure of drawing a pie chart. b) Draw a pie chart to represent different information. c) Appreciate the use of pie charts. | In groups, learners outline the procedure of drawing a pie chart. Learners are guided to draw a pie chart to represent different information | What do you use to draw a pie chart? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 206-209 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | |
| 2 | Data handling and probability | Line graph | By the end of the lesson, the learner should be able to: a) Explain the meaning of a line graph. b) Do the Activity in the learner’s book 7c) Have fun and enjoy doing the Activity. | Learners are guided to explain the meaning of a line graph. Individually, learners to do Activities in the learner’s book 7 pg. 209 | What is a line graph? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 209 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 3 | Data handling and probability | Line graph | By the end of the lesson, the learner should be able to: a) Outline the procedure of drawing a line graph. b) Draw a line graph to represent different data. c) Appreciate the use of line graphs. | Learners are guided to outline the procedure of drawing a line graph. Learners are guided to draw a line graph to represent different data. | What have you learned about a line graph? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 210-213 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 4 | Data handling and probability | Travel graphs | By the end of the lesson, the learner should be able to: a) Define a travel graph. b) Do Activity 8 in learner’s book 7. c) Have fun and enjoy doing the activity in groups. | Learners to define a travel graph. In groups, learners to do Activity 8 in learner’s book 7 pg. 214. | What is a travel graph? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 214 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 5 | Data handling and probability | Travel graphs | By the end of the lesson, the learner should be able to: a) Outline the procedure of drawing a travel graph. b) State the formula for calculating speed. c) Draw a travel graph to represent different data.d) Appreciate the use of travel graphs. | Learners are guided to outline the procedure of drawing a travel graph. Learners are guided to state the formula for calculating speed. Learners are guided to draw a travel graph to represent different data. | What is the formula for calculating speed? | Spark; Story moja MathematicsLearner’s Book Grade 7 pg. 214-217 RulerDigital devices | Oral questions Oral Report ObservationWritten exercise | ||
| 9 | ASSESSMENT |