Grade 7 NSC

GRADE 7
MATHEMATICS
UNITS OF WORK
Curriculum Standards: Mathematics
Aims
The study of Mathematics should enable students to become:
Critical thinkers, as well as, users and creators of Mathematics;

Fluent in the language of Mathematics;
Successful lifelong learners;
Confident and productive individuals;
Proud citizens of Jamaica.
OVERVIEW OF SUBJECT CONTENT GRADE 7-9
SUBJECT TERM 1 TERM 2 TERM 3
UNIT 1 UNIT 1 UNIT 1

MATHEMATICS NUMBERS NUMBERS NUMBERS
Real numbers Properties of Arithmetic Sets & Logic
Indices Ratio Consumer Arithmetic
Bases Consumer Arithmetic Matrices
UNIT 2 Sets UNIT 3
MEASUREMENT UNIT 2 GEOMETRY
Measuring Concepts MEASUREMENT Constructions
Relationships between Parts of the Circle Formulae for finding Areas of Polygons UNIT 4
Area and Circumference of Various Parts Surface Areas of Solids ALGEBRA
of the Circle Conversions within Units Vectors
Arc Length Volume and Capacity of Solids and Composite Relations
UNIT 3 Objects Functions
GEOMETRY UNIT 3 Graphs
Solids GEOMETRY UNIT 5
Transformations Properties of Polygons STATISTICS & PROBABILITY
Constructions Sum of Interior Angles of Polygons Central Tendencies
Trigonometry Transformations Range of Data
UNIT 4 Calculation of Unknown Angles Frequency Tables
ALGEBRA Constructions Graphs
Formulae Pythagoras’ Theorem Data Collection
Linear Inequalities UNIT 4 Simple Experiments
Distributive Properties ALGEBRA Simple Probability
Laws of Indices Making Rules
Algebraic Fractions Equations & Inequalities
Factorizations Simplification
Simultaneous Equations UNIT 5
STATISTICS & PROBABILITY
Measures of Central Tendency
Measures of Dispersion
Presentation of Data
Fractions and Percentages as Probability
Range
STANDARDS FOR MATHEMATICS GRADE 7-9
The Standards
There are five Standards for Grades 7 through 9.
Strand: Number Strand: Measurement Strand: Geometry Strand: Algebra Strand :
Statistics and
Probability
Standa Use the basic operations, Use the correct units, tools Explore paths, geometric Employ algebraic Collect, organize,
rds number relationships, patterns, and attributes to estimate, shapes and space and reasoning through the interpret and
number facts, calculators and compare and carry out the make generalization use of expressions, represent data and
software to compute and processes of measurement about geometric equations and formulae make inferences by
estimate in order to solve real to given degree of accuracy. relationships within the to interpret, model and applying knowledge of
world problems involving environment. solve problems involving statistics and
fractions, percentages and unknown quantities. probability.
decimals.
Strand: Number
Standard G7 G8 G9
Use the basic 1.Describe different types of numbers in 1. State the meaning of , where
operations, the real number system (Natural, Whole, a and m are whole numbers. 1. State the meaning of , where a and m are
number Integer, Rational, Irrational) rational numbers.
2. Evaluate the expressions: ,
relationships,
2. Compare and order a set of numbers. 2. Simplify expressions using the laws of indices.
patterns, number
facts, calculators and where a, b, m, n,
3. Perform the four basic operations, 3. Evaluate expressions and where a,
and software to are whole numbers.
including multiple operations, on real b, m, n, are whole numbers, integers, fractions.
compute and
numbers, mentally, using paper and 3. Write numbers greater than or equal
estimate in order 4. Write numbers less than, greater than or equal
pencil, and in problem situations. to 10 in standard form.
to solve real- to 10 in standard form.
world problems 4. Give reasonable estimates of the 4. Write a number to a given number of
involving decimal places and significant figures.
results of operations on numbers.
fractions, 5. Express place values of digits in all
percentages and 5. By rounding off, approximate a given bases including base 10.
decimals, and number to the nearest thousandths,
apply principles hundredths, tenths, tens, hundreds, 6. Add, subtract and multiply numbers
of computation thousands, etc. written in base n, (where 1<n<10).
to solve real- 7. Convert numbers written in base n,
6. Identify, without calculation, whole
world problems. (where 1<n<10) to base 10 and vice
numbers divisible by 2, 3, 5, 6 and 9
versa.
(Divisibility rules).
1. Identify and use the following Identify and use the following Concepts: 1. Identify the order of a matrix.
properties of arithmetic: 2. Perform scalar multiplication.
a. Closure 3. Perform calculations to illustrate the
a. Commutative b. Reflexive property commutativity and distributivity of matrices
b. Associative c. Symmetry property under addition.
c. Distributive d. Transitive property
2. Identify and use the following e. Trichotomy Law
concepts:
a. Identity
b. Inverses
1. Use the language of sets (including 1. Determine the number of subsets of a 1. Solve simple problems involving, at most, three
disjoint, null, complement and subsets). given set. subsets of the universal set (with at most two
2. Identify and give examples of well- intersecting).
defined sets. 2. List all the possible subsets of a given
2. Establish the truth value of compound
3. Illustrate data using Venn diagrams set, where the number of elements in the
(at most two intersecting sets within the propositions using truth tables
given set is no more than 4.
universal set).
4. Obtain and interpret information from 3. Use truth tables to determine if two
3. Solve simple problems involving, at
Venn Diagrams. propositions are logically equivalent.
most, two subsets of the universal set.
4. Understand the concept of proposition 4. Define an argument

and use the language of logic ( negation,
5. Differentiate between valid argument and
conjunction, disjunction, if…then,
equivalence). valid conclusion
5. Identify and differentiate between 6. Apply deductive reasoning to determine the

simple and compound propositions validity of arguments
6. Express simple and compound

propositions algebraically using
appropriate terminology and vice versa
1. Write a fraction as a ratio and vice Solve simple problems involving ratio and Solve more complex problems involving ratio and
versa. proportion. proportion.
2. Compare two quantities using
ratios.
3. Divide a quantity in a given ratio.
4. Identify quantities in proportion.
1. Compute the total price given 1. Identify different types of bank 1. Calculate the total utility bill to be paid from given
quantity and unit price. accounts with their characteristic instructions.
2. Compute unit price given the features.
quantity and total price. 2. Complete withdrawal and deposit 2. Explain and use in the proper context terms
3. Compute quantity given the total forms when banking and know how relating to the computation of wages and salaries
price and the unit price. to write a cheque. (wages, salaries, bonuses, commissions, basic pay,
4. Identify ‘best buys’ and bargains by 3. Use simple proportions of principal,
overtime pay, gross pay, net pay, statutory and non-
comparison of unit costs. rate and time to develop the Simple
5. Calculate profit and loss in Interest. statutory deductions, taxable income, tax
monetary and percentage terms. 4. Calculate simple interest on loans and allowance).
6. Convert Jamaican dollars to other deposits.
currencies and vice versa. 5. Calculate compounded interest using 3. Calculate the wage and/ or salary of an employee
a calculator (using a recursive from given instructions.
method).
6. Calculate total cost in a hire
purchase agreement and compare.
Hire Purchase Price and Cost Price.
7. Calculate discounts and taxes from
given instructions.
Strand: Measurement
Standard G7 G8 G9
Use the correct 1. Measure length, mass, time, 1. Derive and use the formulae for the 1. Investigate and use the relationship between the
units, tools and temperature, volume, capacity area of (a) parallelograms, (b) triangles ( radius and the area of a circle A = πr2.
attributes to using appropriate instruments.
estimate,
compare and ), (c) trapezia. 2. Investigate and use the relationships between the
2. Perform conversions within units
carry out the radius, diameter, circumference, and pi.
and across related units (up to 2. Compute the total surface area of
processes of square units). cubes, cuboids, cylinders and triangular 3. Calculate the area and circumference of a circle.
measurement to
prisms (using only triangles where the
3. Find the perimeter of plane 4. Identify the arc, sector, and segment of a circle.
composite figures. area can be calculated using for the
triangular prism). 5. Find the area of a sector, segment or parts
thereof of a circle with the use of angles.
4. Find the area of plane composite 3. Perform conversion within units up to
given a degree of figures. cubed units. 6. Find arc length.
accuracy.
4. Establish formulas and, estimate and
calculate the volume and capacity of
cubes, cuboids, prisms, cylinders, and
composite objects.
Strand 3: Geometry
Standard G7 G8 G9
Explore paths, Investigate the relationship among angles

geometric formed by:
shapes, and
space and make (a) A transversal and two or more parallel
a generalization lines;
about geometric
(b) Intersecting non-perpendicular lines.
relationships
within the 1. Identify and draw nets of solids. Sketch different views (top, side, etc.) of
environment. solids making use of dotted lines to represent
unseen lines.
2. Construct solids from nets.
1. State the relationships between 1. Perform translations and identify images 1. State the relationships between an object and
an object and its image in a of objects, where the translation vector is its image in a plane when it is enlarged from a
plane when it undergoes a given. point (center of enlargement), with given scale
translation in that plane. 2. Find the translation vector given the factor, in that plane.
2. State the relationships between object and its image.
an object and its image in a 3. Perform reflections and identify images
plane when it is reflected in a of objects, where the mirror lines are the 2. Perform enlargements with the center at the
line in that plane. x or y-axes. origin with scale factor k, .
3. State the relationships between 4. Perform rotations of 90o, 180o, 270o
an object and its image in a about the origin.
plane when it is rotated about a 3. Perform reflections and identify images of
point (the center of rotation), objects where the mirror line is any given line
through a given angle, in that in the plane.
plane.
4. Identify and use angle, side and
symmetry properties of triangles
and quadrilaterals.
1. Determine the properties of n-sided 1. Use trigonometric ratios to find unknown
polygons, where . quantities in right-angled triangles only.
2. Find the angle sum (sum of the interior 2. Use trigonometric ratios to solve problems
angles) of polygons with n interior angles related to angles of elevation and depression.
( ).
1. Calculate unknown angles in given diagrams and

word problems.
1. Construct, using appropriate 1. Construct, using appropriate geometric 1. Prove Pythagoras’ theorem by a suitable
geometric instruments, a circle instruments: method (for example by the area method).
of a given radius. (a) angle bisectors 2. Use the Pythagoras’ Theorem to solve right-
angled triangle problems.
(b) angles of 900, 450 , 600 , 300
2. Construct, using ruler and
compasses only: (c) triangles
(a) line segments
(b) perpendicular and

parallel lines
(c) line bisectors

Strand 4: Algebra
Standard G7 G8 G9
Employ 1. Use the distributive property to simplify

algebraic expressions including the laws of indices.
reasoning 1. Formulate rules from their knowledge 1. Change the subject of a simple
of arithmetic properties. formula. 2. Apply the distributive property to multiply two
through the
use of binomial expressions.
expressions, 2. Define and identify variables, terms, e.g. , making r the subject gives 3. Add and subtract simple algebraic fractions.
equations constant, coefficient, expression,
and equation and operations. 4. Multiply and divide simple algebraic fractions.
formulae to
interpret, 5. Factorize simple algebraic expressions where
3. Identify, add and subtract like and
model and there is a simple algebraic common factor other than
unlike terms.
solve
problems
involving 4. Use symbols to represent quantities
unknown which vary.
quantities. 1. Write equations to illustrate word 2. Write inequalities to illustrate word 6.Solve simultaneous equations by the method:
problems. problems.
2. Solve simple linear equations using: 3. Illustrate inequalities on a number line. a) Substitution
(a) flow diagrams 4. Solve simple linear inequalities and b) Elimination
(b) the balancing method represent the solution on a number line.
3. Simplify algebraic expressions by 7. Define a vector as the sum total of horizontal and
grouping like terms. vertical displacement.
8. Write vectors in column format.
4.Write coordinates of points as 5. Plot the ordered pairs of a mapping as a 9. Define and position vectors given two points.
ordered pairs. graph. 10. Use the grid to locate and draw, position and
5. Plot ordered pairs of numbers on the 6. Draw straight line graphs of the form relative position vectors.
Cartesian plane. 11. Draw a right angled triangle representing a
6. Read and identify points on the by (a) plotting points, (b) using the vector.
Cartesian plane. gradient and intercept. 12. Use Pythagoras’ theorem to find the length of a
7. Connect points on the Cartesian plane 7. Determine gradients and intercepts of vector.
to form patterns. straight line graphs. 13. Write the reverse vector (- x) given a vector x
8. Relate gradient of a graph to the rate of (multiply a vector by -1).
8. Represent a mapping by (a) a mapping change of quantities. 14. Find the relative position vector of collinear
rule, (b) a mapping diagram, (c) as a set of 9. Find the equation of straight line graphs. vectors given a ratio of division.
10. Plot two linear equations on the same pair 15. Use the properties of an appropriate polygon to
ordered pairs
of axes and interpret the point(s) of find the relative position vector of parallel, non-
intersection (if any). collinear vectors
11. Graph linear inequalities on the Define a function as a many-to-one or one-to-one
9.Recognize and give examples of coordinate plane and identify regions on the relation.
each of the following type of graph. 16. Distinguish between the graph of a relation and
mapping: the graph of a function.
a. one-to-one 8. Use the functional notations, for example
b. one-to-many , ,
c. many-to-one
d. many-to-many 9. Determine the range value that
corresponds to a given domain value by
evaluating the function at the stated
domain value;
10. State the domain and range of a given
function;
11. Distinguish between functions defined for
different domains by the same formula.
1. Write a quadratic mapping as a set of

ordered pairs
2. Plot the ordered pairs of a quadratic

mapping as a graph
3. Interpret the points of intersection of a

quadratic graph with the axes
Strand 5: Statistics and Probability
Standard G7 G8 G9
Collect, 1. Find the mode, median and mean 1. Determine the mode, median and mean 1. Design and conduct simple experiments, to
organize, from raw data. from a frequency table. collect data, determine simple probabilities and
interpret 2. Calculate the range of a data set 2. Use the mode, median and mean to draw appropriate conclusions.
(from raw data or from a frequency interpret information. 2. Use fractions and percentages to describe
and
table) 3. Read, interpret and construct probability.
represent 3. Construct and interpret simple pictographs, bar charts, pie charts and 3. Interpret a probability given as a fraction or
data and frequency tables from a set of data line graphs. percentage.
make
inferences .
by applying
knowledge
of statistics
and
probability.
Range and content:

Students will develop, foster and harness cognitive, psychomotor and affective skills as they explore key concepts in Mathematics by learning to:
- Compute with different types of numbers accurately and fluently; use these skills to find answers in realistic problem situations;
- Compute with indices accurately and fluently; convert to different number bases accurately and fluently. Use these skills to find answers in realistic
problem situations;
- Use the properties of arithmetic accurately and fluently;
- Identify members of a set and compute using the properties of sets;
- Use ratio and proportion in problem solving and decision making;
- Use consumer arithmetic to solve real-life problems;
- Use formulae to solve for perimeter and area; convert between units; use appropriate instruments to measure accurately;
- Use formulae of triangles, quadrilaterals and solids to solve for area, surface area and volume; convert between units; use angle properties to find
unknown angles;
- Compute accurately the length, circumference, and area of the circle and its relevant parts; identify parts of a circle correctly;
- Identify properties of solids;
- Perform transformations accurately;
- Use the properties of polygons to solve problems accurately and fluently;
- Perform trigonometric calculations accurately;
- Perform constructions accurately and fluently;
- Use appropriate instruments to construct shapes;
- Compute accurately using Pythagoras’ Theorem;
- Use algebraic properties accurately and fluently;
- Perform algebraic calculations accurately;
- Use algebraic properties to accurately solve problems;
- Use algebraic properties to solve linear inequalities accurately and fluently;
- Use algebraic properties to solve systems of linear equations; solve accurately problems involving vectors;
- Read and plot points in the Cartesian plane;
- Distinguish between types of mappings;
- Plot linear equations and inequalities; find linear equations; find gradients and intercepts;
- Define domain and range for functions; distinguish between relations and functions;
- Plot and interpret quadratic functions;
- Compute measures of central tendency and ranges accurately and fluently;
- Find simple probabilities; plot and read points on the Cartesian plane;
- Solve problems related to frequency tables;
- Solve problems related to various types of charts and graphs;
- Engage cooperatively in problem solving activities that foster critical and creative thinking;
- Willingly participate in group discussions and activities.
The role of Mathematics in the Curriculum
Students at the secondary level must continue to develop the necessary mathematical competence to function in society. The knowledge and skills garnered at
the primary level must assist them in learning and appreciating the subject at this level. They must be given the opportunity to: understand and use the
language of Mathematics; apply number concepts and theories; engage in meaningful measurement activities; handle data efficiently as well as examining and
understanding the relationships of one mathematical concept with another. In so doing, they should improve their ability to think and work confidently.
Students at this level should also be able to: conceptualize spatial properties; observe geometric phenomena; and show appreciation of the aesthetic nature of
the subject. The students should be given the chance to: communicate freely and effectively using the language of the subject; make mathematical connections
to their daily lives; use models to express their thoughts and ideas; use critical thinking, reasoning, and proof to process their thinking and understandings.
These students must be given the opportunity through problem solving to foster the skills of creativity, enquiry, conjecturing, testing, analyzing and
generalizing.
Contribution to the competencies
Mathematics contributes to all three of the Framework competencies. The subject is an ideal vehicle for the development of critical thinking and problem
solving skills, and for making judgments. It is also the subject that can be used as a tool for learning other disciplines such as: Geography, Physics, Resource and
Technology and Chemistry etc. It should provide the opportunity for students to work independently and cooperatively.
Range of activities
Students should be involved in a range of practical activities through which they can explore mathematical properties and relationships. They plan their own
investigations and explore different ways of solving problems. By learning mathematics in a practical way, they should be able to relate its principles and
theories to real life situations. Wherever possible, students should explore the mathematical uses of a range of ICT equipment as a tool as well as a discipline.
GUIDANCE FOR THE TEACHER
In light of this Unit, teachers must plan accordingly through effective and relevant research; on-going self-reflection; and making reference to
Mathematics resources – be it resource centers, textbooks, technology, resource personnel, and more importantly, the environment. Even
more, teachers must be guided by Education policies; National Curricula; current trends in Mathematics teaching and learning; and what is being
taught in relation to this topic in the Sciences, Social Studies, Geography, Physical Education, Visual Arts, Information and Communication
Technology, and Technical and Vocational subjects. As well, teachers ought to bear in mind the need for sensitivity to the personal
circumstances of every pupil during the teaching and learning experience of each concept In Mathematics.
Consequently, the intention to educate students in the learning of Mathematical concepts and its related attributes is to help and support young
people to be: critical thinkers; effective users and creators of Mathematics; fluent in the language of Mathematics; successful lifelong learners;
confident and productive individuals; and proud citizens of Jamaica. Ultimately, young people will learn to foster and demonstrate respect for
self and others as they move with confidence from childhood through adolescence and into adulthood.
NUMBER
TERM 1
UNIT OF WORK
About the Unit
In this Unit students will learn about/to:
- The differences between sets of real numbers;

- Work effectively during group discussions and activities;
- Order real numbers;
- The Sieve of Eratosthenes;
- The classification of real numbers;
- Approximations;
- Conduct investigation using digital content
Prior Learning
Check that students can:
- List the set of factors of sets of whole numbers;
- Compute the HCF and LCM of whole numbers;
- State the place value of a digit in a whole number or decimal fraction.
UNIT OF WORK GRADE 7 NUMBERS 1 TERM 1 : 4 WEEKS
UNIT TITLE: OPERATIONS ON REAL NUMBERS

Standard: Objectives:
- Describe different types of numbers in the real number system
Use the basic operations, number relationships, patterns, number facts, (Natural, Whole, Integer, Rational, Irrational);
calculators and software to compute and estimate in order to solve real-world - Compare and order a set of numbers;
problems involving fractions, percentages, and decimals.
- Perform the four basic operations, including multiple
operations, on real numbers, mentally, using paper and pencil,
and in problem situations;
- Give reasonable estimates of the results of operations on
numbers;
- By rounding off, approximate a given number to the nearest
thousandths, hundredths, tenths, tens, hundreds, thousands,
etc.);
- Identify, without calculation, whole numbers divisible by 2, 3,
5, 6 and 9 (Divisibility rules).
Suggested Teaching and Learning Activities Points to Note Assessment

Students will:
- In the activity to model addition and subtraction Ability to recognize the differences
- Place sets of given integers in of integers, discuss what it means when no single between sets of real numbers
ascending/descending order using a range of counters are left. Recall that no single counters
manipulatives (for example- software, websites, remaining means the sum is zero. That is, students Ordering of real numbers
may have done
counters, realia, etc.).
3 + (-3) = 0. Ensure that the term additive inverse is Table with approximations correctly
- Model addition of integers using either: introduced and discussed here. inserted
(a) counters. Ensure two different color Invite students to make their own addition of
counters are used. For example, blue and red integers problems.
counters, where blue is for positive integers and red
for negative integers. As an example, do the
following: - The activity to classify, describe and order a given
set of real numbers can be done as a game,
2 + (-3) would be represented by 2 blue counters
individual activity or group work.
and 3 red counters. Pair colors until a single color is
left. Count the number of single colors. That is the - The activity on approximating should use
answer. In this case, it would be a single red measurements from
counter, so the answer is -1. Have students write 2 (a) internal body organs (their mass, capacity,
+ (-3) = -1. Have students model their own addition length/width)
questions (b) vehicles, ships, planes, etc.
(c) vitamins, foods, household items, etc.
(b) appropriate software or app.
- Classify, describe and order a given set of real O C L M Ne N E
numbers. b a e a are ea t
- Round off numbers to required place value from je p n s st re c
research and analysis conducted on objects of c a g s th st .
varying dimensions. Place the information in the t c t ou hu
table below. i h sa nd
t nd re
y s ds
O C L M Neare Ne E
b a e a st are t
j p n s thousa st
e a g s nds hu c
c c t nd . Use an example of this table to assist with the
t i h re collection of data and inserting required place
t ds
value. Insert additional rows and columns as
y
required. Ensure correct units of measure are
used. Use this table also to carry out the 4
operations on numbers, such as, addition of
- Perform the four basic operations using the
measures that have decimals. Use the measures of
information from the table immediately above. For
an aircraft carrier to assist with making the 4
example, (a) using the actual length of a car/ship,
operations relevant.
have students multiply this length by a whole
number. Have students state what the whole
number would represent that, the number of
cars/ships)
(b) using the actual capacity of a ship and a car, find
out how many cars would be needed to fill the ship.
- Explore divisibility rules from the website:
http://www.vectorkids.com/vkdivisible.htm
Learning Outcomes:
Students will be able to:
- Accurately recognize the differences between sets of real numbers;
- Order real numbers correctly;
- Complete table with approximations correctly;
- Apply divisibility rules correctly;
- Perform the 4 basic operations correctly;
- Safely conduct investigation using digital content.
Key Skills Extended Learning

Classify, Order, Describe, Calculate, Compare, Share findings, Work in
groups, Solve problems, Represent fractions, Investigate fractions, - Use the Sieve of Eratosthenes to find prime numbers between 1
Draw diagrams, Investigate real numbers, Classify real numbers, and 2000.
Share and compare, Discuss, Approximate numbers, Explore “Rules of
Divisibility”, Navigate digital content, Observe moral principles when - Investigate the different types of prime numbers.
using digital materials
- Investigate perfect numbers.
- Investigate complex and hypercomplex numbers.
- Investigate real numbers like π and (or any square root of a

prime number).
- Research: “The golden ratio”.
- Investigate heights of mountain ranges and ocean depths,

stating the countries and continents in which they belong and
the names of the oceans that carry these depths. Draw a graph
showing these measures.
Resources: Key vocabulary:
Journals, sheets of paper, graph paper, the Internet, sample Natural numbers, whole numbers, Integers, rational numbers,
of the table, counters (two different colors), irrational numbers, real numbers, approximate, Sieve of
computers/tablets/smartphones, Eratosthenes, rounding off, additive inverse, divisibility,
Online resources: multiplicative inverse, commutativity, identity, reflexive
http://www.mathsisfun.com/numbers/golden-ratio.html property, transitive property.
http://en.wikipedia.org/wiki/List_of_types_of_numbers
Links to other subjects:
Research, Critical Thinking, Problem-solving, and Decision-making:
- Use appropriate digital tools and resources to plan and conduct research, aid critical thinking, manage projects, solve problems and
make informed decisions.
Digital Citizenship:
- Recognize the human, ethical, social, cultural and legal issues and implications surrounding the use of technology and practice online
safety and ethical behavior.
Technical and vocational:
- Attainment target 1 creativity and innovation: explore a range of problem-solving contexts and develop ideas for solutions utilizing new
technologies;
- Attainment target 3: apply solutions: use the design process in planning the execution of solution for an identified problem;
- Attainment target 2 Explore methods and procedures: use resources efficiently and use appropriate techniques in the execution of tasks
Science:
- Analyze experimental data and allow for anomalies. Carry out multi-step calculations.
Physical Education:
- Attainment target: games and sports: exhibit the capacity to cope with new and varied skill difficulties and to cooperate with others in
regular practice in order to refine technique;
- Attainment target: team tactics: Demonstrate advanced strategies and tactics in competitive play and undertake the role/roles of player,
coach or spectator.
MEASUREMENT
TERM 1
UNIT OF WORK
About the Unit
- Instruments used to demonstrate a variety of measuring attributes;

- Participate in group activities and discussions;
- Problem solve situations involving measurement;
- Conduct research on measurement;
- Find the areas and perimeters of shapes;
- Modeling areas and perimeters using pattern blocks, Tangram pieces and geoboard, design software;
- ICT tools used to investigate measurement
Prior Learning
- Differentiate between the units of the Metric System in measurement situations;
- Know and use the relationships between the units of the Metric System in measurement situation;
- Calculate the perimeter of irregular polygons and regular polygons by means of the appropriate formula;
- Find the length of one side of a polygon given the perimeter and the lengths of the other sides;
- Explore the tiling of a plane using different shapes;
- Identify shapes which will cover a plane exactly and those that will not;
- Differentiate between the size and use of the following units: square centimeter, square meter, hectare and square kilometer;
- Name and measure regions, compute the area of regions shaped as rectangles and right- angled triangles individually; in
combination or as the surfaces of three-dimensional objects;
- Solve problems involving area measures.
UNIT OF WORK GRADE 7 MEASUREMENT TERM 1 : 3 WEEKS
UNIT TITLE: Measuring Concepts

Standard Objectives:
- Measure length, mass, time, temperature, volume, capacity
Use the correct units, tools and attributes to estimate, compare and carry out using appropriate instruments;
the processes of measurement to given degree of accuracy. - Perform conversions within units and across related units. (up
to square units);
- Find the perimeter of composite figures in a plane;
- Find the area of composite figures in a plane.

Students will:
- Investigate ways of measuring the temperature of the human body by, - For the temperature activity, Measuring instruments
in pairs, try to take each other’s temperatures with the back of their ensure that after the medical made by students using
hands on these three parts of the other person’s body. Have them professional has explained and the correct unit (s)
discuss which ‘measure’ from the table they would use to say the final demonstrated how to use the
body temperature of their classmate. Have a health care provider thermometer, students get the Group participation
introduce the thermometer and demonstrate its proper use in opportunity to take the
measuring of body temperature and to give advice on what should be temperature of other items such Engagement in problem-
done if one’s temperature is too high or low. as ice, cold drink, hot water, solving situations
boiling water (be careful here, ask
the science teacher to help with Entries made in journals
this activity). on experiences gained
- Have professional users of other from measuring activities
measuring instruments come in to
assist with the correct use of Completed tables with
instruments and to demonstrate correct information on
how these instruments are used in measurement
their jobs. For each instrument,
try to create scenarios as the one Accurately completed
table with measures of
on temperature suggested in the area and perimeter of
teaching and learning activity objects
above.
Body Hot Warm Cold - Ensure that students get Models of areas and
Part/Temperatur adequate time to practice with the perimeters using pattern
e various instruments. These blocks, Tangram pieces,
professionals can be medical design software.
Forehead personnel, woodwork
teachers/carpenters, plumbers,
Arm chefs/home economics teacher,
industrial arts teacher,
Neck manufacturers of containers to
explain volume and capacity.
- Generate/Print requisite tables

Fill in the table supplied below using the converter program students will need to use.
supplied to make comparisons between different temperature Download and install the
scales: conversion software from this site
prior to each lesson that needs
http://joshmadison.com/convert-for-windows/
conversions done:
http://joshmadison.com/convert-
for-windows/
Item Celsius Fahrenheit Kelvin Rankine Some conversions will have small
Body and large numbers that can be
Temperature written in standard form (scientific
Room notation). The following can be
temperature used to assist students in ensuring
Ice
they have done so correctly:
Cold water
http://www.dairyscience.info/newcalculat
etc
ors/notation1.asp
- Estimate various masses and input these estimates in the table
provided. Using an appropriate scale, measure the actual mass of each http://www.aaamath.com/nam-
item and input into the correct column. Use the conversion program g6_71fx1.htm
located at
http://joshmadison.com/convert-for-windows/ to convert each mass http://www.mathportal.org/calculators/n
to the other units in the table. umbers-calculators/scientific-notation-
calculator.php
http://www.demonstrations.wolfram.com
Estimated State unit mg g kg /ScientificNotation/
mass/Units of
estimate http://www.csgnetwork.com/directrounds
here imple.html
Your body
A vitamin
tablet - As appropriate, ensure that topics
A stone in measurement are linked to
Sponge other areas in Mathematics such
Etc. as transformations, spatial
awareness, symmetry, scientific
notation, etc.
SESSION TIME ON CLOCK(Analogy) TIME ON CLOCK (

DIGITAL
FORMAT)
- Be assigned a recording sheet with a set of clock faces. Listen carefully

for when the bell rings to indicate the conclusion of a session. On the
sound of the bell, observe and record the time on the clock face and in
numerals. Use table below to record observations:
Use the table above to answer the following questions:

How long is session 2?
Did the bell ring on time for Session 3?
What time was it at the end of Session 1
- Investigate how to find the perimeter for the fencing of an animal pen
or the school compound (or sections of the school compound) or
football field, etc. Research the most appropriate instrument to use to
carry out these measurements. Have students find all the
possible/feasible dimensions of an animal pen given the length of the
fencing to be used. Determine the plane shape that covers the greatest
area.
- Draw the outline of shapes made with Tangram pieces on grid paper
e.g.
- Complete the table filling in the perimeter and area of the shape they
have formed by counting the number of squares enclosed in the design
drawn. Colour each design created and describe the shapes formed.
Shape Perimeter Area

Learning Outcomes
- Make measuring instruments to demonstrate a variety of measuring attributes;
- Engage in problem solving situations involving measurement;
- Make entries in journals on experiences gained from measuring activities;
- Complete tables with researched information on aspects of measurement;
- Complete table with measures of area and perimeter of objects;
- Model areas and perimeters using pattern blocks, Tangram pieces, design software;
- Use ICT tools to investigate measurement.
Investigate, Measure, Observe, Share, Compare, Estimate, Investigate the history of measuring and measuring instruments. Identify archaic and
Record information, Listen carefully, Make measuring corresponding modern day instruments, and, new and emerging measuring instruments.
instruments, Work in groups, Problem-solve, Tabulate data,
Model area and perimeter, Manipulate digital content, Insert Research on instruments used to measure small items (e.g. thickness of a sheet of paper or
illustrations, Navigate digital content diameter of a copper wire or a strand of their hair).
Draw rectangles of any dimension on square paper and find both the area and perimeter of
rectangles by counting each square. Record results in tabular form.
Measure and mark out a square or rectangular space on the playing field or any
appropriate space available. Describe the method, instruments, units and any other
attributes used to arrive at their results in their journals.
Make a trundle wheel and use it to carry out finding distances walked on the school
compound and put up directional signs for use. The instructions for making the trundle
wheel can be found on this site:
http://ovtech.dobmeierweb.net/Simple_Machines_Intro/assets/languages/us/activities/co
ntent/4.5_TrundleWheel_TN.pdf
Create a measuring instrument (e.g. A bottle, cup) which could hold an unfamiliar quantity
(834 ml).
Measuring tape, Scales (for body mass and kitchen scale), Measurement, Metric, Length, Mass, Capacity, Volume, Temperature, Time
Teacher generated tables, Time: clock (digital/analog), Mass: Thermometer, Metre, Litre, Gram, Milli-, centi-, kilo-, deci-, Celsius, Surface
beans, sponge, stones, pencils, erasers, rubber band, paper Fahrenheit, Perimeter, Area, Kelvin, Rankine,
clips, cardboard,
Temperature: thermometer (clinical and general), containers
with cold and hot water
Internet/Computer/tablets/smartphones, String, Graph
paper, Tangram pieces/template, 3d design software
(SketchUp, sweet home 3d),
Black-line Master Resources (for clock faces)
(http://wps.ablongman.com/wps/media/objects/3464/35478
73/blackline_masters/BLM_33.pdf)

Designing and Producing
- Use digital tools to design and produce creative multimedia products to demonstrate their learning and understanding of basic technology
operations.
Research, critical thinking, problem-solving and decision-making
- Use appropriate digital tools and resources to plan and conduct research, aid critical thinking, manage projects, solve problems and make informed
decisions.
technologies;
- Attainment target 2 Explore methods and procedures: use resources efficiently and use appropriate techniques in the execution of tasks;
- Attainment target 3: apply solutions: use the design process in planning the execution of solution for an identified problem.
Science:
- Appreciate the importance of scientific methods and be aware of safety procedures to be taken when using equipment and materials;
- Analyze experimental data and allow for anomalies. Carry out multi-step calculations;
- Use scientific knowledge to select appropriate experimental methods;
- Understand the relationships between forces and motion, and illustrate these relationships in the environment and living things.
Physical Education:
- Attainment target: games and sports: exhibit the capacity to cope with new and varied skill difficulties and to cooperate with others in regular
practice in order to refine technique;
- Attainment target: team tactics: Demonstrate advanced strategies and tactics in competitive play and undertake the role/roles of player, coach or
spectator.
GEOMETRY
TERM 1
UNITS OF WORK
About the Unit
- Complete tables on solid shapes;

- Classify solids;
- Nets of solids from items used in everyday life;
- Sketch/draw solids;
- Problem-solving situations involving solids
Prior Learning:
- Recognize faces, edges, vertices of a solid and classify solids according to the number and shape of their faces;
- Represent and solve problems using geometrical models;
- Describe the physical world in terms of geometric concepts and talk about mathematical findings.
UNIT OF WORK GRADE 7 GEOMETRY 1A TERM 1: 1 week
UNIT TITLE: SOLIDS

Standard : Objectives:
- Identify and draw nets of solids;
Explore paths, geometric shapes, and space and make generalizations about - Construct solids from nets.
geometric relationships within the environment.
Students will:
- Fold and explore the properties of various solids and tabulate their Completed tables on solid shapes
findings to arrive at Euler’s Formula from the nets of solids provided The activity involving arriving at Group participation and discussions
and those found readily in the environment. Complete the table as Euler’s Formula can utilize
household items such as Correct classification of solids
shown below:
toothpaste boxes, tissue roll,
Name of Faces Edges Vertices dice, any tins, marbles, balls, Nets of solids accurately identified
Solid/ meter rule, ice cream cones, etc.
Cube Where there is difficulty finding Solids sketched/drawn correctly
Cuboid these readily, print and make the
etc required solids from the nets Problems solved using appropriate
supplied as resources. Explore the techniques
Identify the pattern that exists between faces, edges, and vertices. nets of solids first by opening,
carefully, some of the household
items or the supplied nets of
solids before they are folded for
use to investigate Euler’s
Formula.
Learning Outcomes:
- Complete tables on solid shapes correctly;
- Classify solids ably;
- Derive nets of solids from items used in everyday life;
- Sketch/draw solids accurately;
.
Key Skills Extended Learning:

Identify solids, Describe solids, Work in groups, Classify solids, Tabulate Research complex solid shapes such as tetrahedron, dodecahedron,
information, Engage in discussions, Determine criteria, Name solids icosahedrons etc.
from supplied net, Explore Nets of solids, Sketch solids, Make solids,
Problem solve
Design packages using design packaging software.
Research the life of Leonard Euler and his contributions to

mathematics and other areas. Publish their findings on a blog.
Nets of solids (access from this site: Geometry, Solids, Transformation, Similar, Congruent,
http://www.senteacher.org/worksheet/12/NetsPolyhedra.html) Constructions, Nets of solids, Cubes, Cuboids, Prism, Pyramid, Euler
Toothpaste boxes, tin cans, balls, marbles, dice, tissue roll, and
any other similar items as these listed.
Internet
Computer/tablet/smartphone
Mathematics kits
technologies;
Science:
Physical Education:
coach or spectator.
About the Unit
- Being involved in group activities and discussions;

- Participate in paper folding activities
- Transformations of polygons;
- Engage in problem-solving situations.
Prior Learning
- Recognize faces, edges, vertices of a solid and classify solids according to the number and shape of their faces;
UNIT OF WORK GRADE 7 GEOMETRY 1B TERM 1 : 1 week
UNIT TITLE: TRANSFORMATIONS

Explore paths, geometric shapes and space and make generalization about - State the relationships between and object and its image in a
geometric relationships within the environment. plane when it undergoes a translation in that plane;
- State the relationships between an object and its image in a
plane when it is reflected in a line in that plane;
- State the relationships between an object and its image in a
plane when it is rotated about a point (the center of rotation)
in that plane;
- Identify and use angle, side and symmetry properties of
triangles and quadrilaterals;
Students will:
- Discuss the formation of the following as seen in the environment: - Ensure that the object Group participation and discussions
Image seen in water, when looking in the mirror, the turning of a knob , and the image are clearly
the spinning of a gig, picture package, the growth of a baby, a model identified in each Unfolded paper showing correct
car against a real car, a plane lifting off and landing . Give examples of transformations of chosen polygons
transformation
other forms as discussed.
- Emphasize the difference Problems solved using appropriate
between similarity and techniques
- Fold a sheet of plain paper in two. On one side of the paper, draw congruence
your favorite polygon. Fold paper again making sure the shape drawn - Highlight that orientation
is facing up. Use a push pin to punch holes in the vertices of the is different when a
polygon drawn. Now open the paper and connect the vertices to form reflection is done.
your original shape. Engage in a discussion which would bring out the - Highlight the fact that
properties of reflection. Repeat the procedure with another shape. these transformations are
Write what they had done in their journals and then discuss with the seen in everyday life such
entire class. as architectural designs,
decorations on
- Explore rotating a shape of their choice with the center of enlargement buildings/clothing/tiling/
(i) outside the shape; (ii) inside the shape through 90° etc.
- Explore translating a shape of their choice on graph paper. - Ensure translations are (i)
only horizontal (left and
right) (ii) only vertical (up
and down) (iii) slant
(horizontal followed by
vertical).
Learning Outcomes:
- Get involved in group activities and discussions;
- Participate in paper folding activities depicting transformations of polygons;
- Engage in problem-solving situations.

Work in groups, Record findings, Engage in discussions, Determine - Research on various designs and decorations by different
criteria, Paper-fold, Describe transformation, Problem-solve, civilizations and eras. Present findings in any format desired.
Manipulate geometric instruments and software. - Research tessellations. Design their own tessellations.
- Observe the image of objects when reflected in these mirrors.
Place the two mirrors in front of each other (parallel to each other,
perpendicular to each other or slant) and observe the reflection of
the object in the two mirrors. Document their findings and share
via blog/presentation/etc. Predict what would happen if three
mirrors are used.
- Use GeoGebra software to carry out the same experiments.
The Internet, “Math” kits, Computer/tablet/smartphone, Geometry, Transformation, Image, Object, Plane, Reflection,
Geometric instruments and software (Geogebra), Assortment of Translation, Rotation, Angle, Symmetry, Triangles, Quadrilaterals,
quadrilaterals and triangles Geometric instruments Compass, Line, segment, Perpendicular,
Parallel, Bisectors, Similar, Congruent.

technologies;
- - Attainment target 2 Explore methods and procedures: use resources efficiently and use appropriate techniques in the execution of
tasks;
Science:
Physical Education:
coach or spectator.
About the Unit
- Get involved in group activities and discussions;

- Engage in problem-solving situations;
- Constructions of lines;
- Use geometric instruments.
Prior Learning
- Use the compass to draw circles to create designs;

- Draw and measure angles using the protractor;
UNITS OF WORK GRADE 7 GEOMETRY 1C TERM 1: 1 week
UNIT TITLE: Geometric Construction
- Construct, using appropriate geometric instruments, a circle of
Explore paths, geometric shapes, and space and make generalizations about a given radius;
geometric relationships within the environment. - Construct, using ruler and compasses only:
a) line segments;
b) Perpendicular and parallel lines;
c) Line bisectors.
Students will:
- Ensure there is internet connection in order to use the
site
- Follow instructions to carry out the constructions required http://www.mathopenref.com/tocs/constructionstoc. Lines constructed
from the following site or printed instructions: html accurately
http://www.mathopenref.com/tocs/constructionstoc.html
The website can be supplied to students to use on
their own after school or at their convenience.
- If there is no internet connection at school, download

the relevant printed instructions from the site and
provide it to students.
- Invite architect/draughtsman/engineer/relevant
industrial arts teacher to demonstrate drawing
software such AutoCAD. Have the engineer explain the
benefits of certain solids that are shaped as they are,
for example, the arch in building bridges. Visit the
website
http://www.pbs.org/wgbh/buildingbig/lab/forces.htm
l
for students to experiment with shapes/solids and
forces.
Learning Outcomes:
- Construct sets of lines accurately with the aid of geometric instruments.

Take pictures of interesting architectural designs and make a
Construct lines, Manipulate geometric instruments presentation showing these designs along with any other pertinent
information regarding the designs. These designs are not restricted to
buildings.
http://www.mathopenref.com/tocs/constructionstoc.html Geometry, Constructions, Plane, Angle, Triangles, Quadrilaterals,

Radius, Circle, Ruler, Compass, Line segment, Perpendicular, Parallel,
http://www.pbs.org/wgbh/buildingbig/lab/forces.html Bisectors
Internet, Computer/tablet/smartphone
“Math” kits, Geometric instruments.
technologies;
- - Attainment target 2 Explore methods and procedures: use resources efficiently and use appropriate techniques in the execution of
tasks;
Science:
Physical Education:
coach or spectator.
NUMBER
UNIT OF WORK
TERM 2
About the Unit
- Model arithmetic properties;

- Quantities related to ratio and proportion;
- Convert ratios to fractions and vice versa;
- Perform operations relating to ratios and proportions;
- Give clear discourse and come to their own conclusions as a group.
Prior Learning
- Describe the physical world in terms of geometric concepts and talk about mathematical findings;
- Identify and count the number of lines of symmetry in more compound plane figures;
- Demonstrate a knowledge and understanding of congruence in two and three dimensions.
UNIT OF WORK GRADE 7 NUMBERS 2 TERM 2—4 WEEKS
UNIT TITLE: PROPERTIES OF ARITHMETIC, RATIO, and PROPORTION

- Identify and use the following properties of arithmetic:
Use the basic operations, number relationships, patterns, number facts, a) Commutative;
b) Associative;
calculators and software to compute and estimate in order to solve real-world
c) Distributive.
problems involving fractions, percentages, and decimals, and apply principles - Identify and use the following concepts:
a) Identity;
of computation to solve real-world problems.
b) Inverses.
- Write a fraction as a ratio and vice versa;
- Compare two quantities using ratios;
- Divide a quantity in a given ratio;
- Identify quantities in proportion.
Students will:
Place all your ingredients on a microwave safe bowl. Mix all your ingredients until you Scenario: Cold porcelain is an Models of arithmetic properties
have a smooth creamy paste and microwave for 30 seconds. Take the mix out of the inexpensive, non-toxic, easy-to-
microwave, stir it, and place it back in the microwave for another 30 seconds. Stir work-with material. Despite its Ability to complete tables
again and microwave it for 30 more seconds. (this is the last time in the microwave) name, it is not porcelain. It does
Carefully take out the mix and place it on a cornstarch covered surface. Start kneading not require heating since it gets Engagement in problem-solving
your dough carefully. (It can be really hot) until you get the dough to a consistent hard by exposure to fresh air. It is situations
texture. Place a towel over the dough if necessary. Place your dough in a tightly closed a corn-starch based paste, which
zip lock bag and let it sit on cool temperature overnight. (Optional) or let sit for some
when dry is slightly flexible and Comparison of quantities
minutes will question and answer take place.
has the appearance of real
Have a question and answer session where porcelain. It is super fun to work Ability to convert ratios as fractions
they will answer questions about what would with and incredibly easy to make and vice versa
happen if too much of anything were placed in and can be used for just about
the recipe. A group will try this error to see anything including jewelry, Division of quantities
what would actually happen and make flowers, leaves, toys and so on.
conclusions. Being able to have clear discourse
Monitor the students when using and come to their own conclusions
Make whatever they want individually with the
the microwave. Question the as a group
porcelain to include painting it, decorating it
students so that they see the
with whatever they chose.
concept and importance of ratio
Tip: Apply hand lotion to hands before you start and proportion.
working with your cold porcelain. It helps the
flexibility of the clay. Monitor the students when using
the microwave. Question the
students so that they see the
Access supplied GeoGebra activities on arithmetic
concept and importance of ratio
properties.
and proportion.
Create appropriate rubric to

evaluate poems/songs written
The concept of reciprocal can

only be related to multiplication.
Recall that a ratio makes a

comparison between quantities
of the same kind e.g. the number
of good oranges to bad oranges
in a bag.
However, a proportion is
generally used to describe
quantities of different kinds. For
example the price of a bag of
oranges and the number of bags
of oranges purchase.
Proportion can be linked with

body parts in science.
Connect foot pacing activity to
Physical Education. This lesson
could be done outdoors.
Learning Outcomes:
- Model arithmetic properties accurately;

- Complete tables on given properties correctly;
- Compare quantities related to ratio and proportion;
- Convert ratios to fractions and vice versa;
Discuss, Draw conclusions, Investigate, Work in groups, Model Research mixtures that allow for bridges/ buildings/roads to be
addition/multiplication, Solve problems, Identify properties, constructed. Gradients can also be discussed here.
Discover properties, Compare quantities, Divide quantities, create,
estimate, measure, investigate, design, model, connect, apply
concepts, calculate, analyze, compare, make observations Create their own ingredients for condiments/beverages/jewellery/etc.

1 Cup School Glue Commutative, Associative, Distributive, Inverse, Identity, Reciprocal,
Measuring apparatus Proportion, Quantity, Ratio, Fractions, Property, Sharing, porcelain,
Pan balance microwave, jewelry, paperweight, book ends, ingredients
Aprons
Mittens
1 Cup Cornstarch
1 Tbsp. Lemon Juice
1 Tbsp. Baby Oil
Microwave
Microwave Safe Bowl.
Decorative Items (paint, food coloring, beads, pattern makers,
cookie cutters, etc.)
Teacher-generated worksheet
Computers/tablets/smartphones
Internet access
Copies of the tables needed for each activity
technologies;
- Attainment target 2 Explore methods and procedures: use resources efficiently and use appropriate techniques in the execution of tasks.
Science:
Physical Education:
coach or spectator.
STATISTICS
TERM 2
UNIT OF WORK
About the Unit
- Central Tendencies;
- Tables presenting data;
- Problem-solving situations;
- Classify data;
- Define and discuss key terms;
- Estimate data.
- Engage in group activities and discussions
UNITS OF WORK GRADE 7 STATISTICS TERM 2 – 2 weeks
UNIT TITLE: Measures of Central Tendency, Measures of Dispersion and Presentation of Data
Standards: Objectives:
- Find the mode, median and mean from raw data;
Collect, organize, interpret and represent data and make inferences by - Calculate the range of a data set (from raw data or from a
applying knowledge of statistics and probability. frequency table);
- Construct and interpret simple frequency tables from a set of
data.
Points to note Assessment

Suggested Teaching and Learning Activities
Students will:
In groups, design and build a bridge out of fudge sticks, toothpicks, match sticks Have students to review the Completed design and
or paper clips. Use known weights (check Science Dept.) to measure the following on the construction of construction of bridges
strength of each bridge built. Test to see how many vehicles of bridges: There are several basic
similar/different weights it will take to make each bridge collapse. Record the types of bridges: truss (or beam), Estimation of weights
strength of each bridge and the weight it takes for each bridge to collapse in arch, suspension and the cable-
tabular form e.g. stayed model. Bridge design Accurate recording of data
requires engineers and architects collected
Estimated Actual Observation trained in structural and landscape
weight weight design, geology and architectural Cooperation among team
design to collect information about members
the physical site. Required
information includes weather Safe manipulation of resources
patterns for the area, including
water runoff and snow levels,
Accurate calculations of Central
Find the Measures of Central Tendencies using the data collected e.g. mean, traffic-flow patterns, foot traffic in
the area, the weight of vehicles Tendencies
median, range etc. Be provided with the actual weights of various vehicles e.g.
a car, an SUV, a mini bus, a big bus and a truck. Convert the actual weight of a using the bridge and availability of
various construction materials. Accurate conversions of correct
real vehicle with that of each known weight. Discuss and draw conclusions weights
based on their observations.
Read
more : http://www.ehow.com/how- Conclusion drawn based on
In groups, estimate height and weight of each member. Then measure the does_4965199_how-bridges- observations
actual height and weight of each member in the group. Record data on constructed.html
teacher-generated table e.g. Engagement in group activities
Find appropriate videos to show and discussions
bridge construction as a possible
introduction to the lesson on the Calculations of “Central
Studen Estimated Actual Estimated Actual
importance of building a bridge. Tendencies”
t weight weigh height height
t Create an appropriate rubric to Tables with data collected
Marc 70kg 56kg 1.7m 1.75m evaluate entries made in/on
Bev 94kg 85kg 1.4m 1.65m blogs/portfolios/journals. Involvement in problem-solving
situations
Have students engaged in
discussion on why it is important Classification of data
to exercise.
Estimations
Investigate effective exercise programs for each group of students within a
given range/percentile based on data collected i.e. heights and weights.
Represent information as shown below, for example:
Height Weight Tally Frequency
(1 – 1.5)m (40 – 45)kg
(1.6 – 2)m (46 – 50)kg
(2.1 – 2.5)m (51 – 55)kg
Etc.
Learning Outcomes: Students will be able to:

- Complete design and construction of bridges;
- Estimate weights;
- Accurately record data collected;
- Actively discuss and cooperate with team members;
- Safely manipulate a variety of resources;
- Accurately calculate Central Tendencies;
- Correctly convert actual weights;
- Draw conclusions based on observations;
- Engage in group activities and discussions cooperatively;

Estimate, participate, draw conclusion, make observation, Research the construction of bridges using the website:
calculate, measure, record information, collect data, convert, http://www.ehow.com/how-does_4965199_how-bridges-
make decision, Work in groups, Calculate mean and median of sets constructed.html
of data, Construct tables, Collect data, interpret information,
Observe, Read for information, Discuss, Problem-solve, Classify View videos on the appropriateness/importance of designing and
data, Record data, Share and compare information, Estimate, constructing safe bridges.
Perform basic arithmetic operation
Document their experience on constructing a bridge for themselves via
videos done from tablets/smartphones/appropriate device.
Investigate the possible correlation between height and weight
Research their actual weight on other planetary bodies besides Earth.

Encourage the use of converter apps to convert their weights from
metric to Newton(N)/Imperial measurement.
Pan scale, triple beam balance, bathroom scale, assorted weights, Measuring, estimating, converting, weight, strength, probability, mean,
materials for making bridges median, range, Central Tendencies, Statistics, Mean, Mode, Median,
teacher-generated table, Internet , Computer/tablets/smartphone Range, Low, High, Dispersion, Average, Central Tendencies, Data,
Information, Collect, Record, Sort, Count,
Science:
- Attainment target 1 creativity and innovation: explore a range of problem-solving contexts and develop ideas for solutions utilizing
new technologies;
- Attainment target 2 Explore methods and procedures: use resources efficiently and use appropriate techniques in the execution of
tasks;
- Attainment target 3 Apply solutions: manage resources with the aid of appropriate technologies in the execution of tasks;
- Attainment target 2: explore methods and procedures: make informed decisions in the selection of materials, tools and equipment
and demonstrate increasing skill in the execution of tasks;
- Attainment target 3: apply solutions: build practical skills and the technical competencies necessary for effecting a solution/outcome.
Physical Education:
regular practice in order to refine technique
- Attainment target: team tactics: Demonstrate advanced strategies and tactics in competitive play and undertake the role/roles of
player, coach or spectator.
ALGEBRA
TERM 2
UNIT OF WORK
About the Unit
- Participate in group discussions and activities;

- Define key terms;
- Expressions and equations;
- Formulate rules based on prior knowledge;
- Simplify expressions with like and unlike terms;
Solve equations;
- Simplify expressions.
Prior Learning
- Perform the four operations on integers;
- Compute using fractions.
UNITS OF WORK GRADE 7 ALGEBRA 1 TERM 2 – 2 weeks
UNIT TITLE: Making Rules, Equations & Inequalities, Simplification

Attainment Target(s): Objectives:
- Formulate rules from their knowledge of arithmetic properties;
Employ algebraic reasoning through the use of expressions, equations and - Define and identify variables, terms, constant, coefficient,
formulae to interpret, model and solve problems involving unknown quantities. expression, equation, and operations;
- Identify, add and subtract like and unlike terms;
- Use symbols to represent quantities which vary;
- Write equations to illustrate word problems;
- Solve simple linear equations using:
I. flow diagrams;
II. the balancing method;
- Simplify algebraic expressions by grouping like terms.
Suggested Teaching and Learning Activities Points to note Assessment
Students will: Active participation in group

DISASTER PREPAREDNESS INSTRUCTIONS discussions and activities
As a school project, gather all that is needed to prepare for a
disaster in respective groups. Determine how many of each item A disaster supplies kit is simply a collection of Engagement in problem-solving
would serve for a household and express the information gathered situations
basic items your household may need in the
using algebraic expressions and equations. event of an emergency.
Try to assemble your kit well in advance of an Definition of key terms
In groups, carry out assigned tasks of throwing a ball at a given emergency. You may have to evacuate at a
distance. Take turns throwing a ball. Record the distance and the moment’s notice and take essentials with you. Modelled expressions and
time it would take the ball after being thrown in tabular form e.g. equations
You will probably not have time to search for
the supplies you need or shop for them.
Throw Distance Time Rules formulated
You may need to survive on your own after an

emergency. This means having your Distinguish between equations
own food, water, and other supplies in and expressions
Discuss findings based on observations made.
sufficient quantity to last for at least 72 hours.
Equations solved correctly
Local officials and relief workers will be on the
scene after a disaster but they cannot reach Simplification of expressions
everyone immediately. You could get help in done correctly
hours or it might take days.
Additionally, basic services such as electricity,

gas, water, sewage treatment, and telephones
may be cut off for days or even a week, or
longer. Your supplies kit should contain items
to help you manage during these outages.
Have groups carry out various tasks e.g. write a

letter to the Chairman/Principal of the school
requesting permission to carry out the project
and a designated storage area. Use Internet-
generated devices to research an essential
items/content needed for a disaster as well as
for a First Aid kit. Identify the population of
the community, calculate different costs
needed to get the supplies, invite resource
personnel to speak to students about disaster
preparedness e.g. Red Cross, Police, Fire
Department, Jamaica Defence Force (JDF),
Jamaica Public Service (JPS), National Water
Commission etc.
As well, have students focus on local content

when carrying out their research including the
use of Resource Personnel e.g. population,
common illnesses i.e. diabetes, hypertension,
asthma, time of the year etc.
Guide students into formulating algebraic

expressions/equations to represent the
information that would have been calculated
e.g.
Required: 1 gallon of water for each person per

day for a 6 person household. How many
gallons of water would serve number of
households for 3 days? Hence, expression
would be: .
Have students represent information using

graphs e.g. table, bar, line etc.
For the activity on: “The Throwing of the Ball”,

have students engaged in meaningful
discussions based on a question and answer
session that will lead to the discoverY of the
formula: SPEED = DISTANCE TIME e.g.
Why do you think Time vary over the same
Distance?
Learning Outcomes:
Participate in group discussions and activities cooperatively;
Effectively engage in problem-solving situations;
Define of key terms;
Accurately model expressions and equations;
Formulate rules based on prior knowledge;
Correctly complete simplification of like and unlike terms;
Write equations and expressions using appropriate symbols;
Demonstrate the ability to solve equations correctly;
Simplify expressions fully
Work in groups, Problem-solve, use key terms correctly, Investigate the floor space of the “Shelter” to accommodate each
Determine methods, Model expressions, Model equations, individual’s bedding, mat, footwear etc.
Formulate rules, Identify key terms, Identify like and unlike terms, Research Algebra’s use in various careers.
Simplify expressions, Use symbols, Formulate equations, Solve
Research equations formulated in the sciences (social and physical) and
equations, Simplify expressions report findings. (Try to do the activities, where safe and appropriate, to
prove/discover formulas/equations, such as Boyle’s law, etc. )
Research how the braking system of vehicles work to safely stop cars and
what safe braking distances are in order to not have accidents.
Research the use and history of the speedometer and how it was
developed.
Investigate the speed of light.

Resources: Key Vocabulary:
Storage room, First Aid kits, stationery, Resource Personnel, the Algebra, Constant, Variable, Equation, Terms, Coefficient, Expression,
Internet, computers/tablets/smartphones, Teacher-generated Operations, Simplify, Substitute, disaster, preparedness, population, data,
tables, measuring tape, target for the ball, stopwatch. information, formulate, distance, speed, time, formulae
Technical and Vocational:
technologies;
tasks;
Science:
- Appreciate the importance of healthy lifestyle through the study of STDs, STIs and drug abuse;
Physical Education:
coach or spectator.
Social studies:
- Attainment target: present global information from maps, graphs, and pictures.
NUMBER
TERM 3
UNITS OF WORK
About the Unit

- Participate in group discussions;
- Tabulate data collected and classified;
- Draw Venn diagrams depicting data collected;
- Formulate questions that are thought-provoking and enable
critical thinking;
- Define key terms based on sets in their own words;
- Ways of presenting data;
- Give clear explanations of their experiences on “Sets” in journals.
Prior Learning
- Identify the ‘hidden question’ in a two-step problem;
- Write and solve mathematical sentences for a two-step problem;
- Generate number patterns and identify their rules using algebra;
- Solve word problems using algebraic expressions and formulae;
- Use the symbols >, <, =, ≠, ≥, ≤ to make a true mathematical sentence;
- Substitute in simple inequalities to make statements true;
- Substitute in algebraic expressions with up to two variables.
UNIT OF WORK GRADE 7 NUMBERS TERM 3 – 2 WEEKS
UNIT TITLE: SETS

Attainment Target(s): Objectives:
Number operation and application - Use the language of sets (including disjoint, null, complement
Use the basic operations, number relationships, patterns, number facts, and subsets);
calculators and software to compute and estimate in order to solve real-world - Identify and give examples of well-defined sets;
problems involving fractions, percentages, and decimals, and apply principles
- Illustrate data using Venn diagrams (at most two intersecting
of computation to solve real-world problems.
sets within the universal set);
- Obtain and interpret information from Venn Diagrams.

Students will:
Collect information about a particular grouping of persons (sample for Aspects of sets ought to be linked with Participation in group discussions
eg. Their classmates.) Develop questionnaires to capture age, gender, other areas in mathematics i.e.
favorite food, mode of transportation, color, the number of siblings statistics, algebra and geometry. Tables showing information collected
etc. (Note: restrict selection to at most three in each set in the initial and classified
stage). Talk about the set of male and female students, the set of Sets can be associated with areas in
meet/meat lovers, vegetarians etc Science, Geography, Social Studies, Venn diagrams depicting information
History e.g. classification of living and collected
Be grouped based on the month in which they were born. non-living things, planetary attributes,
Investigate and conduct interviews to decipher what else is common land and water terms, periods in times Questions formulated
or uncommon among them. Their findings will generate the types of etc.
sets (i.e. null/empty, sub-, intersecting, universal, disjoint, Definition of key terms
complement) e.g. Approach the concept of set as a
statistical tool used to collect, Display of information correctly
GROUPS COMMON UNCOMMON represent and capture important
(Months) FEATURES FEATURES features of a group.
JANUARY
FEBRUARY
MARCH
APRIL
MAY
JUNE
JULY
Collect, group and illustrate data using Venn diagrams.

Analyse data from Venn Diagrams drawn by other classmates.
Learning Outcomes:
- Tabulate information;
- Draw Venn diagrams correctly;

Research on John Venn, Evariste Galois and other contributors to Set
Work in groups, Investigate, Conduct interviews, Collect data, Theory.
Classify information, Illustrate information, Analyse information, Research on how Set Theory is used in everyday life.
Define key terms, Draw Venn diagrams, Participate in discussions,
Engage in problem-solving situations, Tabulate information,
Formulate questions.

Coloured pencils/crayons Venn diagram, Sets, Null/empty, Intersecting, Universal, Disjoint, Subsets,
Sheets of paper Complement, finite, infinite
Internet
Computer/tablet/smartphones

technologies;
- Attainment target 3 Apply solutions: manage resources with the aid of appropriate technologies in the execution of tasks.
Science:
- Use scientific knowledge to select appropriate experimental methods.
Physical Education:
- regular practice in order to refine technique;
coach or spectator.
About the Unit
- Use rating checklist in group presentations;

- Create scenarios in groups on the use of money in real-life situations;
- Conversion of currencies;
- Problem-solve situations;
- Engage in group discussions and activities;
- Computations of profit, loss and percentage amounts;
- ICT tools used to investigate, explore and demonstrate profit and loss.
UNITS OF WORK GRADE 7 NUMBERS TERM 3 – 3 WEEKS
UNIT TITLE: Consumer Arithmetic

- Compute the total price given quantity and unit price;
Number operation and application - Compute a unit price given the quantity and total price;
- Compute the quantity given the total price and the unit price;
Use the basic operations, number relationships, patterns, number
- Identify ‘best buys’ and bargains by comparison of unit costs;
facts, calculators and software to compute and estimate in order to solve real-
world problems involving fractions, percentages, and decimals, and apply - Calculate profit and loss in monetary and percentage terms;
principles of computation to solve real-world problems. - Convert Jamaican dollars to other currencies and vice versa.
Suggested Teaching and Learning Activities Points to note Assessment
Students will: Aspects of consumer arithmetic Completed rating checklist on

Engage in class discussions on how they use money in real-life can be linked with how money is group presentations
situations i.e. purchase items, save, invest etc. In pairs, discuss the used in areas of Social Studies,
following: Business Basics, and Home & Realistic Scenarios created on the
The difference between total price and unit price. Family i.e. fiscal budget, shopping use of money in real-life situations
Will the quantity of an item determine the total price and unit lists, price lists in stores etc.
price? Conversions of currencies
How is a profit made on an item? Currencies are used during
How is a loss made on an item? trading and foreign exchange. Problem-solving situations
List all the currencies used in our country.
Engagement in group discussions

As a whole class, create a scenario based on real-life experiences using cooperatively
“trashables” in the environment.
Completed computations involving
profit, loss and percentage
LUNCH LIST PRICES ($) amounts
1. Patties 110
2. Pizza 140
3. Bun & Cheese 150
4. Box Lunch 135
5. Potato Chips 80
6. Soda 90
7. Fruit Juice 120
8. Water 65
In pairs, using the “Best Buy” list above, and the scenario below.
Bill has $210.00 and would like to know how best to spend it making
sure he has a drink and something to eat to determine
How would you decide which is the best buy? (You can
use diagrams and explanations).
Use calculator to check results.
In pairs, read the scenario and do the following :

John purchased 25 Mocha vanilla milkshake for $1 950.00. He then
went to a meeting and sold them for $120.00 each.
Calculate the cost price of each milkshake;
Calculate the profit he made on selling the 25 cups of
milkshake;
Calculate the percentage profit he made;
Jane spent $900.00 buying milkshake at the same price;
John paid. How many milkshake did she purchase?
Use calculator to check results.
In groups, on the various currencies and each country of origin with

brief explanations. Make presentations of their findings using computer, multi-
media projector and any other available accessories. Give constructive
criticism based on observations and discussions. Complete a rating checklist on
each group’s presentation e.g.
CRITERIA RATINGS
(5)
1. Was the presentation
effective?
2. Did members of the group
work together?
In pairs, investigate the conversion of familiar currencies. Go online

and do an investigation of the currency exchange rates. For example, go to
an “Online Currency” converter at this site
http://www.google.com/finance/converter or use this converter if
there is no internet connection (NOTE: check the exchange rate for the day in
order to use the supplied converter). Put in any figure in $J and then select
the currency they would like to convert to.
Do several examples of these, and determine what computational

process is being done to arrive at the answer.
Be guided to perform the conversion the other way around. Use the
converter to convert from any currency to the Jamaican one dollar and observe
the results. From the results, determine what computational process would
have been used to arrive at the answers
Learning Outcomes:
- Convert various currencies correctly;
- Problem-solve situations effectively;
- Engage in group discussions and activities cooperatively;
- Complete computations involving profit, loss, and percentage amounts accurately;
- Use selected ICT tools to investigate, explore and demonstrate profit and loss.

Work in groups, Solve problems, Discuss, Compute accurately, Research ways in which aspects of consumer arithmetic are being used in
Convert currencies, Use calculator/App/Software, Critique real-life situations – with the aid of magazines, newspapers and business
constructively, Observe, Make presentation, Navigate digital magazines. Use data gathered above to create a class portfolio. Make
content, Manipulate digital content entries in their journals on the experiences gained based on the activities
Observe moral principles when using digital contents above. Use the Internet to research the conversion rates of other
currencies.
Participate in a debate on the topic: “Should all currencies be of equal

value?”
Research the “Barter System” which was in place before the use of money.
Research the ‘Silk Road’ trade route.

Design other means of exchange/paying for services instead of using
money
The Internet, Computer/tablets/smartphones, Accessories, Money, Percentage, Profit, Loss, Unit Price/unit cost, Total cost,
Journals, Magazines/Newspapers, Business journals, Calculator Currencies, Foreign Exchange, Trade (import/export), Conversion
Designing and producing:
- Use digital tools to design and produce creative multimedia products to demonstrate their learning and understanding of basic
technology operations.
Research, critical thinking, problem-solving and decision-making:

Digital citizenship:
- Attainment target 1 creativity and innovation: explore a range of problem solving contexts and develop ideas for solutions utilizing new
technologies;
Science:
- Appreciate the importance of healthy lifestyle through the study of STDs, STIs and drug abuse.
Physical Education:
coach or spectator;
- Understand the relationships between forces and motion, and illustrate these relationships in the environment and living things;
ALGEBRA
TERM 3
UNIT OF WORK
About the Unit

- Construct diagrams;
- Patterns in relations;
- Draw graphs using various media
- Predict outcomes;
- Draw conclusions based on graphs showing relations;
- Complete tables depicting relations;
- Patterns using cubes/blocks;
- Coordinates on a plane;
- Use Geometry software to explore coordinates.
Prior Learning
- Identify members of a set, equivalent sets, finite and infinite sets;
- Associate the numbers of members in a set with the properties of that set;
- Name and list members in the intersection or union of two sets;
- Draw Venn diagrams to show the intersection or union of two sets;
- Use the symbols associated with set operations – intersection and union.
UNIT OF WORK GRADE 7 ALGEBRA 2 TERM 3 – 5 WEEKS

UNIT TITLE: Relations, Functions & Graphs
- Write coordinates of points as ordered pairs;
Employ algebraic reasoning through the use of expressions, equations and
- Plot ordered pairs of numbers on the Cartesian plane;
formulae to interpret, model and solve problems involving unknown quantities.
- Read and identify points on the Cartesian plane;
- Connect points on the Cartesian plane to form patterns;
- Represent a mapping by (a) a mapping rule, (b) a mapping
diagram, (c) as a set of ordered pairs;
- Recognize and give examples of each of the following type of
mapping:
(i) one-to-one; (ii) one-to-many; (iii) many-to-one;
(iv) many-to-many.

Students will:
Access relevant Geogebra files to investigate properties of the
Ensure students have access to Diagrams correctly constructed
Cartesian plane (including domain, range, ordered pair, plotting points, reading
the files. Use as a whole class or
points, quadrants, etc)
on individual devices where Situations involving problem solving
possible. and critical thinking
Design questions to go with each
activity. Ensure the questions are Written descriptions of patterns
open-ended. identified
Predictions made based on patterns
Conclusions are drawn based on

graph showing relations
Completed tables depicting relations
Coordinates accurately located on

plane
Coordinates accurately plotted on

plane
Learning Outcomes:
- Actively and cooperatively participate in group activities and discussions;
- Construct diagrams accurately;
- Predict outcomes based on patterns observed;
- Draw conclusions based on graph showing relations;
- Accurately locate coordinates on a plane;
- Use appropriate software to explore coordinates.
Research Rene Descartes and his contribution to the coordinate system.
Engage in discussions, Construct diagrams, Make observations Compare this system to lines of latitude and longitude and their use in
Problem-solve, Think critically, Analyze information, Work in everyday life.
groups, Identify patterns, Draw graphs, Predict outcomes, Record Research other metric spaces such as the ‘fishbone’ metric space.
information, Interpret information, Model diagrams, Show
relationships, Model patterns, Deduce relations, Draw conclusions,
Complete tables accurately, Locate coordinates, Manipulate digital
content
Teacher-generated tables and worksheets, the Internet, Functions, Relations/relationships, Graphs, Data, Probability, Statistics,
Computer/tablets/smartphones, Multi-media projector Coordinates, Mappings, Points, Ordered pairs, Cartesian plane, Patterns,
One-to-one, One-to-many, Many-to-one, Many-to-many, domain, range,
independent, dependent, variable
- Attainment target 1 creativity and innovation: explore a range of problem solving contexts and develop ideas for solutions utilizing new
technologies;
tasks;
Science:
- Appreciate the importance of healthy lifestyle through the study of STDs, STIs, and drug abuse;
Physical Education:
- Attainment target: team tactics: Demonstrate advanced strategies and tactics in competitive play and undertake the role/roles of
player, coach or spectator.
Social studies:
- Attainment target: present global information from maps, graphs, and pictures.
NUMBER
TERM 3
UNITS OF WORK
About the Unit
- Participate in group discussions;

- Formulate questions that are thought-provoking and enable critical thinking;
- Ways of presenting data
Prior Learning
- Identify the ‘hidden question’ in a two-step problem;
- Write and solve mathematical sentences for a two-step problem;
- Generate number patterns and identify their rules using algebra;
- Solve word problems using algebraic expressions and formulae;
- Use the symbols >, <, =, ≠, ≥, ≤ to make a true mathematical sentence;
UNIT OF WORK GRADE 7 NUMBERS TERM 3 – 2 WEEKS

UNIT TITLE: SETS
Use the basic operations, number - Use the language of sets (including disjoint, null, complement and subsets);
relationships, patterns, number facts, - Identify and give examples of well-defined sets;
calculators and software to compute and - Illustrate data using Venn diagrams (at most two intersecting sets within the universal set);
estimate in order to solve real-world - Obtain and interpret information from Venn Diagrams.
problems involving fractions, percentages,
and decimals, and apply principles of
computation to solve real-world problems.

Students will:
In pairs, group living things in a variety of To which set do we belong? Investigate the five kingdoms: Animalia, Participation in group discussions
ways. Present information using creative Plantae, Fungi, Protista, Monera. and activities
means based on the names, descriptions, and
Have students discuss: All living organisms are classified into groups Tables showing data collected
differentiations of each group of living things
based on basic shared characteristics. Organisms within each group and classified
as it relates to the types of sets, that is
disjoint, null, complement, subsets, universal, are further divided into small groups. Smaller groups are based on
Venn diagrams depicting
more detailed similarities within each larger group. This grouping
intersecting etc. information
system makes it easier for scientists to study each group of
organisms. Characteristics such as appearance, reproduction, Questions formulated
mobility, and functionality are a few ways in which living organisms
are grouped together. These specialized groups are collectively Problem situations
called classification of living things. The seven levels of classifying
living things are: kingdom, phylum, cases, order, families, genus, and Definition of key terms
species.
Display of information
Have students view and discuss the classification of living things as a
PowerPoint presentation using the Website:
www.softschools.com/science/biology/classification_of_living_thing/
Have students write the names of living things e.g. dog,

Hummingbird, rose, snapper, frog, lizard, fern etc. (and/or pictures
for students who may have challenges in reading) on strips of paper.
Place strips with names of living things in a container.
Make sure the names of living things written are from at least 3-4
levels of classifications of living things. Have students select a strip
with the name of a living thing from the container.
Have students group themselves in a variety of ways according to the

names of living things on the strips of paper e.g. families,
commonalities, species etc.
Lead students in meaningful discussions on the types of sets formed

by the grouping of the names of living things on strips of paper e.g.
Universal, intersection, subsets, empty etc.
Have students represent sets on Venn Diagrams with no more than

two subsets for each Venn Diagram.
For entries in/on journals/blogs create a rubric to evaluate students’

experiences.
Learning Outcomes:
- Participate in group discussions and activities;
- Formulate questions that are thought-provoking and enable critical thinking;
- Display information effectively;
Classify, logical reasoning, investigate, research, make observations Research on John Venn and other contributors to set theory and its
importance and relevance to real life.
apply concepts, analyze, critique, organize, collect, match, sort,
problem-solve, Work in groups, Draw Venn diagrams, Formulate questions
Display information

markers, container, multimedia projector, smart phones/computers/ Sets, Venn Diagrams, classification, grouping, collecting, subsets,
tablets etc., teacher-generated worksheet/rubric empty/null sets, intersection, complement, Universal, Union,
disjoint, living things
Website:
www.softschools.com/science/biology/classification_of_living_thing/
http://www.fcps.edu/islandcreekes/ecology/classification.htm
http://anthro.palomar.edu/animal/
- Attainment target 1: creativity and innovation: explore a range of problem solving contexts and develop ideas for solutions utilizing new
technologies;
- Attainment target 3 Apply solutions: manage resources with the aid of appropriate technologies in the execution of tasks.
Science:
- Use scientific knowledge to select appropriate experimental methods.
Physical Education:
- regular practice in order to refine technique;
- coach or spectator.
About the Unit
- Use rating checklist in group presentations;

- Create scenarios in groups on the use of money in real-life situations;
- Conversion of currencies;
- Problem-solve situations;
- Engage in group discussions and activities;
- Computations of profit, loss and percentage amounts;
UNITS OF WORK GRADE 7 NUMBERS TERM 3 – 3 WEEKS
UNIT TITLE: Consumer Arithmetic

Use the basic operations, number relationships, patterns, number facts, - Compute the total price given quantity and unit price;
calculators and software to compute and estimate in order to solve real-world - Compute a unit price given the quantity and total price;
problems involving fractions, percentages, and decimals, and apply principles - Compute the quantity given the total price and the unit price;
of computation to solve real-world problems. - Identify ‘best buys’ and bargains by comparison of unit costs;
- Calculate profit and loss in monetary and percentage terms;
- Convert Jamaican dollars to other currencies and vice versa.
Students will: Models of hotels created software

or any available material
Ensure students have access to (i) the software for
In groups, design, and market a high-profit yielding hotel
using design 3d software. Focus on building costs, rules designing the hotel, (ii) information on taxes, (iii) Completed worksheets
and regulations, taxes, and income and all other variables amount of land available for use (iv) any other
Conversions of currencies using
that are to be taken into consideration.
information that they require. converter app.
Give a guided virtual tour through a hotel. Download
Problem-solving situations
Have students design things to sell and come up with cost this from the internet first. There are many
price, selling price, etc. they will have to design a website Cooperative engagement in group
advertisements available online.
to sell their product/advertise their product/give discussions and activities
discounts on bulk purchases/ etc. this will involve Have the modern languages department assist, along
currency conversion and perhaps should show on the Completed computations involving
with the business department, visual arts, etc.
website a currency converter, if using a website. profit, loss and percentage
Have an Excel file readily available on computers so amounts
students can go back and forth between checking their
profit margin and tweaking their hotel design — so no
calculations are needed on their part, they just need to
be able to know how to count the different types of
rooms. Have students create the spreadsheet, it
provides practice for understanding how cells work and
formulating equations.
Learning Outcomes:
- Convert various currencies correctly using convert app.;
- Problem-solve situations effectively in groups;
- Engage in group discussions and activities cooperatively;
- Complete computations involving profit, loss, and percentage amounts accurately;
- Accurately design and create models of hotels
- Correctly complete worksheets.
Develop logical argument, Compare, Create, Design, Investigate, Use Change the area of the land and challenge students to determine the
concepts to solve non-routine problems, Apply concepts, Tabulate, best possible costs of building a hotel with this new plot of land i.e.
profit, income, rates, taxes etc.
Collect and display, Convert currencies, Use converters/apps, Make a
presentation, Use a checklist. Estimate and rank the profit margins of other teams' hotels just by
looking at them (like on a -5 to +5 scale, -5 for biggest loss and +5 for
biggest profit).

Tax, Income, Rules, Regulations, Guidelines, Money, Percentage, Profit,
Websites: http://www.forbes.com/sites/quora/2013/02/28/what- Loss, Unit Price/unit cost, Total cost, Currencies, Foreign Exchange,
does-it-take-to-start-a-hotel/ Trade (import/export), Conversion
Rules and Guidelines Reference Sheet
Building Costs, Tax, and Income Reference Sheet
Scoring Activity Sheet, Multi-media projector
3d design software, Converter App. for converting currencies
Computers/smartphones/tablets, Business Journals

Research, critical thinking, problem solving and decision making:

Digital citizenship:
- Attainment target 1: Creativity and Innovation: explore a range of problem solving contexts and develop ideas for solutions utilizing new
technologies;
Science:
- Appreciate the importance of healthy lifestyle through the study of STDs, STIs, and drug abuse.
Physical Education:
coach or spectator;
- Understand the relationships between forces and motion, and illustrate these relationships in the environment and living things;

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GRADE 7

The study of Mathematics should enable students to become:

Critical thinkers, as well as, users and creators of Mathematics;

OVERVIEW OF SUBJECT CONTENT GRADE 7-9

SUBJECT TERM 1 TERM 2 TERM 3

UNIT 1 UNIT 1 UNIT 1

There are five Standards for Grades 7 through 9.

Strand: Number Strand: Measurement Strand: Geometry Strand: Algebra Strand :

4. Understand the concept of proposition 4. Define an argument

5. Identify and differentiate between 6. Apply deductive reasoning to determine the

6. Express simple and compound

Explore paths, Investigate the relationship among angles

1. Calculate unknown angles in given diagrams and

(b) perpendicular and

(c) line bisectors

Employ 1. Use the distributive property to simplify

1. Write a quadratic mapping as a set of

2. Plot the ordered pairs of a quadratic

3. Interpret the points of intersection of a

Strand 5: Statistics and Probability

Range and content:

Contribution to the competencies

GUIDANCE FOR THE TEACHER

About the Unit

In this Unit students will learn about/to:

- The differences between sets of real numbers;

UNIT TITLE: OPERATIONS ON REAL NUMBERS

Suggested Teaching and Learning Activities Points to Note Assessment

Key Skills Extended Learning

- Investigate complex and hypercomplex numbers.

- Investigate real numbers like π and (or any square root of a

- Research: “The golden ratio”.

- Investigate heights of mountain ranges and ocean depths,

Links to other subjects:

Research, Critical Thinking, Problem-solving, and Decision-making:

Technical and vocational:

In this Unit students will learn about/to:

- Instruments used to demonstrate a variety of measuring attributes;

UNIT TITLE: Measuring Concepts

Suggested Teaching and Learning Activities Points to Note Assessment

- Generate/Print requisite tables

SESSION TIME ON CLOCK(Analogy) TIME ON CLOCK (

- Be assigned a recording sheet with a set of clock faces. Listen carefully

Use the table above to answer the following questions:

Shape Perimeter Area

Key Skills Extended Learning

Links to other subjects:

- Use scientific knowledge to select appropriate experimental methods;

In this Unit students will learn about/to:

- Complete tables on solid shapes;

Check that students can:

UNIT OF WORK GRADE 7 GEOMETRY 1A TERM 1: 1 week

UNIT TITLE: SOLIDS

Key Skills Extended Learning:

Research the life of Leonard Euler and his contributions to

Resources: Key vocabulary:

Links to other subjects:

Technical and vocational:

- Use scientific knowledge to select appropriate experimental methods;