Professional Documents
Culture Documents
Mathematics Curriculum
2017 - 2018
Class 7
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Any amendments in this document shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017 - 2018
The Mathematics Curriculum is one complete document divided into different sections. The complete
curriculum is uploaded on ODP server and is provided to each school in a CD. This document includes:
1. Scheme of Work……………………………………………………………………………………………………
3. Curriculum Planners.…………………………………………………………………………………………..
(This is a macro planner for teachers and provides details for which learning objective targeting which
content/topic/skill with which resource using what assessment method a teacher will complete in a
week/unit.)
Important Note
It will be pertinent to note that to understand the document and implement it effectively, it is important
to refer the complete document on ODP or CD regularly. Especially, the following must be consulted before
planning each lesson.
Assessment and examination: Information gathered through assessment will help teachers to determine
students’ strengths and weaknesses in their achievement of the curriculum expectations in each grade.
This information will serve to guide teachers in adapting instructional approaches to students’ needs and
in assessing the overall effectiveness of programmes and classroom practices.
For students, it is of significant determinant of what, when and how they are going to be assessed. This
section helps teachers to take aid while planning ongoing assessments to prepare their students in the
same way in which they are going to be assessed in the examination using the assessment policy to be
part of their daily understanding (since policy document is not easily available with every teacher at all
times). It specifically talks about AfL (assessment for learning) and AoL (assessment of learning) including
coursework assessment details and unified paper structure.
Guidelines for teachers: The successful implementation of any curriculum involves thoughtful planning
and hard work on many levels. At the classroom level, developing supportive and productive teaching
activities that engage the range of learners in understanding is the key. This section provides a bank of
teaching strategies, criteria for various subject topics, from where the teachers can pick and choose the
activities and contexualise them as per their lesson planner and learners.
Digital Resources: digital copies of teachers’ resource books for Mathematics and books are available on
ODP and on CD with the school head.
This document is the intellectual property of The City School and any unauthorised use is prohibited.
Any amendments in this document shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017 - 2018
The total number of active teaching weeks for AY 2017-18 is 31 (excluding revision and
examination weeks):
This document is the intellectual property of The City School and any unauthorised use is prohibited.
Any amendments in this document shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017 - 2018
Term II
This document is the intellectual property of The City School and any unauthorised use is prohibited.
Any amendments in this document shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
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Mathematics Curriculum 2017-18
Denominator of the fraction should not be equal to zero, as division by zero is Questions based on the construct ‘Would you rather?’ can be found at:
undefined. http://wyrmath.wordpress.com/2014/04/16/would-you-rather-32/ The questions can be used in in
22 the form in which they are offered or adapted to suit local currencies etc.
𝜋 is an irrational number while its approximate value which is equal to is a http://nrich.maths.org/9923
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rational number.
3 4
Reciprocal is the inverse of the fraction. For example reciprocal of is
4 3
Suggested Method of Assessment:
Assessment for Learning: Skill Check:
Topic Quiz daily/ weekly. One question per day based on prior knowledge or on Quick Check: 4024 past examination papers:
the current topic to be written on board and students trained to solve it within a Jun 12 Paper 11 Q2a
limited time (using mini whiteboards)/ self and peer assessment. Jun 12 Paper 12 Q10a
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce Jun 13 Paper 12 Q9c
work time by encouraging students to use simple Mental Math strategies. Keep a Nov 13 Paper 11 Q1b
record of the progress of each student. Or questions from the suggested resources.
The Strange Bank Account from NRICH could provide a starting point for an Written Work: please refer to “Content Section”.
interesting investigation: http://nrich.maths.org/9923 (I/F)
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
8
Mathematics Curriculum 2017-18
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
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Mathematics Curriculum 2017-18
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
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Mathematics Curriculum 2017-18
Find area of a parallelogram and a trapezium; Syllabus - D Cambridge Checkpoint workbook 2 Ex 18.3
Find unknown measurements when Book 1 Chapter 8, Cambridge O Level Mathematics Volume 1 Chapter 8
area/perimeter is given; Ex 8 b, Ex. 8 c Ex. 8.4
Find area and perimeter involving composite
shapes (shaded and un- shaded region).
Lesson Support
Prior Knowledge Words to Remember Teaching Tips/ Teaching Strategies
Perimeter, Area, Teaching Tips
Circumference, Radius, Make the units same before finding the perimeter or area if two different units are
draw circles with different
Diameter, pi, Revolution, given.
radii
rotation, Base, Parallel sides, Composite shapes can be divided into small sections to find their perimeter and area
Find perimeter and area of
Adjacent sides, Make the units same before finding the perimeter or area, if two different units are
rectangles and squares by
Parallelogram, Trapezium, given.
using formula;
Perpendicular distance i.e. Composite shapes can be divided into small sections to find their perimeter and area
Find the unknown side when
height, Square unit It may be helpful to show learners how the area formulae for a parallelogram and a
the area of rectangle or square
trapezium may be obtained by splitting them into two triangles. After this, encourage
is given;
them to work with the area formulae. (W)
Find perimeter of regular and
Give them practice in finding areas and perimeters, making sure that they give the
irregular polygons;
appropriate units in their answers. (G/I)
Find the perimeter of composite Learners need to be able to solve problems involving area, for example finding out
shapes how many square paving slabs would cover a given area. (G/I)
Learners also need to be able to find area and perimeters of compound shapes, for
example splitting an L-shape into two rectangles. (G/I)
Real World Connection Misconceptions / Facts to Project / Bulletin Board Ideas / Subject Integration
Remember
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
The distance travelled on a bicycle Facts to remember Work on circles in section 7.7 of:
is calculated by multiplying the Unit of area is a square unit, www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bkb7.pdf
number of rotations by a point on read as square centimeter or BBC Bitesize has work on circles:
square metre. www.bbc.co.uk/schools/gcsebitesize/maths/geometry/
the wheel circumference.
Perimeter of any quadrilateral Articles giving more background about the formulae for area and circumference, and
Finding the areas of different is the sum of the π, may be found for example at
measurements of its sides. www-gap.dcs.st-and.ac.uk/~history/HistTopics/Pi_through_the_ages.html
shape is essential in architecture,
Unit of area is a square unit,
from houses and flats to the most read as square centimeter or Learners can make a project in which they calculate the cost of redecorating a room,
spectacular buildings in the world. square metre. deciding what measurements they require; finding areas and using them to calculate
paint or wallpaper quantities, costs of flooring etc. (G/I)
Work on the area and perimeter of squares, rectangles and triangles at section 7.6:
www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bkb7.pdf
BBC Bitesize has work on area and perimeter:
www.bbc.co.uk/schools/gcsebitesize/maths/geometry/
Evaluating Statements about Length and Area, a resource from the UK Department
for Education’s Standards Unit, asks learners to consider a variety of statements and
respond using their own examples or counter-examples:
www.nationalstemcentre.org.uk/elibrary/resource/2031/evaluating-statements-
about-length-and-area-ss4
Suggested Method of Assessment
Assessment for Learning: Skill Check:
Topic Quiz daily/ weekly. One question per day based on prior knowledge or on the Cambridge Checkpoint Maths workbook 2 Ex 18.5
current topic to be written on board and students trained to solve it within a limited Mathematics Book 1Revision Exercise II No1 Q no 7a,Revision Exercise II No 3 Q no
time (using mini whiteboards)/ self and peer assessment. 9 a, Revision Exercise III No 3 Q no 4
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work Quick Check:
time by encouraging students to use simple Mental Math strategies. Keep a record of 4024 past examination papers:
the progress of each student. Jun 12 Paper 12 Q4,Jun 12 Paper 21 Q4b and 5a,Nov 12 Paper 11 Q22a,Nov 12
Paper 21 Q5a and Q5b,Jun 13 Paper 11 Q5, Q14a and Q14b, Nov 13 Paper 21
Q8a,Nov 13 Paper 22 Q4a, Jun 12 Paper 21 Q4a,Nov 12 Paper 11 Q15,Nov 12 Paper
12 Q3,Jun 13 Paper 11 Q1,Jun 13 Paper 21 Q6aii,Jun 13 Paper 22 Q4a and Q4bi
Nov 13 Paper 22 Q1a
Or questions from the suggested resources.
Written Work: please refer to “Content Section”.
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
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Mathematics Curriculum 2017-18
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
Use problems involving other rates, for example the volume of water per minute that is flowing through a tap. (W/G/I)
Use unitary method to solve problems based on direct and inverse Proportion.
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
‘Proportion’ is a statement which shows that two ratios are equivalent
Suggested Method of Assessment:
Assessment for Learning: Skill Check:
Topic Quiz daily/ weekly. One question per day based on prior knowledge or on the current Quick Check: 4024 past examination papers:
topic to be written on board and students trained to solve it within a limited time (using mini Jun 12 paper 12 Q16
whiteboards)/ self and peer assessment. Jun 12 paper 21 Q7a
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work time by
encouraging students to use simple Mental Math strategies. Keep a record of the progress of Nov 12 paper 11 Q19
each student. Nov 12 paper 12 Q24
Jun13 paper 21 Q 2a
Jun 12 Paper 12 Q5
Or questions from the suggested resources.
Written Work: please refer to “Content Section”.
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
Assessment for Learning: Skill Check: Cambridge Checkpoint workbook2 Exercise 18.4
Topic Quiz daily/ weekly. One question per day based on prior knowledge or on the Quick Check: 4024 past examination papers:
current topic to be written on board and students trained to solve it within a limited Nov 12 Paper 21 Q5b, Nov 12 Paper 22 Q7a, Jun 13 Paper 21 Q9a and Q9b, Jun
time (using mini whiteboards)/ self and peer assessment. Lesson Starters / Plenary: 13 Paper 22 Q12a, Nov 13 Paper 21 Q10b
Increase the level of difficulty gradually and reduce work time by encouraging Or questions from the suggested resources.
students to use simple Mental Math strategies. Keep a record of the progress of each Written Work: please refer to “Content Section”.
student.
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
Assessment for Learning: Skill Check: Textbook 1 , Revision Exercise IV No.2 Q no 5 , Textbook 1 , Revision Exercise IV No.3 Q no 3 Cambridge
Topic Quiz daily/ weekly. One question per day based on prior knowledge or on the Checkpoint Maths Workbook 1 Chapter 17,Exercise 17.1, exercise 17.3 ,
Quick Check: 4024 past examination papers: Nov 12 Paper 21 Q4, Nov 12 Paper 22 Q4a, Jun 13 Paper 21 Q2 bi
current topic to be written on board and students trained to solve it within a limited or questions from the suggested resources.
time (using mini whiteboards)/ self and peer assessment. Lesson Starters / Plenary: Written Work: please refer to “Content Section”.
Increase the level of difficulty gradually and reduce work time by encouraging
students to use simple Mental Math strategies. Keep a record of the progress of each
student.
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
22
Mathematics Curriculum 2017-18
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
23
Mathematics Curriculum 2017-18
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
24
Mathematics Curriculum 2017-18
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
25
Mathematics Curriculum 2017-18
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
26
Mathematics Curriculum 2017-18
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
27
Mathematics Curriculum 2017-18
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
Bulletin Board Ideas: Along with the vocabulary words, Tally charts can be put on
∑ 𝑓𝑥 bulletin board after each Math lesson about its understanding
𝑋̅ = ∑𝑓
where f= frequency and x is the measure of e.g age/ marks etc.
depending upon the type of data. Online:
The median for an odd number of data is the middle value; while BBC Bitesize has work on charts, diagrams and statistical calculations:
that of an even number of data it is equal to the sum of the two www.bbc.co.uk/schools/gcsebitesize/maths/statistics/
middle values divided by 2. Work on tables and charts at:
Mode is the most frequent value in the given data www.cimt.plymouth.ac.uk/projects/mepres/allgcse/bkb8.pdf
Two worksheets on interpreting athletics data are available at:
www.cimt.plymouth.ac.uk/resources/res1/dint1.htm and
www.cimt.plymouth.ac.uk/resources/res1/dint2.htm , with links to the data relevant files.
If you do not have printed charts that you can show, you could draw them yourself on
Excel or using GeoGebra, perhaps using an extract of data from
www.censusatschool.ntu.ac.uk/
Global and regional statistics, e.g. the populations for different districts in a country are
available at:
www.geohive.com/
Suggested Method of Assessment
Assessment for Learning: Skill Check:
Topic Quiz daily/ weekly. One question per day based on prior knowledge or on the current Quick Check: 4024 past examination papers:
topic to be written on board and students trained to solve it within a limited time (using mini Nov 12 Paper 11 Q11
whiteboards)/ self and peer assessment. Nov 12 Paper 12 Q9
Lesson Starters / Plenary: Increase the level of difficulty gradually and reduce work time by
Jun 13 Paper 12 Q19
Jun 13 Paper 21 Q4b and Q12 b
encouraging students to use simple Mental Math strategies. Keep a record of the progress of
Jun 13 Paper 22 Q10b
each student. Nov 13 Paper 22 Q2a, Q2bi and Q2bii
Or questions from the suggested resources.
Written Work: please refer to “Content Section”.
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any amendments in this document
shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
The Project
Subject: Mathematics UNIT PLAN Topic: Number Sequence Project Term I
- Teacher will divide the class in either 3 or 6 groups. Project plan and individual group project cards with be shared with
the students.
- Students will plan the décor, seating arrangement and trophy design according to their group project card.
- Students will prepare two most suitable, economical and effective proposals on MS Word. (Lab Work).
- Students will present their findings in the form of a proposal (MS. Word).
Unit Extension
Students will share their experience, findings, plan and analysis with the class in the form of a presentation through SKYPE or
broadcasting with other schools of TCS.
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any
amendments in this document shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
Carpet Décor
Seating Arrangements
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any
amendments in this document shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
Trophy
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any
amendments in this document shall be controlled by the Studies Department only.
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Mathematics Curriculum 2017-18
“Am I Golden?”
Project Output:
- Report based on the activity sheet.
- Display of reports in the class next to the interactive bulletin board.
Unit Extension
Research work can be given to the students to explore more about this Golden Ratio concept. Video http://vimeo.com/3206907 refers to
the golden ratio and the golden mean can be shared with the students.
This document is the intellectual property of The City School and any unauthorised use is prohibited. Any
amendments in this document shall be controlled by the Studies Department only.
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