NAME: _____________________________________________________
CLASS: VII (SEVENTH) SECTION : B ROLL NO. _____________
SCHOOL: KENDRIYA VIDYALAYA GACHIBOWLI, GPRA CAMPUS, HYD – 32
Subject : Mathematics Level B1 Class – VII Lesson: 1 (Integers)
Skill/Competency Target Learning Suggested Strategies
/Concept Outcomes
Computational Skill Understanding and use of Individual task
Properties of Addition Properties of Addition and Group task
and subtraction of subtraction of integers Maths Lab Activity
integers Understanding and use of Crossword puzzle
Multiplication and Multiplication of two Oral test based on
division Operation on integers with same and Mental math
integer. opposite signs.
Properties of Understanding and use of
Multiplication and Properties of
Division of integers Multiplication of integers
Word problem solving Understanding and use of
Division of two integers
with same and opposite
signs.
Understanding and use of
Properties of Division of
integers.
Word problem solving.
Activity – I TLO: Addition and Subtraction of two integers with same and
opposite signs.
Addition and Subtraction of Integers
Activity Overview
In this activity, students investigate how addition or subtraction of integers is done using
number line.
Use the number line for adding and subtracting integers:
Add a positive integer by moving to the right on the number line
Add a negative integer by moving to the left on the number line
Subtract an integer by adding its opposite
ADDITION
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SUBTRACTION
Activity – II
TLO: Multiplication of two integers with same and opposite signs.
Multiplication of Integers--Repeated Addition and Subtraction
Activity Overview
In this activity, students investigate how repeated addition or subtraction is related to
multiplication.
Use number line to multiply integers
Add a positive integer 2, 3 times (2 + 2 + 2) and observe the distance moved towards right
side on the number line
Observe this is the same as four times the integer (2 x 3)
Similarly, add a negative integer three times 0 + (-2) + (-2) + (-2), this is the same as 3x - 2
Compute (0 - 2 - 2 - 2) and notice that this is equivalent to - 3 x 2
Compute 0 –(-2)– (-2)–(-2) and observe this is equivalent to - 3 x - 2
Examples:2 x 3 = 6
Multiplying is really just showing repeated adding. So, we need to add 2 three times. 2 + 2 +
2=6
Examples:-2 x 3 = -6
This one is asking us to add -2 three times. That means that we would have -2 + -2 + -2 = -6.
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Examples:-2 x -3 = 6
This example says that we should add -2 negative 3 times.
The negative symbol as means "the opposite". So if we are going to add - 2 the opposite of 3
times, we will move in the opposite direction on the number line. We had moved to the left,
so now we move to the right.
Activity – III
TLO: Division of two integers with same and opposite signs.
Division of Integers--Repeated Subtraction
Activity Overview
In this activity, students investigate how repeated addition or subtraction is related to
Division.
Use number line to divide integers
Divide 14 by 7
7 is subtracted repeatedly from 14 using the number line
When 7 is subtracted 2 times from 14 in the number line, then we get the remainder zero.
Thus, 7 is subtracted from 14, 2 times.
Hence, 14 ÷ 7 = 2, 2 is the quotient.
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Subject : Mathematics Level B1 Class – VII Lesson: 2
(Fractions & Decimals)
Skill/Competency Target Learning Suggested Strategies
/Concept Outcomes
Computational Skill Understanding and use of Individual task
Fractions Addition and subtraction Group task
Addition and subtraction of fractions. Maths Lab Activity
of fractions. Understanding and use of Crossword puzzle
Multiplication and Multiplication and Oral test based on
Division of a fractions Division of a fractions Mental math
Decimals Understanding and use of
Addition and subtraction Addition and subtraction
of Decimals. of Decimals.
Multiplication and Understanding and use of
Division of a Decimals Multiplication and
Word problems solving Division of a Decimals
Word problems solving
Activity – I TLO: Addition of fractions
Add the fractions to get sum 10½ column wise, row wise or diagonal wise.
3
1
3
2
4 5
Activity – II TLO: Addition of decimals
Add the decimal numbers to get sum 3.0 column wise, row wise or diagonal wise.
1.4
1.0
1.1 1.3
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Activity – III TLO: Addition and Subtraction of fractions
Complete the Blank circles with fractions using Addition and Subtraction of fractions.
Activity – IV TLO: Multiplication of fractions
Multiplying fractions with numerator 1.
1 1
To multiply and using activity method.
3 4
Draw a rectangle and divide it into three equal parts from left to right
Each part is one-third of the whole rectangle. Shade one of these parts. The shaded part
1
represent the fraction .
3
1
To represent the fraction , divide the rectangle into four equal parts from top to bottom
4
and mark it with cross lines.
1
The part of the rectangle with both shading and cross lines represents the product i.e.
12
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Subject : Mathematics Level B1 Class – VII Lesson: 3(Data Handlings)
Skill/Competency Target Learning Suggested Strategies
/Concept Outcomes
Computational Skill Interpretation of data Individual task
Interpretation of data To draw and use of Bar Group task
Bar Graph Graph. Maths Lab Activity
Mean , Median and mode To find Mean , Median and Crossword puzzle
of given data. mode of given data. Oral test based on
Simple Problems based on Mental math
Probability.
Activity – I TLO :Interpretation of data, To find mean and median
The following double bar graph represents test matches results summary for Cricket Team
of country X against different countries.
Use the bar graph to answer the following questions:
1. Which country has managed maximum wins against country X?
2. Which country has managed minimum wins against country X?
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3. Write the total matches played by country X with different countries.
4. Find the ratio of Country wining to lost against all countries.
5. By which country, country X played maximum matches?
6. By which country, country X played minimum matches?
7. Number of wins of country E is the same as number of losses of which country
against country X?
8. The difference between the number of matches won and lost is highest for which
country against country X?
9. The difference between the number of matches won and lost is lowest for which
country against country X?
10. Write the countries which has number of matches won is more than the lost against
country X?
11. Find the mean and median of all winnings of country X against all countries.
12. Find the mean and median of all loses of country X against all countries.
Activity - II
Throw a dice 100 times. After each throw, record the number on the top face. Complete
the given tally table and draw a bar graph for the data you have recorded.
Number Tally marks Frequency
Total 100
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Subject : Mathematics Level B1 Class – VII Lesson: 4(Simple Equations)
Skill/Competency Target Learning Suggested Strategies
/Concept Outcomes
Computational Skill To set a simple equation Individual task
Setting up of an Equation To solve simple equations. Group task
Solving simple equations. Word problem solving. Maths Lab Activity
Word problems based on Crossword puzzle
simple equations. Oral test based on
Mental math
Activity – I TLO: To set a simple equation, To solve simple equations
and Word problem solving.
A ball pen is of length 15 cm and its bottom part is of 7 cm. Form the linear equation by
taking the upper part as ‘x’ cm then find the value of x.
Activity – II TLO: To set a simple equation, To solve simple equations
and Word problem solving.
A spoon is of the length 18 cm and its handle part is of length 12 cm. Form the linear
equation.
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Activity – III TLO: To simple equation using activity method.
To solve x + 4 = 7
Start by taking one white rectangular piece to represent ‘x’ and 11 white square pieces
to represents constant 4 and 7.
Create two separate work areas – one for LHS and the other for RHS of the equation.
Keep the white rectangle piece and 4 white square pieces on LHS and 7 white square
pieces on RHS.
To remove the constant 4 on LHS, add three green (negative) colour square pieces to
both areas. This is equivalent to adding –3 to both sides. This is done to create 0 pairs.
Remove the 4 zero pairs from each side to obtain the solution x = 3.
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Subject : Mathematics Level B1 Class – VII Lesson: 5(Lines and Angles)
Skill/Competency Target Learning Outcomes Suggested Strategies
/Concept
Computational Skill Understanding and use of Individual task
Pairs of angles: Pairs of angles: Group task
Supplementary, Supplementary, Maths Lab
complementary, adjacent complementary, adjacent Activity
angles, Linear pair, angles, Linear pair, vertically Crossword puzzle
vertically opposite angles. opposite angles. Oral test based
Pairs of lines: Intersecting Understanding and use of on Mental math
lines, transversal and Pairs of lines: Intersecting
angles made by lines, transversal and angles
transversal in parallel made by transversal in
lines. parallel lines.
Checking of parallel lines. Understanding and use of
Properties of the pair of
corresponding angles,
alternate interior and exterior
angles, sum of co-interior
angles on same side of
transversal line.
Checking of parallel lines.
Activity – I TLO: Properties of the pair of corresponding angles.
To verify by activity method that if two parallel lines are cut by a transversal, each pair of
corresponding angles are equal.
Draw a pair of lines AB || CD and transversal line EF intersecting the two parallel
lines at P and Q.
Draw an arc on angle EPB.
Make replica of EPB using carbon paper or tracing paper or colour paper.
Place the replica of EPB on PQD.
Ask the student to observe.
Observation: EPB and PQD exactly coincide with each other which shows the
corresponding angles are equal.
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Activity – II TLO: Properties of the pair of alternate interior angles
To verify by activity method that if two parallel lines are cut by a transversal, each pair of
alternate interior angles are equal.
Draw a pair of lines AB || CD and transversal line EF intersecting the two parallel
lines at P and Q.
Draw an arc on angle APQ.
Make replica of APQ using carbon paper or tracing paper or colour paper.
Place the replica of APQ on PQD.
Ask the student to observe.
Observation: APQ and PQD exactly coincide with each other which shows the alternate
interior angles are equal.
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Subject : Level B1 Class – VII Lesson: 6
Mathematics (Triangles and its properties)
Skill/Competency Target Learning Outcomes Suggested Strategies
/Concept
Computational Skill Understanding Types of Individual task
Drawing skill triangles. Group task
Types of triangles. Understanding and use of Maths Lab
Angle sum property Angle sum property Activity
Exterior angle property Understanding and use of Crossword puzzle
Property of lengths of Exterior angle property Oral test based
sides of a triangle. Understanding and use of on Mental math
Pythagoras theorem. Property of lengths of sides of
a triangle.
Understanding and use of
Pythagoras theorem.
Activity – I TLO: Types of triangles.
To get a median of a triangle from any vertex, by activity method.
To verify that in a triangle medians passes through a common point, by activity method.
Draw any triangle ABC on white sheet as shown in below figure.
Fold the sheet smoothly such that B should join C, this will produce a crease which will
divide BC, this is the midpoint of BC name it as D, as shown in below figure.
Now again fold the sheet such that the fold (crease) should join A and D.
Dark the crease with any colour which is joining A and D as shown in below figure.
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This line AD is called median, which is joining vertex A to midpoint of BC.
Repeat the steps 2 to 5 two more times to find other two medians which should join other
vertices to their respective opposite sides (with different colours) as shown in below
figure.
All three medians will coincide at one common point name it as G.
Activity – II TLO: Angle sum property of a triangle.
To verify by activity method that the sum of interior angles of a triangle is 1800.
Draw a triangle ABC.
Draw an arc on angle A, B and C.
Make replica of A, B and C using carbon paper or tracing paper or colour
paper.
Place the replica of A, B and C. together.
Ask the student to observe.
Observation: A, B and C forms a line which shows that the sum of the interior
angles of a triangle is 1800.
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Activity – III TLO: Exterior angle property of a triangle.
To verify that an exterio angle of a triangle is equal to the sum of the two interior opposite
angles by activity method.
Draw any triangle ABC on white sheet.
Colour some part of the angles opposite to C as shown in figure.
Mark one point on each side of the triangle as shown in figure.
Extend the side BC outside as shown in below figure.
Cut out the two angles A and B from the points D, E and F. The three contents are
shown in below figure.
Place both the angles cut on the exterior angle as shown in below figure.
Observe carefully that the two cut pieces placed on exterior angle should cover it
properly.
Result: The pieces placed on the exterior angle covers it completely which means in triangle
ABC: A + B = exterior C.
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Subject : Mathematics Level B1 Class – VII Lesson: 7
(Congruence of triangles)
Skill/Competency Target Learning Suggested Strategies
/Concept Outcomes
Computational Skill Understanding Individual task
Congruence of plane Congruence of plane Group task
figures, line segments figures, line segments Maths Lab Activity
and angles. and angles. Crossword puzzle
Congruence of triangles Understanding and use of
Criteria for Congruence Congruence of triangles
of triangles. Understanding and use of
Criteria for Congruence
of triangles.
Activity – I TLO: Identification of criteria for Congruence of triangles.
Given below are measurements of some parts of two triangles. Examine whether the two
triangles are congruent or not. Complete the table accordingly.
Figure No. Whether the triangles are Name the criteria for Congruence
congruent? (Yes/No) of triangles (if congruent)
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
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Activity – II TLO: SSS criteria for Congruence of triangles.
To verify SSS criteria for congruency of triangles by activity method.
Make a pair of triangles ABC and DEF in which AB=DE, BC=EF, AC=DF on a glazed
paper and cut them out (see below figure)
Superpose ∆ABC on ∆DEF and see whether one triangle covers exactly the other triangle
or not by suitable arrangement.
Observe that ∆ABC covers ∆DEF completely only under the correspondence A↔D,
B↔E, C↔F. So ∆ABC ∆DEF if AB=DE, BC=EF, AC=DF
This is SSS criteria for Congruence of triangles.
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Activity – III TLO: SAS criteria for Congruence of triangles.
To verify SAS criteria for congruency of triangles by activity method.
Make a pair of triangles GHI and JKL in which GH = JK, GI = JL, G = J on a glazed
paper and cut them out (see below figure)
Superpose ∆GHI on ∆JKL and see whether one triangle covers exactly the other triangle
or not by suitable arrangement.
Observe that ∆GHI covers ∆JKL completely only under the correspondence G↔J, H↔K,
I↔L. So ∆GHI ∆JKL if GH = JK, GI = JL, G = J
This is SAS criteria for Congruence of triangles.
Activity – IV TLO: ASA criteria for Congruence of triangles.
To verify ASA criteria for congruency of triangles by activity method.
Make a pair of triangles PQR and STU in which QR = TU, Q = T, R = U on a
glazed paper and cut them out (see below figure)
Superpose ∆PQR on ∆STU and see whether one triangle covers exactly the other triangle
or not by suitable arrangement.
Observe that ∆PQR covers ∆STU completely only under the correspondence P↔S,
Q↔T, R↔U. So ∆PQR ∆STU if QR = TU, Q = T, R = U
This is ASA criteria for Congruence of triangles.
Activity – IV TLO: RHS criteria for Congruence of triangles.
To verify RHS criteria for congruency of triangles by activity method.
Make two right triangles XYZ and LMN in which hypotenuse YZ = hypotenuse MN,
X = L = 900, XZ = LN on a glazed paper and cut them out (see below figure)
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Superpose ∆XYZ on ∆LMN and see whether one triangle covers exactly the other
triangle or not by suitable arrangement.
Observe that ∆XYZ covers ∆LMN completely only under the correspondence X↔L,
Y↔M, Z↔N. So ∆XYZ ∆LMN if hypotenuse YZ = hypotenuse MN, X = L =
900, XZ = LN.
This is RHS criteria for Congruence of triangles.
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