Gr 7 Term 4 2017 Maths Tracker

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Gr 7 Term 4 2017 Maths Tracker

Gr 7 Term 4 2017 Maths Tracker

© All Rights Reserved

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Mathematics

Teacher Toolkit: Planner and Tracker

2017 TERM 4

CONTENTS

1. Overview of Mental Mathematics Support Provided in the LTSMs___ 91

B. Lesson Preparation Key Steps_______________________________________ 4 2. Programme of Mental Mathematics Activities for Fractions_______ 92

3. Printable Resources for the Mental Mathematics Programme_____ 94

C. Trackers for Each Set of Approved LTSMs ____________________________ 7

1. Clever Keeping Mathematics Simple____________________________ 7

2. Mathematics Today__________________________________________ 16

3. Oxford Headstart Mathematics_______________________________ 25

4. Oxford Successful Mathematics_______________________________ 34

5. Platinum Mathematics_______________________________________ 43

6. Premier Mathematics________________________________________ 52

7. Solutions for All Mathematics_________________________________ 61

8. Spot On Mathematics_______________________________________ 70

D. Assessment Resources_____________________________________________ 79

1. Assessment Term Plan_______________________________________ 79

2. Suggested Assessment Record_______________________________ 80

3. Grade 7 Mathematics Exemplar End-of-Year Examination________ 81

4. Grade 7 Mathematics Exemplar End-of-Year Examination:

Memorandum____________________________________________ 87

5. Analysis of Cognitive Levels__________________________________ 89

A. ABOUT THE TRACKER AND RESOURCES (LTSMs), links are given to the relevant pages in both the Learners Book and Teachers

Guide to make it easier for you to access the correct resources.

In a few instances, when necessary, we recommend that you should use only selected

1. Purpose of the tracker

activities from the Learners Book. This is when the recommended exercises have more

The Grade 7 Mathematics Curriculum and Assessment Planner and Tracker is a tool to work than can be done in the time allocated to the lesson. *Select is marked at the top

support you in your role as a professional teacher. Its main purpose is to help you keep of the relevant pages in the tracker in these cases. In other instances, the Learners Books

pace with the time requirements and the content coverage of the CAPS. The tracker do not have sufficient activities for learners to consolidate work done on a topic, and in

provides a programme of work which should be covered each day of the term and these cases, we recommend that you supplement the recommended activities using the

a space for reflection on work done. By following the programme in the tracker, you DBE worksheet referred to by the page number given in the DBE column. You could also

should cover the curriculum in the allocated time, and complete the formal assessment use other approved Learners Books or other resources which you may have.

programme. By noting the date when each lesson is completed, you can see whether

or not you are on track and if not, you can strategise with your head of department The tracker uses the latest print editions of the eight approved Learners Books. It is

and peers as to how best to make up time to ensure that all the work for the term is important to note that page numbers may differ slightly from other print runs of the

completed. In addition, the tracker encourages you to reflect on what in your lessons same book. If the page numbers in your edition are not exactly the same as those

is effective, and where content coverage could be strengthened. These reflections given in the tracker you should use the activity/exercise numbers given in the tracker

can be shared with colleagues. In this way, the tracker may encourage continuous to guide you to the correct pages. These should only be a page or two different from

improvement in practice. This tracker should be kept and filed at the end of the term. those given in the tracker.

The Mathematics tracker for Grade 7 is based on the requirements prescribed by the The tracker gives links to worksheets in the 2017 edition of the DBE workbook relevant

Department of Basic Educations Curriculum and Assessment Policy Statement (CAPS) to the content described for each day. The worksheets are referred to by worksheet

for Mathematics in the Senior Phase. The work set out for each day is linked directly number and page number. They should be used in conjunction with the Learners Book

to the topics and subtopics given in the CAPS, and the specified amount of time is activities as mentioned above. You should review the suggested worksheets before

allocated to each topic. The tracker gives the page number in the CAPS document of each lesson, and decide how best to use them for teaching, revision, extension or for

the topics and subtopics being addressed in each session to help you to refer to the consolidation, in class or for homework.

curriculum document directly should you wish to.

5. Managing time allocated in the tracker

3. Links to the approved sets of LTSMs The CAPS prescribes four and a half hours of Mathematics per week in Grade 7.

The tracker coordinates the CAPS requirements with the content set out in the This tracker has provided work for five fifty-five minute lessons in which the CAPS

approved Learners Books and Teachers Guides. There is a tracker for each of the requirements will be covered each week. Each school will organise its timetable

Learners Books on the list of approved books on the national catalogue. You must differently. For this reason, you might have to divide the sessions in the programme

therefore refer to the tracker for the book that is used by learners at your school. If slightly differently to accommodate the length of the lessons at your school. Depending

you have copies of other Learners Books, you can of course refer to these too, for on the pace at which your learners work, and how much support is needed, you might

ideas for teaching the same content in a different way but you must be sure to cover also have to supplement the set activities by using other resources to ensure that the

the content systematically. For each set of learning and teaching support materials full four and a half hours of time for Mathematics is used constructively.

2Grade 7 Mathematics

Please note that this tracker is based on a fourth term that is eight weeks and three days You should use the assignments and investigation in your set of LTSMs with due

long. The prescribed content should be completed by the end of Week 6, allowing diligence making sure that you personalise them and supplement them using other

some catch-up time in this week for some lessons missed for various reasons in the Learners Books or ANA past papers and exemplars, if necessary, in order to be sure

first six weeks. Weeks 7 and 8 are set aside for revision, the end-of-year examination, that they fulfil the requirements of the CAPS.

review of this examination and learner corrections. Should you use this tracker in a

term that is longer or shorter than this, you will need to adjust the programme of work We have provided an end-of-year examination and marking memorandum. In addition,

accordingly. It is important that you check at the start of the term. there is an analysis of the examination according to the cognitive levels in the CAPS.

You will find these resources in Section D Assessment Resources of this document.

Also note that, in order to ensure that newer work is given appropriate time in the

shorter time available for covering the curriculum than is prescribed in the CAPS, the Where the examination is in the Learners Book, you cannot use it as part of the formal

sequence in which the topics is taught has been changed on the advice of the district assessment programme as learners will be able to prepare for it in advance. It can,

advisors in Pinetown and Uthungulu. Thus the topic Probability is dealt with before however, be used for practice and for informal assessment. Where this is the case, you

Data handling. will need to use an examination from a Teachers Guide from a different set of LTSMs,

or set your own, or make use of the examination in the tracker, mentioned above. We

6. Sequence adherence recommend that your learners write the examination in Week 8 or 9, as determined by

the assessment programme at your school.

The content in each tracker has been carefully sequenced, and it is therefore important

that lessons are not skipped. Should you miss a Mathematics lesson for any reason or A suggested assessment record sheet is provided for you to copy and complete for

should you be going at a slower pace, you should continue the next day from where all the learners in your class. This records the marks of the formal assessment that you

you last left off. Do not leave a lesson out to get back on track. You may need to speed carry out in the term. You may prefer to use your own mark sheet created using your

up the pace of delivery to catch up the lesson schedule such as by covering the class list.

lesson concept content of two consecutive days in one day. To do this you could cut

In addition to the formal assessments specified in the CAPS, you should also assess

out or cut back on some of the routine activities like Mental Mathematics or homework

reflection to save time until you are back on track for curriculum coverage. your leaners informally. Informal assessment is an essential part of teaching and

learning as it provides feedback to learners and informs planning for teaching. While

informal assessment marks need not be recorded, some informal assessments, such

7. Links to assessment

as, class tests written after completion of a section of work should be marked. In order

In Term 4 of Grade 7, the formal assessment programme specified by the CAPS to reduce teacher workload, learners can mark their own work (self-assessment)

requires at least one assignment, one investigation and an examination. Many of using a pencil or the learners can mark each others work (peer marking). The tracker

the approved Learners Books and Teachers Guides provide exemplar assignments, does not indicate which activities should be used for informal assessment teachers

investigations and examinations, which you can use with your class. The assessment should use their own discretion in this regard.

plan, provided in Section D Assessment Resources of this document, shows when in

the programme of work these assessment tasks are included in each set of materials, Note: The assessment programme given in this document is based on the requirements

and on which pages in the Learners Books or Teachers Guides they can be found. for formal assessment in the CAPS for Mathematics in the Senior Phase (DBE 2011).

The tracker indicates where in the series of lessons the formal assessments are to The DBE occasionally changes the requirements for formal assessment, and the

be done and when feedback should be given. The actual tasks and the dates for the timing of such changes might mean that they are not reflected here. In such cases, you

assessments vary slightly from Learners Book to Learners Book, but are always in line should adjust this documents formal assessment programme to accord with the latest

with the CAPS specifications. requirements.

8. Resources Use newspapers and magazines to cut out pictures that could be used in your

teaching. If you have access to the internet, use Google to search for and print

The tracker makes clear which resources you will need each day in order to deliver out pictures to use as illustrations in your lessons.

the lesson. Several of the published Learners Books and Teachers Guides provide Also make sure you have chalk or marking pens so that you can use your chalk

printable resources that you could copy for the learners use with the lessons in that or whiteboard as needed. If you have digital resources, check that they are in

book. The tracker provides Resources for Mental Mathematics (Section E) including a working order.

Mental Mathematics programme as per the CAPS guidelines (p. 39). Check the assessment programme so you can prepare any resources such as

test papers needed for formal assessment so that leaners can settle down and

B. LESSON PREPARATION KEY STEPS begin working promptly.

3. Prepare the content: Think carefully about what it is that you will teach your learners

The tracker provides a detailed programme to guide you through the daily content

in this lesson. Think about the prior knowledge of the content that learners should

you need to teach to your class, and when to do formal assessments. You are still

have learned in earlier grades that will be built on in this lesson. You should refer to the

required to draw up your own lesson plans. You will still make the final professional

CAPS content and skills clarification column for further guidance while you prepare.

choices about which examples and explanations to give, which activities to set for your

Consider any common misconceptions, and how you will address these. Do you have

class and how to manage your class on a daily basis.

any learners with learning barriers in the class? How will you accommodate them?

It is a good idea that you agree with your Mathematics colleagues on a day that you can get Prepare a short introduction to the topic so that you can explain it in simple

together to plan your lessons as a group and submit your plans to your head of department terms to your learners. The Learners Book and Teachers Guide will assist

for quality assurance. To deliver the lessons successfully you must do the necessary you. Think also about how learners will develop an understanding of the main

preparation yourself. Bear in mind that your lessons will not succeed if you have not concepts of the lesson topic. You need to think about how to explain new

prepared properly for them. This entails a number of key steps, such as those noted below. mathematics content and skills to your learners.

Make sure you have prepared for the teaching of the concepts before you

1. Review the term focus: Start by looking at the CAPS and orientating yourself to

teach. Prepare yourself to assist learners with any questions they might have

the CAPS content focus for the term. It is important that you are clear about the

during the lesson. Look at the activities in the Learners Book and in the DBE

content focus as this will frame everything you do in your Mathematics lessons

workbook, and think about how best to help your learners engage with them.

during the term.

Consider what will be done in class and what at home. Be sure to have some

2. Prepare resources: The resources needed for each lesson are listed at the start enrichment and remediation activities ready to use as needed. The Teachers

of each CAPS topic or for each lesson in the trackers. It is very important that you Guides offer suggestions for remediation and enrichment activities that you

check what is required for each lesson ahead of time so that you have all your might want to use.

resources ready for use every day (e.g. counters, number boards, paper cut-outs, Consider the needs of any learners with barriers to learning in your class,

examples of shapes, etc.). and how best you can support them. The DBE has published some excellent

If you do not have all the necessary resources readily available, see how best materials to support you in working with learners with learning barriers.

you can improvise. For example, ask learners to collect bottle tops or small Two such publications are:

stones to be used for counting or make your own flard cards/number boards Directorate Inclusive Education, Department of Basic Education (2011)

using pieces of cardboard and a marker pen. Guidelines for Responding to Learner Diversity in the Classroom Through

Collect necessary items from home (e.g. bottles, bottle tops, etc.) long in Curriculum and Assessment Policy Statements. Pretoria.

advance so that you have all the necessary resources for your lesson. www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation

4Grade 7 Mathematics

Directorate Inclusive Education, Department of Basic Education (2010) Learners should not use concrete material to work out the answers in Mental

Guidelines for Inclusive Teaching and Learning. Education White Paper Mathematics. If learners need to, let them use their fingers as a concrete aid

6. Special Needs Education: Building an Inclusive Education and Training during Mental Mathematics, but make a note of which learners are doing this

System. Pretoria. www.education.gov.za, www.thutong.doe.gov.za/ and then spend time with them during remediation to help them with the

InclusiveEducation basic skills.

4. Plan the steps in your lesson, and think carefully about how much time to Mental Mathematics skills improve hugely through repeated activity and

allocate to different learner activities. Also think about how to organise the enable learners to perform higher level tasks with greater ease.

learners when they work. Most lessons should include the steps below and we

have suggested the time to be spent on each but you might find that you need

Helping learners develop a range of Mental Mathematics

to work differently in some lessons, such as when a test is being written.

strategies

Step 1: Mental Mathematics (510 minutes): This is the start-up activity Learners will be at different stages in terms of number facts that they have

for each lesson and should not take more than 5 to 10 minutes. A Mental committed to memory and the strategies available to them for figuring

Mathematics programme can be found in Section E Resources for Mental out other facts. It is important for you to be aware of a range of Mental

Mathematics of this document to assist you while planning and preparing Mathematics strategies so that:

forteaching. When learners are carrying out mental calculations, you will be in a better

position to recognise the strategy being used

Mental calculations should be used to practice concepts and skills developed

You can draw attention to and model a variety of strategies used by

through the main lesson, sometimes with smaller number ranges. Learners

learners in the class

should not be asked to do random calculations each day (CAPS p. 39). Rather,

You can make suggestions to learners that will move them on to more

mental calculations should be used as an opportunity to consolidate three

efficient strategies.

aspects of learners number knowledge:

There are THREE aspects to ensuring that learners become effective in

1. Number facts

drawing on and using these strategies:

1.1 Number bonds Raising learner awareness of the range of strategies

1.2 Times tables Developing their confidence and fluency with a range of strategies

2. Calculation techniques Helping them to choose the most efficient method for a given calculation

2.1 Doubling and halving, using multiplication to do division, multiplying from the range of strategies.

and dividing by 10, 100, 1 000 Step 2: Homework review/reflection (10 minutes): This is the second

2.2 Multiplying by multiples of 10, 100, 1 000 activity of the lesson. We recommend that you take about 10 minutes (not

2.3 Building up and breaking down numbers, rounding off and compensating more) to remediate and correct the previous days homework. Read out

answers to all of the homework questions. Make sure that you mark the

3. Number concept homework activities use peer and individual marking and check homework

3.1 Counting, ordering and comparing, place value, odd and even yourself as often as you can. If peer or individual marking has been done,

numbers, multiples and factors you should regularly sample some learners books to moderate this marking.

3.2 Properties of numbers (identity elements for addition and multiplication) Choose one or two activities that you realise were problematic to go over

3.3 Commutative and associative property for addition and multiplication more thoroughly. During this part of the lesson you may reflect on the previous

3.4 Inverse operation for multiplication and division. days work. Allow learners the opportunity to write corrections as needed.

Step 3: Lesson content concept development (20 minutes): This is If you require your learners to work in groups, carefully assign learners to

the third activity of the lesson. We recommend that you should actively groups in such a way that there are learners with mixed abilities who can assist

teach your class for 20 minutes going through examples interactively each other in each group.

with your learners. Worked examples and suggested explanations are

This is also the part of the lesson where you can assist learners who need extra

given in the Learners Book or Teachers Guide that you should go through

support and extend those who need enrichment. Throughout the lesson,

with your class as a whole. The CAPS content clarification column is also a

try to identify learners that need additional support or extension by paying

useful reference should you need further examples or ideas to enrich your

attention to how well they cope with the Mental Mathematics activities, how

explanations. You should elaborate on these explanations and provide

they managed the homework, how they respond when you develop the

additional examples if necessary.

new content, and how they cope with the class activities. While the rest of

Step 4. Classwork activity (20 minutes): This is the fourth activity of

the class is busy working through the classwork activities, you should spend

the lesson. This part of the lesson provides an opportunity for learners to

some time with those learners who need extra support and help them to work

consolidate new concepts by doing activities or exercises from the Learners

through the remediation activities. If learners successfully complete the daily

Book or DBE workbook. These activities allow them to practise their

classwork activities ahead of the rest of the class, be prepared to give them

Mathematics and problem solving skills. It is important that you prepare

the enrichment activities to do.

yourself for the classwork activity and do every example in the exercise

Step 5: Allocate homework (5 minutes): This is the fifth and final activity of

yourself you need to assist learners as they do the classwork. You might

the lesson. In this step you should tell the learners about the homework for the

also need to select particular questions from each activity for the classwork so

day and make sure they know what is expected of them and understand what

that learners can manage the selection the exercises given in the various

it is that they have to do.

Learners Books vary greatly in length and you need to make this selection

in advance (ensuring that all types of activities or concepts are covered each For homework, you can select a few questions from the daily classwork in

day) so that you can give quick and clear instructions to your leaners about their Learners Book and ask the learners to complete them at home, or ask

which numbers of each exercise they should do. them to do part or all of a DBE worksheet. Homework enables the learners

to consolidate the Mathematics that you have taught them in class. It also

Depending on your learners and the activities, you could go over one or

promotes learner writing and development of mathematical knowledge, and

two of the classwork activities orally with the whole class before allowing the

the development of regular study habits. Encourage your learners to show

learners to work independently. Allow the learners opportunities to do these

their parent(s) or their guardian(s) the work they have done. When you can,

activities alone, in pairs, and in groups, so that they experience working alone

take in homework books to check the work, and always allow some time to

as well as with their peers. Remember not to give your learners more work

go through the homework with the learners to check that the work has been

than you are able to control and mark. Look out for the * linked to an exercise

understood.

or activity which is too long and select which numbers you want your learners

to complete. Also encourage them, where appropriate, to write their answers 5. After each lesson, reflect on how it went: Each week there is a reminder to

and to show their working neatly and systematically in their workbooks. Plan you that you should note your thoughts about the days lesson. You will use these

the timing of the lesson so that you and the learners can go over the classwork notes as you plan and prepare for your teaching and in discussion with your

together and they can do corrections in the lesson. colleagues

6Grade 7 Mathematics

C. TRACKERS FOR EACH SET OF APPROVED LTSMs

This section maps out how you should use your school Teachers Guide and Learners Did the purpose of the lesson succeed? For instance, did the learners reach

Book in a way that enables you to cover the curriculum sequentially, aligning with the a good understanding of the key concepts for the day? Could they use

CAPS, for well-paced and meaningful teaching. the language expected from them? Could they write what was expected

fromthem?

The following components are provided in the columns of the tracker table:

Did the learners cope with the work set for the day? For instance, did they

1. Day/lesson number.

finish the classwork? Was their classwork done adequately? Did you assign

2. CAPS page numbers and content linked to Learners Book content.

thehomework?

3. Learners Book exercises/activities that cover the CAPS content for the day.

Are your learners books up to date?

4. Page reference in the Learners Book (LB page reference).

Does what the learners have done in their books correlate with the tracked

5. Page reference in your Teachers Guide for the days activities

comments in the tracker?

(TG page reference).

6. DBE workbook link to related content (worksheet and page numbers Briefly write down your reflection weekly, following the prompts in the tracker.

arereferenced). What went well?

7. Date completed (complete this daily). What did not go well?

What did the learners find difficult or easy to understand or do?

Weekly reflection What will you do to support or extend learners?

The tracker gives you space to reflect on your Mathematics lessons on a weekly basis. Did you complete all the work set for the week?

You can share this reflection with your HOD and discuss things that worked or did not If not, how will you get back on track?

go so well in your lesson. Together with your HOD you can think of ways of improving What will you change next time? Why?

on the daily work that the learners in your class are doing. When you reflect you could The reflection should be based on the daily lessons you have taught each week. It will

think about things such as: provide you with a record for the next time you implement the same lesson again,

Was your preparation for the lesson adequate? For instance, did you have all and also forms the basis for collegial conversations with your head of department and

the necessary resources? Had you thought through the content so that you yourpeers.

understood it fully and so could teach it effectively?

Clever Keeping Mathematics SimpleWeek 1

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

1 Integers p. 67 Ex. 1 285 262 Worksheet 105

Orientation Introduction to integers 1ab, 2, 286 pp. 9091

3, 6a

2 Counting, ordering and comparing integers p. 67 Ex. 1 286 262 Worksheet 106

Count forwards and backwards in integers for any interval 3a, 5a, pp. 9293

Recognise, order and compare integers 6b, 7ab

3 Calculations with integers p. 67 Ex. 2 289 264 Worksheet 107

Basic calculations with integers 1ac, 3a p. 94

Add and subtract integers Ex. 2 Worksheet 108

Integer calculations 2ac, 3b, pp. 9899

4a

4 Properties of integers p. 67 Ex. 3 291 265 Worksheet 111

Recognise and use commutative properties of addition and multiplication for integers 1cf, 2b, 292 pp. 100101

3b

5 Recognise and use associative and distributive properties of addition and multiplication Ex. 3 293 266 *Worksheet 113

for integers 4, 5, 7ac, pp. 104105

8a *Worksheet 113

pp. 106107

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

8Grade 7 Mathematics

Clever Keeping Mathematics SimpleWeek 2

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

6 Solving problems p. 67 Ex. 3 293 266

Solving problems in contexts involving integers 911

7 Numeric and geometric patterns p. 68 Ex. 1 296 270 *Worksheet 114

Investigate and extend patterns 1ac, 2a, 297 pp. 108

Investigate and extend numeric and geometric patterns looking for relationships 4ab

between numbers and including patterns: Ex. 1 271 *Worksheet 115

Represented in physical or diagram form not limited to sequences involving a 4cd, 5 p. 110

constant ratio

Of learners own creation and represented in tables

8 Functions and relationships p. 68 Ex. 1 297 271 Worksheet 116

Input and output values 3ab pp. 111112

Describe and justify the general rules for observed relationships between numbers in Ex. 1

own words 2cd

Determine input values, output values or rules for patterns and relationships using

flow diagrams and tables

9 Determine, interpret and justify equivalence of different descriptions of the same Ex. 1 297 271 Worksheet 117b

relationship or rule presented: 4ef 272 pp. 108109

Verbally

In flow diagrams

In tables

10 Functions and relationships p. 68 Ex. 1 296 270 Worksheet 118a

Equivalent forms 1ab, p. 118

Determine, interpret and justify equivalence of different descriptions of the same 2ab

relationship or rule presented:

By formulae and by number sentence

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Clever Keeping Mathematics SimpleWeek 3

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

11 REVISION

Functions and relationships graphs

12 FORMAL TASK 1: Assignment Task 1 353 323

13 Algebraic expressions p. 69 Ex. 1 307 285 Worksheet 120

Algebraic language 1ad p. 130

Recognise and interpret rules or relationships represented in symbolic form 2ac

14 Algebraic expressions p. 69 Ex. 2 308 285 Worksheet 121

Algebraic language 1ad 286 p. 126

Identify variables and constants in formulae and equations 2ad

15 Algebraic equations p. 69 Ex. 2 308 285 Worksheet 119

Number sentences 4ag, 309 286 p. 122

Write a number sentence to describe problem situations 5ab, 6, 7 *Worksheet 121

Analyse and interpret a number sentence that describes a given situation p. 126

Solve and complete number sentences by:

Inspection

Trial and improvement

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

10Grade 7 Mathematics

Clever Keeping Mathematics SimpleWeek 4

*Select

Day CAPS concepts and skills LB LB TG pp. DBE Class

ex. pp. workbook

Date completed

16 Describe the numerical value of an expression by substitution Ex. 2 309 287 Worksheet 123

8ac 310 p. 131

Worksheet 125

p. 133

17 REMEDIATE: Task 1

18 Probability p. 73 Ex. 1 345 321 Worksheet 137

Perform simple experiments where the possible outcomes are equally likely p. 174

List the possible outcomes based on the conditions of the activity

19 Probability p. 73 Ex. 2 345 321 Worksheet 138

Perform simple experiments where the possible outcomes are equally likely p. 176

Determine the probability of each possible outcome, using the definition of

probability

20 Probability p. 73 Ex. 3 345 321 Worksheet 139

Perform simple experiments where the possible outcomes are equally likely p. 178

List the possible outcomes based on the conditions of the activity

Determine the probability of each possible outcome, using the definition of

probability

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Clever Keeping Mathematics SimpleWeek 5

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

21 Probability p. 73 Worksheet 140

Perform simple experiments where the possible outcomes are equally likely p. 180

22 FORMAL TASK 2: Investigation Task 2 356 326

23 Collect data p. 70 Ex. 1 318 298 Worksheet 126a

Select appropriate sources for the collection of data (including peers, family, 1ac 319 299 p. 136

newspapers, books, magazines) 2ac

Distinguish between samples and populations

24 Organise and summarise data p. 70 Ex. 2 320 301 Worksheet 126b

Organise (including grouping where appropriate) and record data using: 1, 2 321 p. 138

Tally and tables Ex. 3 323 Worksheet 127a

Stem and leaf displays 13 p. 140

Data intervals

25 Summarise and distinguish between ungrouped numerical data by determining mean, Ex. 4 325 301 Worksheet 128a

median and mode 1, 2ab p. 144

Identify the largest and smallest scores in a data set and determine the difference Worksheet 128b

between them in order to determine the spread of data (range) p. 146

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

12Grade 7 Mathematics

Clever Keeping Mathematics SimpleWeek 6

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

26 Representing data p. 72 Ex. 1 328 307 Worksheet 129a

Draw a variety of graphs by hand/technology to display and interpret data (grouped 1ae pp. 147148

and ungrouped included):

Bar graphs and double bar graphs

Histograms with given intervals

Pie charts

27 REMEDIATE: Task 2

28 Interpret and analyse data p. 72 Ex. 1 338 315 *Worksheet

Interpret Critically read and interpret data represented in: 12 131a

Words p. 156

Bar graphs and double bar graphs *Worksheet

Pie charts 131b

Histograms p. 158

Analyse Critically analyse data by answering questions related to: *Worksheet 133

Data categories, including data intervals p. 164

Data sources and contexts

Central tendencies (mean, mode, median)

Scales used on graphs

29 Report data p. 72 Ex. 2 341 315 Worksheet 134a

Summarise data in short paragraphs that include: 13 p. 166

Drawing conclusions about the data

Making predictions based on the data

30 Identifying sources of error and bias in the data Ex. 3 343 315 Worksheet 134b

Choosing appropriate summary statistics for the data (mean, mode, median) 12 p. 168

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Clever Keeping Mathematics SimpleWeeks 7 and 8Revision and end-of-year examination plan your week

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

14Grade 7 Mathematics

Clever Keeping Mathematics SimpleWeek 9Review of examination, remediation and learner corrections

Reflect on the year

Think about and make a note of:

1. Did you complete the curriculum according to the CAPS requirements? If not, why 4. What did learners struggle with? How can you help your group next year

not and what could you do to cover all of the work next year? understand these concepts and develop these skills better?

2. Did the tracker help with curriculum planning and coverage? How could you use it 5. What needs to be communicated to the teacher who will teach this group of

even more effectively next year? learners next year?

3. What concepts and skills did learners grasp well this year? What good practice 6. What aspects of your teaching and assessment practices would you like to develop

could you use again next year? further next year? How will you go about this?

HOD: Date:

2. Mathematics Today

This section maps out how you should use your school Teachers Guide and Learners Did the purpose of the lesson succeed? For instance, did the learners reach

Book in a way that enables you to cover the curriculum sequentially, aligning with the a good understanding of the key concepts for the day? Could they use

CAPS, for well-paced and meaningful teaching. the language expected from them? Could they write what was expected

fromthem?

The following components are provided in the columns of the tracker table:

Did the learners cope with the work set for the day? For instance, did they

1. Day/lesson number.

finish the classwork? Was their classwork done adequately? Did you assign

2. CAPS page numbers and content linked to Learners Book content.

thehomework?

3. Learners Book exercises/activities that cover the CAPS content for the day.

Are your learners books up to date?

4. Page reference in the Learners Book (LB page reference).

Does what the learners have done in their books correlate with the tracked

5. Page reference in your Teachers Guide for the days activities

comments in the tracker?

(TG page reference).

6. DBE workbook link to related content (worksheet and page numbers Briefly write down your reflection weekly, following the prompts in the tracker.

arereferenced). What went well?

7. Date completed (complete this daily). What did not go well?

What did the learners find difficult or easy to understand or do?

Weekly reflection What will you do to support or extend learners?

The tracker gives you space to reflect on your Mathematics lessons on a weekly basis. Did you complete all the work set for the week?

You can share this reflection with your HOD and discuss things that worked or did not If not, how will you get back on track?

go so well in your lesson. Together with your HOD you can think of ways of improving What will you change next time? Why?

on the daily work that the learners in your class are doing. When you reflect you could The reflection should be based on the daily lessons you have taught each week. It will

think about things such as: provide you with a record for the next time you implement the same lesson again,

Was your preparation for the lesson adequate? For instance, did you have all and also forms the basis for collegial conversations with your head of department and

the necessary resources? Had you thought through the content so that you yourpeers.

understood it fully and so could teach it effectively?

16Grade 7 Mathematics

Mathematics TodayWeek 1

*Select

Day LB LB TG DBE Class

CAPS concepts and skills ex. pp. pp. workbook

Date completed

1 Integers p. 67 Ex. 18.1 236 93 Worksheet 105

Orientation Introduction to integers 13 pp. 9091

2 Counting, ordering and comparing integers p. 67 Ex. 18.2 237 93 Worksheet 106

Count forwards and backwards in integers for any interval 15 pp. 9293

Recognise, order and compare integers

3 Calculations with integers p. 67 Ex. 18.5 240 94 *Worksheet 107

Basic calculations with integers 12 241 pp. 9494

Add and subtract integers Ex. 18.6 *Worksheet 108

Integer calculations 23 pp. 9899

4 Properties of integers p. 67 Ex. 18.8 243 94 Worksheet 111

Recognise and use commutative properties of addition and multiplication for integers 3 pp. 100101

5 Recognise and use associative and distributive properties of addition and Ex. 18.10 246 95 *Worksheet 113

multiplication for integers 14 pp. 104105

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Mathematics TodayWeek 2

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

6 Solving problems p. 67 Ex. 18.9 244 94

Solving problems in contexts involving integers 3

7 Numeric and geometric patterns p. 68 Ex. 19.1 250 97 *Worksheet 114

Investigate and extend patterns 2, 3 251 97 p. 108

Investigate and extend numeric and geometric patterns looking for relationships Ex. 19.1 *Worksheet 115

between numbers and including patterns: 5 p. 110

Represented in physical or diagram form not limited to sequences involving a

constant ratio

Of learners own creation represented in tables

8 Functions and relationships p. 68 Ex. 19.2 253 98 Worksheet 116

Describe and justify the general rules for observed relationships between numbers in 1, 2, 3 pp. 111112

own words

Determine input values, output values or rules for patterns and relationships using

flow diagrams

9 Determine, interpret and justify equivalence of different descriptions of the same Ex. 20.2 260 102 *Worksheet 114

relationship or rule presented: 3 pp. 108109

Verbally

In flow diagrams

In tables

10 Equivalent forms Ex. 20.3 262 102 Worksheet 118a

Determine, interpret and justify equivalence of different descriptions of the same 1, 2 p. 118

relationship or rule presented:

By formulae and number sentence

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

18Grade 7 Mathematics

Mathematics TodayWeek 3

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

11 REVISION 1, 2, 3 263 103

Functions and relationships graphs

12 Algebraic expressions p. 69 Ex. 21.1 266 105 Worksheet 120

Algebraic language 1, 2, 4 p. 130

Recognise and interpret rules or relationships represented in symbolic form

13 Identify variables and constants in formulae and equations Ex. 21.1 266 105 Worksheet 121

3 p. 126

14 FORMAL TASK 1: Assignment Task 1 281 111

15 Algebraic equations p. 69 Ex. 21.2 267 105 Worksheet 119

Number sentences 4 276 109 p. 122

Write a number sentence to describe problem situations Ex. 22.3 *Worksheet 121

Analyse and interpret a number sentence that describes a given situation 1, 2 p. 126

Solve and complete number sentences by:

Inspection

Trial and improvement

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Mathematics TodayWeek 4

*Select

Day CAPS concepts and skills LB LB TG pp. DBE Class

ex. pp. workbook

Date completed

16 Describe the numerical value of an expression by substitution Ex. 22.5 278 109 Worksheet 123

1 p. 131

Worksheet 125

p. 133

17 REMEDIATE: Task 1

18 Probability p. 73 Ex. 24.1 309 122 Worksheet 137

Perform simple experiments where the possible outcomes are equally likely p. 174

List the possible outcomes based on the conditions of the activity

Determine the probability of each possible outcome, using the definition of

probability

19 Probability p. 73 Ex. 24.2 309 122 Worksheet 138

Perform simple experiments where the possible outcomes are equally likely p. 176

Determine the probability of each possible outcome, using the definition of

probability

20 Probability p. 73 Ex. 24.3 310 122 Worksheet 139

Perform simple experiments where the possible outcomes are equally likely p. 178

List the possible outcomes based on the conditions of the activity

Determine the probability of each possible outcome, using the definition of

probability

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

20Grade 7 Mathematics

Mathematics TodayWeek 5

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

21 FORMAL TASK 2: Investigation Task 2 307 120

22 Collect data p. 70 Ex. 23.1 285 112 Worksheet 126a

Select appropriate sources for the collection of data (including peers, family, 1, 2, 3 p. 136

newspapers, books, magazines)

Distinguish between samples and populations

23 Organise and summarise data p. 70 Ex. 23.2 287 113 Worksheet 126b

Organise (including grouping where appropriate) and record data using: 1, 2 p. 138

Tally and tables Ex. 23.3

Stem and leaf displays 1, 2

Data intervals

24 Collect, organise and summarise data p. 71 Ex. 23.5 290 113 Worksheet 127b

Group data into intervals 1 291 114 p. 142

Summarise and distinguish between ungrouped numerical data by determining mean, Ex. 23.6 292 115 Worksheet 128a

median and mode 15 293 p. 144

Identify the largest and smallest scores in a data set and determine the difference Ex. 23.7 Worksheet 128b

between them in order to determine the spread of data (range) 2 p. 146

Ex. 23.8

2

24 Representing data p. 72 Ex. 23.9 295 115 Worksheet 129a

Draw a variety of graphs by hand/technology to display and interpret data (grouped 14 pp. 147148

and ungrouped included):

Bar graphs and double bar graphs

Histograms with given intervals

Pie charts

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Mathematics TodayWeek 6

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

26 REMEDIATE: Task 2

27 Interpret and analyse data p. 72 Ex. 23.13 301 117 *Worksheet

Interpret Critically read and interpret data represented in: 1 131a

Words p. 156

Bar graphs and double bar graphs *Worksheet

Pie charts 131b

Histograms p. 158

Analyse Critically analyse data by answering questions related to: Ex. 23.14 303 118 *Worksheet 133

Data categories, including data intervals p. 164

Data sources and contexts

Central tendencies (mean, mode, median)

Scales used on graphs

28 Report data p. 72 Ex. 23.15 305 118 Worksheet 134a

Summarise data in short paragraphs that include: 1, 2 p. 166

Drawing conclusions about the data

Making predictions based on the data

29 Identifying sources of error and bias in the data Ex. 23.15 305 118 Worksheet 134b

Choosing appropriate summary statistics for the data (mean, mode, median) 3, 4 p. 168

30 REVISION 1, 2, 3 306 119

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

22Grade 7 Mathematics

Mathematics TodayWeeks 7 and 8Revision and end-of-year examination plan your week

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Mathematics TodayWeek 9Review of examination, remediation and learner corrections

Reflect on the year

Think about and make a note of:

1. Did you complete the curriculum according to the CAPS requirements? If not, why 4. What did learners struggle with? How can you help your group next year

not and what could you do to cover all of the work next year? understand these concepts and develop these skills better?

2. Did the tracker help with curriculum planning and coverage? How could you use it 5. What needs to be communicated to the teacher who will teach this group of

even more effectively next year? learners next year?

3. What concepts and skills did learners grasp well this year? What good practice 6. What aspects of your teaching and assessment practices would you like to develop

could you use again next year? further next year? How will you go about this?

HOD: Date:

24Grade 7 Mathematics

3. Oxford Headstart Mathematics

This section maps out how you should use your school Teachers Guide and Learners Did the purpose of the lesson succeed? For instance, did the learners reach

Book in a way that enables you to cover the curriculum sequentially, aligning with the a good understanding of the key concepts for the day? Could they use

CAPS, for well-paced and meaningful teaching. the language expected from them? Could they write what was expected

fromthem?

The following components are provided in the columns of the tracker table:

Did the learners cope with the work set for the day? For instance, did they

1. Day/lesson number.

finish the classwork? Was their classwork done adequately? Did you assign

2. CAPS page numbers and content linked to Learners Book content.

thehomework?

3. Learners Book exercises/activities that cover the CAPS content for the day.

Are your learners books up to date?

4. Page reference in the Learners Book (LB page reference).

Does what the learners have done in their books correlate with the tracked

5. Page reference in your Teachers Guide for the days activities

comments in the tracker?

(TG page reference).

6. DBE workbook link to related content (worksheet and page numbers Briefly write down your reflection weekly, following the prompts in the tracker.

arereferenced). What went well?

7. Date completed (complete this daily). What did not go well?

What did the learners find difficult or easy to understand or do?

Weekly reflection What will you do to support or extend learners?

The tracker gives you space to reflect on your Mathematics lessons on a weekly basis. Did you complete all the work set for the week?

You can share this reflection with your HOD and discuss things that worked or did not If not, how will you get back on track?

go so well in your lesson. Together with your HOD you can think of ways of improving What will you change next time? Why?

on the daily work that the learners in your class are doing. When you reflect you could The reflection should be based on the daily lessons you have taught each week. It will

think about things such as: provide you with a record for the next time you implement the same lesson again,

Was your preparation for the lesson adequate? For instance, did you have all and also forms the basis for collegial conversations with your head of department and

the necessary resources? Had you thought through the content so that you yourpeers.

understood it fully and so could teach it effectively?

Oxford Headstart MathematicsWeek 1

*Select

Day CAPS concepts and skills LB LB TG DBE Class

act. pp. pp. workbook

Date completed

1 Integers p. 67 Act. 1 293 236 Worksheet 105

Orientation Introduction to integers 14 pp. 9091

2 Counting, ordering and comparing integers p. 67 Act. 3 294 237 Worksheet 106

Count forwards and backwards in integers for any interval 1 295 298 pp. 9293

Recognise, order and compare integers Act. 4

1, 2, 4

3 Calculations with integers p. 67 Act. 1 298 239 Worksheet 107

Basic calculations with integers 18 300 241 pp. 9494

Add and subtract integers Act. 2 301 Worksheet 108

Integer calculations 2 pp. 9899

Act. 3

4 Properties of integers p. 67 Act. 1 302 242 Worksheet 111

Recognise and use commutative properties of addition and multiplication for integers 15 pp. 100101

5 Recognise and use associative and distributive properties of addition and multiplication Act. 1 302 242 *Worksheet 113

for integers 611 pp. 104105

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

26Grade 7 Mathematics

Oxford Headstart MathematicsWeek 2

Day CAPS concepts and skills LB LB TG DBE Class

act. pp. pp. workbook

Date completed

6 Solving problems p. 67 Act. 2 303 243

Solving problems in contexts involving integers 1ae, 3

7 Numeric and geometric patterns p. 68 Act. 1 306 246 *Worksheet 114

Investigate and extend patterns aj 308 247 p. 108

Investigate and extend numeric and geometric patterns looking for relationships between Act. 2 *Worksheet 115

numbers and including patterns: 15 p. 110

Represented in physical or diagram form not limited to sequences involving a constant ratio Act. 3

Of learners own creation 1, 2

Represented in tables

8 Describe and justify the general rules for observed relationships between numbers in own words Act. 3 309 247 Worksheet 116

Determine input values, output values or rules for patterns and relationships using: 3, 4, 7 pp. 111112

Flow diagrams

9 Functions and relationships p. 68 Act. 1 314 254 Worksheet 117a

Input and output values 15 255 p. 114

Determine input values, output values or rules for patterns and relationships using tables Act. 2 Worksheet 117b

Determine, interpret and justify equivalence of different descriptions of the same relationship 1, 3, 5, 7 pp. 108109

or rule presented:

Verbally

In flow diagrams

In tables

10 Equivalent forms Act. 3 315 255 Worksheet 118a

Determine, interpret and justify equivalence of different descriptions of the same relationship or pp. 118

rule presented:

By formulae and number sentence

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Oxford Headstart MathematicsWeek 3

Day CAPS concepts and skills LB LB TG DBE Class

act. pp. pp. workbook

Date completed

11 Algebraic expressions p. 69 Act. 1 322 262 Worksheet 120

Algebraic language 1a, b, e, f p. 130

Recognise and interpret rules or relationships represented in symbolic form

12 Identify variables and constants in formulae and equations Act. 1 322 261 Worksheet 121

2aj p. 126

13 FORMAL TASK 1: Assignment Task 1 334 272

14 Algebraic equations p. 69 Act. 1 323 262 Worksheet 119

Number sentences 15 p. 122

Write a number sentence to describe problem situations

Analyse and interpret a number sentence that describes a given situation

15 Solve and complete number sentences by: Act. 2 324 263 Worksheet 121

Inspection 15 p. 126

Trial and improvement

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

28Grade 7 Mathematics

Oxford Headstart MathematicsWeek 4

Day CAPS concepts and skills LB LB TG pp. DBE Class

act. pp. workbook

Date completed

16 Describe the numerical value of an expression by substitution Act. 3 325 263 Worksheet 123

1, 2 p. 131

Worksheet 125

p. 133

17 REMEDIATE: Task 1

18 Probability p. 73 Act. 1 370 296 Worksheet 137

Perform simple experiments where the possible outcomes are equally likely and p. 174

List the possible outcomes based on the conditions of the activity

Determine the probability of each possible outcome, using the definition of

probability

19 Probability p. 73 Act. 2 370 296 Worksheet 138

Perform simple experiments where the possible outcomes are equally likely and p. 176

Determine the probability of each possible outcome, using the definition of

probability

20 Probability p. 73 Act. 3 371 296 Worksheet 139

Perform simple experiments where the possible outcomes are equally likely and p. 178

List the possible outcomes based on the conditions of the activity

Determine the probability of each possible outcome, using the definition of

probability

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Oxford Headstart MathematicsWeek 5

Day CAPS concepts and skills LB LB TG DBE Class

act. pp. pp. workbook

Date completed

21 Probability p. 73 Act. 4 372 296 Worksheet 140

Perform simple experiments where the possible outcomes are equally likely p. 180

List the possible outcomes based on the conditions of the activity

Determine the probability of each possible outcome, using the definition of probability

22 FORMAL TASK 2: Investigation 341 276

23 Collect data p. 70 Act. 1 329 267 Worksheet 126a

Select appropriate sources for the collection of data (including peers, family, p. 136

newspapers, books, magazines)

Distinguish between samples and populations

24 Organise and summarise data p. 70 Act. 1 337 273 Worksheet 126b

Organise (including grouping where appropriate) and record data using: Act. 2 339 274 p. 138

Tally and tables * Worksheet

Stem and leaf displays 127a

Data intervals p. 140

25 Summarise and distinguish between ungrouped numerical data by determining mean, Act. 1 342 277 Worksheet 128a

median and mode Act. 2 344 278 p. 144

Identify the largest and smallest scores in a data set and determine the difference 1, 2, 3 Worksheet 128b

between them in order to determine the spread of data (range) p. 146

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

30Grade 7 Mathematics

Oxford Headstart MathematicsWeek 6

*Select

Day CAPS concepts and skills LB LB TG DBE Class

act. pp. pp. workbook

Date completed

26 Representing data p. 72 Act. 1 347 280 Worksheet 129a

Draw a variety of graphs by hand/technology to display and interpret data (grouped Act. 2 349 282 pp. 147148

and ungrouped included):

Bar graphs and double bar graphs

Histograms with given intervals

Pie charts

27 REMEDIATE: Task 2

28 Interpret and analyse data p. 72 Act. 1 354 287 Worksheet 131a

Interpret Critically read and interpret data represented in: p. 156

Words Worksheet 131b

Bar graphs and double bar graphs p. 158

Pie charts

Histograms

Analyse Critically analyse data by answering questions related to: Act. 2 357 289 Worksheet 133

Data categories, including data intervals p. 164

Data sources and contexts

Central tendencies (mean, mode, median)

Scales used on graphs

29 Report data p. 72 Act. 13 367 291 *Worksheet 134a

Summarise data in short paragraphs that include: 292 p. 166

Drawing conclusions about the data *Worksheet 134b

Making predictions based on the data p. 168

30 Identifying sources of error and bias in the data

Choosing appropriate summary statistics for the data (mean, mode, median)

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Oxford Headstart MathematicsWeeks 7 and 8Revision and end-of-year examination plan your week

Day CAPS concepts and skills LB LB TG DBE Class

act. pp. pp. workbook

Date completed

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

32Grade 7 Mathematics

Oxford Headstart MathematicsWeek 9Review of examination, remediation and learner corrections

Reflect on the year

Think about and make a note of:

1. Did you complete the curriculum according to the CAPS requirements? If not, why 4. What did learners struggle with? How can you help your group next year

not and what could you do to cover all of the work next year? understand these concepts and develop these skills better?

2. Did the tracker help with curriculum planning and coverage? How could you use it 5. What needs to be communicated to the teacher who will teach this group of

even more effectively next year? learners next year?

3. What concepts and skills did learners grasp well this year? What good practice 6. What aspects of your teaching and assessment practices would you like to develop

could you use again next year? further next year? How will you go about this?

HOD: Date:

4. Oxford Successful Mathematics

Book in a way that enables you to cover the curriculum sequentially, aligning with the a good understanding of the key concepts for the day? Could they use

CAPS, for well-paced and meaningful teaching. the language expected from them? Could they write what was expected

fromthem?

The following components are provided in the columns of the tracker table:

Did the learners cope with the work set for the day? For instance, did they

1. Day/lesson number.

finish the classwork? Was their classwork done adequately? Did you assign

2. CAPS page numbers and content linked to Learners Book content.

thehomework?

3. Learners Book exercises/activities that cover the CAPS content for the day.

Are your learners books up to date?

4. Page reference in the Learners Book (LB page reference).

Does what the learners have done in their books correlate with the tracked

5. Page reference in your Teachers Guide for the days activities

comments in the tracker?

(TG page reference).

6. DBE workbook link to related content (worksheet and page numbers Briefly write down your reflection weekly, following the prompts in the tracker.

arereferenced). What went well?

7. Date completed (complete this daily). What did not go well?

What did the learners find difficult or easy to understand or do?

Weekly reflection What will you do to support or extend learners?

The tracker gives you space to reflect on your Mathematics lessons on a weekly basis. Did you complete all the work set for the week?

You can share this reflection with your HOD and discuss things that worked or did not If not, how will you get back on track?

go so well in your lesson. Together with your HOD you can think of ways of improving What will you change next time? Why?

on the daily work that the learners in your class are doing. When you reflect you could The reflection should be based on the daily lessons you have taught each week. It will

think about things such as: provide you with a record for the next time you implement the same lesson again,

Was your preparation for the lesson adequate? For instance, did you have all and also forms the basis for collegial conversations with your head of department and

the necessary resources? Had you thought through the content so that you yourpeers.

understood it fully and so could teach it effectively?

34Grade 7 Mathematics

Oxford Successful MathematicsWeek 1

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

1 Integers p. 67 Ex. 1 301 194 Worksheet 105

Orientation Introduction to integers 2, 3 pp. 9091

2 Counting, ordering and comparing integers p. 67 Ex. 1 303 195 Worksheet 106

Count forwards and backwards in integers for any interval 13 pp. 9293

Recognise, order and compare integers

3 Calculations with integers p. 67 Ex. 1 307 197 *Worksheet 107

Basic calculations with integers 1, 5, 9 p. 94

Add and subtract integers Ex. 1 *Worksheet 108

Integer calculations 2, 6, 10, pp. 9899

12

Ex. 2 309 198 * Worksheet 109

1, 2 p. 98

4 Properties of integers p. 67 Ex. 1 312 200 Worksheet 111

Recognise and use commutative properties of addition and multiplication for integers pp. 100101

5 Recognise and use associative and distributive properties of addition and multiplication Ex. 2 313 200 *Worksheet 113

for integers Ex. 3 314 pp. 104105

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Oxford Successful MathematicsWeek 2

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

6 Solving problems p. 67 Ex. 1 316 201

Solving problems in contexts involving integers

7 Numeric and geometric patterns p. 68 Ex. 1 322 206 *Worksheet 114

Investigate and extend patterns 1, 2, 3 324 208 p. 108

Investigate and extend numeric and geometric patterns looking for relationships Ex. 1 *Worksheet 115

between numbers and including patterns: 1, 3, 4 p. 110

Of learners own creation

Represented in tables

Represented in physical or diagram form not limited to sequences involving a

constant ratio

8 Functions and relationships p. 68 Ex. 1 327328 209210 Worksheet 116

Input and output values 3, 4, 5, 6 pp. 111112

Describe and justify the general rules for observed relationships between numbers in Worksheet 117a

own words p. 114

Determine input values, output values or rules for patterns and relationships using

flow diagrams and tables

9 Functions and relationships p. 68 Ex. 1 330 215 Worksheet 118a

Equivalent forms 1, 2, 4 p. 118

Determine, interpret and justify equivalence of different descriptions of the same

relationship or rule presented:

By formulae and by number sentence

10 Determine, interpret and justify equivalence of different descriptions of the same Ex. 1 330331 215 Worksheet 118b

relationship or rule presented: 3, 5 p. 120

Verbally

In flow diagrams

In tables

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

36Grade 7 Mathematics

Oxford Successful MathematicsWeek 3

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

11 REVISION: Functions and relationships graphs 1, 3, 4, 5 333 213

12 FORMAL TASK 1: Assignment Task 1 271

13 Algebraic expressions p. 69 Ex. 1 335 215 Worksheet 120

Algebraic language 1, 3, 5 p. 130

Recognise and interpret rules or relationships represented in symbolic form

14 Algebraic expressions p. 69 Ex. 1 335 215 Worksheet 121

Algebraic language 2, 4, 6 p. 126

Identify variables and constants in formulae and equations

15 Algebraic equations p. 69 Ex. 1 338 217 Worksheet 119

Number sentences 1, 3, 5 p. 122

Write a number sentence to describe problem situations

Analyse and interpret a number sentence that describes a given situation

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Oxford Successful MathematicsWeek 4

*Select

Day CAPS concepts and skills LB LB TG pp. DBE Class

ex. pp. workbook

Date completed

16 Solve and complete number sentences by: Ex. 1 338 217 Worksheet 121

Inspection 2, 4, 6, 8 p. 126

Trial and improvement

17 REMEDIATE: Task 1

18 Describe the numerical value of an expression by substitution Ex. 1 338 217 Worksheet 123

7 p. 131

Worksheet 125

p. 133

19 Probability p. 73 Ex. 1 369 240 Worksheet 137

Perform simple experiments where the possible outcomes are equally likely p. 174

List the possible outcomes based on the conditions of the activity

20 Probability p. 73 Ex. 2 369 240 Worksheet 138

Perform simple experiments where the possible outcomes are equally likely p. 176

Determine the probability of each possible outcome, using the definition of

probability

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

38Grade 7 Mathematics

Oxford Successful MathematicsWeek 5

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

21 Probability p. 73 Worksheet 139

Perform simple experiments where the possible outcomes are equally likely p. 178

List the possible outcomes based on the conditions of the activity

Determine the probability of each possible outcome, using the definition of

probability

22 FORMAL TASK 2: Investigation Task 2 273

23 Collect data p. 70 Ex. 1 344 222 Worksheet 126a

Select appropriate sources for the collection of data (including peers, family, p. 136

newspapers, books, magazines)

Distinguish between samples and populations

24 Organise and summarise data p. 70 Ex. 1 350 226 Worksheet 126b

Organise (including grouping where appropriate) and record data using: 1, 2, 3 352 228 p. 138

Tally and tables Ex. 2 * Worksheet

Stem and leaf displays 127a

Data intervals p. 140

25 Summarise and distinguish between ungrouped numerical data by determining Ex. 3 353 229230 Worksheet 128a

mean, median and mode p. 144

Identify the largest and smallest scores in a data set and determine the difference Ex. 4 354 Worksheet 128b

between them in order to determine the spread of data (range) p. 146

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Oxford Successful MathematicsWeek 6

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

26 Interpret and analyse data p. 72 Ex. 1 362 236 Worksheet 131a

Interpret Critically read and interpret data represented in: p. 156

Words Worksheet 131b

Bar graphs and double bar graphs p. 158

Pie charts Worksheet 133

Histograms p. 164

Analyse Critically analyse data by answering questions related to:

Data categories, including data intervals

Data sources and contexts

Central tendencies (mean, mode, median)

Scales used on graphs

27 REMEDIATE: Task 2

28 Report data p. 72 Ex. 2 364 238 Worksheet 134a

Summarise data in short paragraphs that include: p. 166

Drawing conclusions about the data

Making predictions based on the data

29 Identifying sources of error and bias in the data Ex. 1 368 240 Worksheet 134b

Choosing appropriate summary statistics for the data (mean, mode, median) p. 168

30 REVISION

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

40Grade 7 Mathematics

Oxford Successful MathematicsWeeks 7 and 8Revision and end-of-year examination plan your week

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

36

37

38

39

40

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Oxford Successful MathematicsWeek 9Review of examination, remediation and learner corrections

Reflect on the year

Think about and make a note of:

1. Did you complete the curriculum according to the CAPS requirements? If not, why 4. What did learners struggle with? How can you help your group next year

not and what could you do to cover all of the work next year? understand these concepts and develop these skills better?

even more effectively next year? learners next year?

could you use again next year? further next year? How will you go about this?

HOD: Date:

42Grade 7 Mathematics

5. Platinum Mathematics

Book in a way that enables you to cover the curriculum sequentially, aligning with the a good understanding of the key concepts for the day? Could they use

CAPS, for well-paced and meaningful teaching. the language expected from them? Could they write what was expected

fromthem?

The following components are provided in the columns of the tracker table:

Did the learners cope with the work set for the day? For instance, did they

1. Day/lesson number.

finish the classwork? Was their classwork done adequately? Did you assign

2. CAPS page numbers and content linked to Learners Book content.

thehomework?

3. Learners Book exercises/activities that cover the CAPS content for the day.

Are your learners books up to date?

4. Page reference in the Learners Book (LB page reference).

Does what the learners have done in their books correlate with the tracked

5. Page reference in your Teachers Guide for the days activities

comments in the tracker?

(TG page reference).

6. DBE workbook link to related content (worksheet and page numbers Briefly write down your reflection weekly, following the prompts in the tracker.

arereferenced). What went well?

7. Date completed (complete this daily). What did not go well?

What did the learners find difficult or easy to understand or do?

Weekly reflection What will you do to support or extend learners?

The tracker gives you space to reflect on your Mathematics lessons on a weekly basis. Did you complete all the work set for the week?

You can share this reflection with your HOD and discuss things that worked or did not If not, how will you get back on track?

go so well in your lesson. Together with your HOD you can think of ways of improving What will you change next time? Why?

on the daily work that the learners in your class are doing. When you reflect you could The reflection should be based on the daily lessons you have taught each week. It will

think about things such as: provide you with a record for the next time you implement the same lesson again,

Was your preparation for the lesson adequate? For instance, did you have all and also forms the basis for collegial conversations with your head of department and

the necessary resources? Had you thought through the content so that you yourpeers.

understood it fully and so could teach it effectively?

Platinum MathematicsWeek 1

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

1 Integers p. 67 Ex. 18.1 211 109 Worksheet 105

Orientation Introduction to integers 1ad pp. 9091

2 Counting, ordering and comparing integers p. 67 Ex. 18.1 211 109 *Worksheet 106

Count forwards and backwards in integers for any interval 2, 3, 4, pp. 9293

Recognise, order and compare integers 5, 6

3 Calculations with integers p. 67 Ex. 18.2 213 110 *Worksheet 107

Basic calculations with integers 1, 2, 3 214 110 pp. 9494

Add and subtract integers Ex. 18.3 *Worksheet 108

Integer calculations 1, 4 pp. 9899

4 Properties of integers p. 67 Ex. 18.4 215 112 Worksheet 111

Recognise and use commutative properties of addition and multiplication for integers 3 pp. 100101

5 Recognise and use associative and distributive properties of addition and multiplication Ex. 18.4 215 112 *Worksheet 113

for integers 4, 5 pp. 104106

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

44Grade 7 Mathematics

Platinum MathematicsWeek 2

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

6 Solving problems p. 67 Ex. 18.5 216 113

Solving problems in contexts involving integers 1, 3, 5

7 Numeric and geometric patterns p. 68 Ex. 19.1 219 114 *Worksheet 114

Investigate and extend patterns 3, 4, 5 p. 108

Investigate and extend numeric and geometric patterns looking for relationships

between numbers and including patterns:

Represented in physical or diagram form not limited to sequences involving a

constant ratio

8 Investigate and extend numeric and geometric patterns looking for relationships Ex. 19.1 219 114 *Worksheet 115

between numbers and including patterns: 1ad, p. 110

Of learners own creation and represented in tables 3ac

9 Describe and justify the general rules for observed relationships between numbers in Ex. 19.1 219 114 Worksheet 116

own words 1eg 220 115 pp. 111112

Determine input values, output values or rules for patterns and relationships using Ex. 19.2

flow diagrams 1, 3, 5

10 Functions and relationships p. 68 Ex. 20.4 226 118 Worksheet 117a

Input and output values 1 p. 114

Determine input values, output values or rules for patterns and relationships

usingtables

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Platinum MathematicsWeek 3

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

11 Functions and relationships p. 68 Ex. 22.1 237 128 Worksheet 118a

Equivalent forms 2, 3 p. 118

Determine, interpret and justify equivalence of different descriptions of the same

relationship or rule presented:

In flow diagrams and tables

By formulae

By number sentence

12 FORMAL TASK 1: Assignment Task 1 228 122

13 REVISION: Functions and relationships graphs 1, 2, 3, 227 126

4, 5

14 Algebraic expressions p. 69 Ex. 21.1 230 124 Worksheet 120

Algebraic language 1, 2 p. 130

Recognise and interpret rules or relationships represented in symbolic form

15 Algebraic expressions p. 69 Ex. 21.2 232 122 Worksheet 121

Algebraic language 1 233 125 p. 126

Identify variables and constants in formulae and equations Ex. 21.3

1

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

46Grade 7 Mathematics

Platinum MathematicsWeek 4

Day CAPS concepts and skills LB LB TG pp. DBE Class

ex. pp. workbook

Date completed

16 Algebraic equations p. 69 Ex. 22.1 237 128 Worksheet 119

Number sentences 1 p. 122

Write a number sentence to describe problem situations

Analyse and interpret a number sentence that describes a given situation

17 REMEDIATE: Task 1

18 Solve and complete number sentences by: Ex. 22.1 238 129 Worksheet 121

Inspection 4ac, p. 126

Trial and improvement 5ac

19 Describe the numerical value of an expression by substitution Ex. 22.2 239240 130 Worksheet 123

3, 4 p. 131

Worksheet 125

p. 133

20 Probability p. 73 Ex. 26.1 268 148 Worksheet 137

Perform simple experiments where the possible outcomes are equally likely p. 174

List the possible outcomes based on the conditions of the activity

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Platinum MathematicsWeek 5

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

21 Probability p. 73 Ex. 26.2 268 148 Worksheet 139

Perform simple experiments where the possible outcomes are equally likely p. 178

List the possible outcomes based on the conditions of the activity

22 Probability p. 73 Ex. 26.1 Worksheet 140

Perform simple experiments where the possible outcomes are equally likely 34 p. 180

Determine the probability of each possible outcome, using the definition of Revision 268 148 149

probability

23 FORMAL TASK 2: Investigation Task 2 242 131

24 Collect data p. 70 Ex. 23.1 246 134 Worksheet 126a

Select appropriate sources for the collection of data (including peers, family, p. 136

newspapers, books, magazines)

Distinguish between samples and populations

25 Organise and summarise data p. 70 Ex. 23.2 249 135 Worksheet 126b

Organise (including grouping where appropriate) and record data using: 1, 2, 3, 4 p. 138

Tally and tables Worksheet 127a

Stem and leaf displays p. 140

Data intervals

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

48Grade 7 Mathematics

Platinum MathematicsWeek 6

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

26 Representing data p. 72 Ex. 24.1 255 140 Worksheet 129a

Draw a variety of graphs by hand/technology to display and interpret data (grouped pp. 147148

and ungrouped included):

Bar graphs and double bar graphs

Histograms with given intervals

Pie charts

27 Summarise and distinguish between ungrouped numerical data by determining mean, Ex. 23.4 251 137 Worksheet 128a

median and mode 1, 3, 5 p. 144

Identify the largest and smallest scores in a data set and determine the difference Worksheet 128b

between them in order to determine the spread of data (range) p. 146

28 REMEDIATE: Task 2

29 Interpret and analyse data p. 72 Ex. 25.1 250 144 Worksheet 131a

Interpret Critically read and interpret data represented in: Ex. 25.2 263 145 p. 156

Words Worksheet 131b

Bar graphs and double bar graphs p. 158

Pie charts Worksheet 133

Histograms p. 164

Analyse Critically analyse data by answering questions related to:

Data categories, including data intervals

Data sources and contexts

Central tendencies (mean, mode, median)

Scales used on graphs

30 Report data p. 72 Ex. 25.3 266 147 Worksheet 134a

Summarise data in short paragraphs that include: 1, 2 p. 166

Drawing conclusions about the data Worksheet 134b

Making predictions based on the data p. 168

Identifying sources of error and bias in the data

Choosing appropriate summary statistics for the data (mean, mode, median)

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Platinum MathematicsWeeks 7 and 8Revision and end-of-year examination plan your week

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

50Grade 7 Mathematics

Platinum MathematicsWeek 9Review of examination, remediation and learner corrections

Reflect on the year

Think about and make a note of:

1. Did you complete the curriculum according to the CAPS requirements? If not, why 4. What did learners struggle with? How can you help your group next year

not and what could you do to cover all of the work next year? understand these concepts and develop these skills better?

even more effectively next year? learners next year?

could you use again next year? further next year? How will you go about this?

HOD: Date:

6. Premier Mathematics

Book in a way that enables you to cover the curriculum sequentially, aligning with the a good understanding of the key concepts for the day? Could they use

CAPS, for well-paced and meaningful teaching. the language expected from them? Could they write what was expected

fromthem?

The following components are provided in the columns of the tracker table:

Did the learners cope with the work set for the day? For instance, did they

1. Day/lesson number.

finish the classwork? Was their classwork done adequately? Did you assign

2. CAPS page numbers and content linked to Learners Book content.

thehomework?

3. Learners Book exercises/activities that cover the CAPS content for the day.

Are your learners books up to date?

4. Page reference in the Learners Book (LB page reference).

Does what the learners have done in their books correlate with the tracked

5. Page reference in your Teachers Guide for the days activities

comments in the tracker?

(TG page reference).

6. DBE workbook link to related content (worksheet and page numbers Briefly write down your reflection weekly, following the prompts in the tracker.

arereferenced). What went well?

7. Date completed (complete this daily). What did not go well?

What did the learners find difficult or easy to understand or do?

Weekly reflection What will you do to support or extend learners?

The tracker gives you space to reflect on your Mathematics lessons on a weekly basis. Did you complete all the work set for the week?

You can share this reflection with your HOD and discuss things that worked or did not If not, how will you get back on track?

go so well in your lesson. Together with your HOD you can think of ways of improving What will you change next time? Why?

on the daily work that the learners in your class are doing. When you reflect you could The reflection should be based on the daily lessons you have taught each week. It will

think about things such as: provide you with a record for the next time you implement the same lesson again,

Was your preparation for the lesson adequate? For instance, did you have all and also forms the basis for collegial conversations with your head of department and

the necessary resources? Had you thought through the content so that you yourpeers.

understood it fully and so could teach it effectively?

52Grade 7 Mathematics

Premier MathematicsWeek 1

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

1 Integers p. 67 Ex. 1 123 96 Worksheet 105

Orientation Introduction to integers 1ae pp. 9091

2 Counting, ordering and comparing integers p. 67 Ex. 1 123 96 Worksheet 106

Count forwards and backwards in integers for any interval 2, 5 pp. 9293

Recognise, order and compare integers

3 Calculations with integers p. 67 Ex. 2 124 97 Worksheet 107

Basic calculations with integers 1, pp. 9494

Add and subtract integers 2a, c, e Worksheet 108

Integer calculations Ex. 3 125 98 pp. 9899

1

4 Properties of integers p. 67 Ex. 4 126 98 Worksheet 111

Recognise and use commutative properties of addition and multiplication for integers 1ah pp. 100101

5 Recognise and use associative and distributive properties of addition and multiplication Ex. 4 126 98 *Worksheet 113

for integers 2aj pp. 104105

2ah *Worksheet 113

pp. 106107

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Premier MathematicsWeek 2

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

6 Solving problems p. 67 Ex. 5 127 99

Solving problems in contexts involving integers 1, 2

7 Numeric and geometric patterns p. 68 Ex. 1 130 100 *Worksheet 114

Investigate and extend patterns 1ae, p. 108

Investigate and extend numeric and geometric patterns looking for relationships 2ab, 3b

between numbers and including patterns:

Of learners own creation and represented in tables

Represented in physical or diagram form not limited to sequences involving a

constant ratio

8 Functions and relationships p. 68 Ex. 1 132 101 Worksheet 116

Input and output values Ex. 2 pp. 111112

Describe and justify the general rules for observed relationships between numbers in 1 Worksheet 117a

own words Ex. 3 104 p. 114

Determine input values, output values or rules for patterns and relationships using: 2, 3

Flow diagrams

Tables

9 Determine, interpret and justify equivalence of different descriptions of the same Ex. 1 137 104 Worksheet 117b

relationship or rule presented: 3 139 105 pp. 108109

Verbally Ex. 2

In flow diagrams 1ab

In tables

10 Functions and relationships p. 68 Ex. 2 136 103 Worksheet 118a

Equivalent forms 12 p. 118

Determine, interpret and justify equivalence of different descriptions of the same

relationship or rule presented:

By formulae

By number sentence

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

54Grade 7 Mathematics

Premier MathematicsWeek 3

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

11 REVISION: Functions and relationships graphs Ex. 3 132 101

4 134 103

Ex. 1

1, 2

12 FORMAL TASK 1: Investigation Task 1 154 113

13 Algebraic expressions p. 69 Ex. 1 137 104 Worksheet 120

Algebraic language 2 p. 130

Recognise and interpret rules or relationships represented in symbolic form

14 Algebraic expressions p. 69 Ex. 2 139 105 Worksheet 121

Algebraic language 1c, d p. 126

Identify variables and constants in formulae and equations 2ac

15 Algebraic equations p. 69 Ex. 1 140 105 Worksheet 119

Number sentences 1, 3, 5, p. 122

Write a number sentence to describe problem situations 7, 9

Analyse and interpret a number sentence that describes a given situation

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Premier MathematicsWeek 4

Day CAPS concepts and skills LB LB TG pp. DBE Class

ex. pp. workbook

Date completed

16 Solve and complete number sentences by: Ex. 2 141 106 Worksheet 121

Inspection 15 p. 126

Trial and improvement

17 REMEDIATE: Task 1

18 Probability p. 73 Ex. 1 155 114 Worksheet 137

Perform simple experiments where the possible outcomes are equally likely p. 174

List the possible outcomes based on the conditions of the activity

19 Probability p. 73 Ex. 2 155 114 Worksheet 139

Perform simple experiments where the possible outcomes are equally likely p. 178

Determine the probability of each possible outcome, using the definition of

probability

20 Probability p. 73 Ex. 3 155 114 Worksheet 140

Perform simple experiments where the possible outcomes are equally likely p. 180

List the possible outcomes based on the conditions of the activity

Determine the probability of each possible outcome, using the definition of

probability

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

56Grade 7 Mathematics

Premier MathematicsWeek 5

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

21 FORMAL TASK 2: Assignment Task 2 162 115

22 Collect data p. 70 Ex. 1 153 108 Worksheet 126a

Select appropriate sources for the collection of data (including peers, family, 15 p. 136

newspapers, books, magazines)

Distinguish between samples and populations

23 Organise and summarise data p. 70 Ex. 2 145 109 Worksheet 126b

Organise (including grouping where appropriate) and record data using: 1, 4, 5 p. 138

Tally tables Worksheet 127a

Stem and leaf displays p. 140

24 Collect, organise and summarise data p. 71 Ex. 2 145 109 Worksheet 128a

Group data into intervals 2ad, 3 p. 144

Summarise and distinguish between ungrouped numerical data by determining mean, Worksheet 128b

median and mode p. 146

Identify the largest and smallest scores in a data set and determine the difference

between them in order to determine the spread of data (range)

25 Representing data p. 72 Ex. 3 148 110 Worksheet 129a

Draw a variety of graphs by hand/technology to display and interpret data (grouped 1, 2 pp. 147148

and ungrouped included)

Bar graphs and double bar graphs

Histograms with given intervals

Pie charts

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Premier MathematicsWeek 6

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

26 REMEDIATE: Task 2

27 Interpret and analyse data p. 72 Ex. 4 151 112 Worksheet 131a

Interpret Critically read and interpret data represented in: 1, 2 p. 156

Words Worksheet 131b

Bar graphs and double bar graphs p. 158

Pie charts Worksheet 133

Histograms p. 164

Analyse Critically analyse data by answering questions related to:

Data categories, including data intervals

Data sources and contexts

Central tendencies (mean, mode, median)

Scales used on graphs

28 Report data p. 72 Ex. 4 151 112 Worksheet 134a

Summarise data in short paragraphs that include: 4 p. 166

Drawing conclusions about the data

Making predictions based on the data

29 Identifying sources of error and bias in the data Ex. 4 151 112 Worksheet 134b

Choosing appropriate summary statistics for the data (mean, mode, median) 5 p. 168

30 REVISION

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

58Grade 7 Mathematics

Premier MathematicsWeeks 7 and 8Revision and end-of-year examination plan your week

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Premier MathematicsWeek 9Review of examination, remediation and learner corrections

Reflect on the year

Think about and make a note of:

1. Did you complete the curriculum according to the CAPS requirements? If not, why 4. What did learners struggle with? How can you help your group next year

not and what could you do to cover all of the work next year? understand these concepts and develop these skills better?

even more effectively next year? learners next year?

could you use again next year? further next year? How will you go about this?

HOD: Date:

60Grade 7 Mathematics

7. Solutions for All Mathematics

Book in a way that enables you to cover the curriculum sequentially, aligning with the a good understanding of the key concepts for the day? Could they use

CAPS, for well-paced and meaningful teaching. the language expected from them? Could they write what was expected

fromthem?

The following components are provided in the columns of the tracker table:

Did the learners cope with the work set for the day? For instance, did they

1. Day/lesson number.

finish the classwork? Was their classwork done adequately? Did you assign

2. CAPS page numbers and content linked to Learners Book content.

thehomework?

3. Learners Book exercises/activities that cover the CAPS content for the day.

Are your learners books up to date?

4. Page reference in the Learners Book (LB page reference).

Does what the learners have done in their books correlate with the tracked

5. Page reference in your Teachers Guide for the days activities

comments in the tracker?

(TG page reference).

6. DBE workbook link to related content (worksheet and page numbers Briefly write down your reflection weekly, following the prompts in the tracker.

arereferenced). What went well?

7. Date completed (complete this daily). What did not go well?

What did the learners find difficult or easy to understand or do?

Weekly reflection What will you do to support or extend learners?

The tracker gives you space to reflect on your Mathematics lessons on a weekly basis. Did you complete all the work set for the week?

You can share this reflection with your HOD and discuss things that worked or did not If not, how will you get back on track?

go so well in your lesson. Together with your HOD you can think of ways of improving What will you change next time? Why?

on the daily work that the learners in your class are doing. When you reflect you could The reflection should be based on the daily lessons you have taught each week. It will

think about things such as: provide you with a record for the next time you implement the same lesson again,

Was your preparation for the lesson adequate? For instance, did you have all and also forms the basis for collegial conversations with your head of department and

the necessary resources? Had you thought through the content so that you yourpeers.

understood it fully and so could teach it effectively?

Solutions for All MathematicsWeek 1

*Select

Day CAPS concepts and skills LB LB TG pp. DBE Class

ex. pp. workbook

Date completed

1 Integers p. 67 14 316 201 Worksheet 105

Orientation Introduction to integers pp. 9091

2 Counting, ordering and comparing integers p. 67 Ex. 29.1 318 202 Worksheet 106

Count forwards and backwards in integers for any interval 13 319 pp. 9293

Recognise, order and compare integers

3 Calculations with integers p. 67 Ex. 29.2 323 203 Worksheet 107

Basic calculations with integers 1, 3, 5 324 204 pp. 9494

Add and subtract integers Ex. 29.3 327 Worksheet 108

Integer calculations 1, 5, 7 pp. 9899

4 Properties of integers p. 67 Ex. 29.4 330 205 Worksheet 111

Recognise and use commutative properties of addition and multiplication for integers 1, 2 331 pp. 100101

5 Recognise and use associative and distributive properties of addition and multiplication Ex. 29.4 330 205 *Worksheet 113

for integers 3ab 331 pp. 104106

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

62Grade 7 Mathematics

Solutions for All MathematicsWeek 2

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

6 Solving problems p. 67 Ex. 29.4 330 205

Solving problems in contexts involving integers 3c 331

7 Numeric and geometric patterns p. 68 Ex. 30 334 209 *Worksheet 114

Investigate and extend patterns 1, 3, 4 335 p. 108

Investigate and extend numeric and geometric patterns looking for relationships *Worksheet 115

between numbers and including patterns: p. 110

Of learners own creation and represented in tables

Represented in physical or diagram form not limited to sequences involving a

constant ratio

8 Functions and relationships p. 68 Ex. 30.2 339 211 Worksheet 116

Input and output 1 340 212 pp. 111112

Describe and justify the general rules for observed relationships between numbers in

own words

Determine input values, output values or rules for patterns and relationships using

flow diagrams

9 Determine input values, output values or rules for patterns and relationships using Ex. 30.2 339 211 Worksheet 117a

tables 2, 3 340 212 p. 114

Determine, interpret and justify equivalence of different descriptions of the same

relationship or rule presented:

Verbally

In flow diagrams

In tables

10 Equivalent forms Ex. 31.1 343 216 Worksheet 118a

Determine, interpret and justify equivalence of different descriptions of the same 13 344 217 p. 118

relationship or rule presented:

By formulae

Number sentence

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Solutions for All MathematicsWeek 3

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

11 REVISION: Functions and relationships graphs 1, 2 348 219

349

12 FORMAL TASK 1: Assignment Task 1 310312

13 Algebraic expressions p. 69 1, 3 350 221 Worksheet 120

Algebraic language 351 222 p. 130

Recognise and interpret rules or relationships represented in symbolic form

14 Identify variables and constants in formulae and equations Ex. 32.1 351 222 Worksheet 121

1, 2 353 p. 126

15 Algebraic equations p. 69 Ex. 33.1 360 227 Worksheet 119

Number sentences 1, 3 p. 122

Write a number sentence to describe problem situations

Analyse and interpret a number sentence that describes a given situation

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

64Grade 7 Mathematics

Solutions for All MathematicsWeek 4

Day CAPS concepts and skills LB LB TG pp. DBE Class

ex. pp. workbook

Date completed

16 Solve and complete number sentences by: Ex. 33.2 362 229 Worksheet 121

Inspection 13 p. 126

Trial and improvement

17 Describe the numerical value of an expression by substitution Ex. 33.3 363 229 Worksheet 123

13 p. 131

Worksheet 125

p. 133

18 REMEDIATE: Task 1

19 Probability p. 73 Ex. 37.1 420 267 Worksheet 137

Perform simple experiments where the possible outcomes are equally likely 12 p. 174

List the possible outcomes based on the conditions of the activity

20 Probability p. 73 Ex. 37.1 420 267 Worksheet 139

Perform simple experiments where the possible outcomes are equally likely 3 p. 178

Determine the probability of each possible outcome, using the definition of

probability

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Solutions for All MathematicsWeek 5

*Select

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

21 Probability p. 73 Ex. 37.2 422 267 Worksheet 140

Perform simple experiments where the possible outcomes are equally likely 12 p. 180

List the possible outcomes based on the conditions of the activity

Determine the probability of each possible outcome, using the definition of

probability

22 FORMAL TASK 2: Investigation 312

23 Collect data p. 70 1 366 234 Worksheet 126a

Select appropriate sources for the collection of data (including peers, family, 2 367 p. 136

newspapers, books, magazines)

Distinguish between samples and populations

24 Organise and summarise data p. 70 Ex. 34.1 371 238 Worksheet 126b

Organise (including grouping where appropriate) and record data using: 15 375 240 p. 138

Tally tables Ex. 34.3 376 241 Worksheet 127a

Stem and leaf displays 1 p. 140

Ex. 34.5

1af

25 Collect, organise and summarise data p. 71 Ex. 34.5 376 242 Worksheet 127b

Group data into intervals 2 385 p. 142

Summarise and distinguish between ungrouped numerical data by determining mean, 1, 3, 4, 5 *Worksheet

median and mode 128ab

Identify the largest and smallest scores in a data set and determine the difference p. 144

between them in order to determine the spread of data (range)

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

66Grade 7 Mathematics

Solutions for All MathematicsWeek 6

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

26 Representing data p. 72 Ex. 35.2 393 251 Worksheet 129a

Draw a variety of graphs by hand/technology to display and interpret data (grouped 12 396 252 pp. 147148

and ungrouped included) Ex. 35.3

Bar graphs and double bar graphs 12

Histograms with given intervals

Pie charts

27 REMEDIATE: Task 2

28 Interpret and analyse data p. 72 Ex. 36.1 403 258 Worksheet 131a

Interpret Critically read and interpret data represented in: 12 404 p. 156

Words Worksheet 131b

Bar graphs and double bar graphs p. 158

Pie charts

Histograms

Analyse Critically analyse data by answering questions related to: Ex. 36.2 406 259 Worksheet 133

Data categories, including data intervals 14 407 p. 164

Data sources and contexts

Central tendencies (mean, mode, median)

Scales used on graphs

29 Report data p. 72 Ex. 36.3 409 260 Worksheet 134a

Summarise data in short paragraphs that include: 12 410 p. 166

Drawing conclusions about the data Worksheet 134b

Making predictions based on the data p. 168

Identifying sources of error and bias in the data

Choosing appropriate summary statistics for the data (mean, mode, median)

30 REVISION

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Solutions for All MathematicsWeeks 7 and 8Revision and end-of-year examination plan your week

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

68Grade 7 Mathematics

Solutions for All MathematicsWeek 9Review of examination, remediation and learner corrections

Reflect on the year

Think about and make a note of:

1. Did you complete the curriculum according to the CAPS requirements? If not, why 4. What did learners struggle with? How can you help your group next year

not and what could you do to cover all of the work next year? understand these concepts and develop these skills better?

even more effectively next year? learners next year?

could you use again next year? further next year? How will you go about this?

HOD: Date:

8. Spot On Mathematics

Book in a way that enables you to cover the curriculum sequentially, aligning with the a good understanding of the key concepts for the day? Could they use

CAPS, for well-paced and meaningful teaching. the language expected from them? Could they write what was expected

fromthem?

The following components are provided in the columns of the tracker table:

Did the learners cope with the work set for the day? For instance, did they

1. Day/lesson number.

finish the classwork? Was their classwork done adequately? Did you assign

2. CAPS page numbers and content linked to Learners Book content.

thehomework?

3. Learners Book exercises/activities that cover the CAPS content for the day.

Are your learners books up to date?

4. Page reference in the Learners Book (LB page reference).

Does what the learners have done in their books correlate with the tracked

5. Page reference in your Teachers Guide for the days activities

comments in the tracker?

(TG page reference).

6. DBE workbook link to related content (worksheet and page numbers Briefly write down your reflection weekly, following the prompts in the tracker.

arereferenced). What went well?

7. Date completed (complete this daily). What did not go well?

What did the learners find difficult or easy to understand or do?

Weekly reflection What will you do to support or extend learners?

The tracker gives you space to reflect on your Mathematics lessons on a weekly basis. Did you complete all the work set for the week?

You can share this reflection with your HOD and discuss things that worked or did not If not, how will you get back on track?

go so well in your lesson. Together with your HOD you can think of ways of improving What will you change next time? Why?

on the daily work that the learners in your class are doing. When you reflect you could The reflection should be based on the daily lessons you have taught each week. It will

think about things such as: provide you with a record for the next time you implement the same lesson again,

Was your preparation for the lesson adequate? For instance, did you have all and also forms the basis for collegial conversations with your head of department and

the necessary resources? Had you thought through the content so that you yourpeers.

understood it fully and so could teach it effectively?

70Grade 7 Mathematics

Spot On MathematicsWeek 1

*Select

Day CAPS concepts and skills LB LB TG DBE Class

act. pp. pp. workbook

Date completed

1 Integers p. 67 Act. 20.1 251 270 Worksheet 105

Orientation Introduction to integers 1, 2, 4, 5 pp. 9091

2 Counting, ordering and comparing integers p. 67 Act. 20.1 251 270 Worksheet 106

Count forwards and backwards in integers for any interval 3, 6, 7 pp. 9293

Recognise, order and compare integers

3 Calculations with integers p. 67 Act. 20.2 253 271 Worksheet 107

Basic calculations with integers 1, 2 pp. 9494

Add and subtract integers Act. 20.3 Worksheet 108

Integer calculations 1, 4, 5 pp. 9899

4 Properties of integers p. 67 Act. 20.4a 256 273 Worksheet 111

Recognise and use commutative properties of addition and multiplication for integers 13 pp. 100101

5 Recognise and use associative and distributive properties of addition and multiplication Act. 20.4b 256 273 *Worksheet 113

for integers 12 pp. 104106

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Spot On MathematicsWeek 2

*Select

Day CAPS concepts and skills LB LB TG DBE Class

act. pp. pp. workbook

Date completed

6 Solving problems p. 67 Act. 20.5 258 274

Solving problems in contexts involving integers 1, 3, 5, 7

7 Numeric and geometric patterns p. 68 Act. 21.1 265 280 *Worksheet 114

Investigate and extend patterns 1a, 3a, 3c p. 108

Investigate and extend numeric and geometric patterns looking for relationships Act. 21.2 266 281 *Worksheet 115

between numbers and including patterns of learners, own creation and represented in 3 p. 110

tables

Represented in physical or diagram form not limited to sequences involving a

constant ratio

8 Describe and justify the general rules for observed relationships between numbers in Act. 21.2 266 281 Worksheet 116

own words 2, 4 pp. 111112

Determine input values, output values or rules for patterns and relationships using

flow diagrams

9 Functions and relationships p. 68 Act. 22.1 270 286 Worksheet 117a

Input and output values 1c, 2c p. 114

Determine input values, output values or rules for patterns and relationships using tables

10 Determine, interpret and justify equivalence of different descriptions of the same Act. 22.2 272 287 Worksheet 117b

relationship or rule presented: 1c, 2b, 3a pp. 108109

Verbally

In flow diagrams

In tables

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

72Grade 7 Mathematics

Spot On MathematicsWeek 3

*Select

Day CAPS concepts and skills LB LB TG DBE Class

act. pp. pp. workbook

Date completed

11 REVISION: Functions and relationships graphs Act. 22 276 290

12 FORMAL TASK 1: Investigation Task 1 260 275

13 Equivalent forms Act. 22.3 273 288 Worksheet 118a

Determine, interpret and justify equivalence of different descriptions of the same 13 p. 118

relationship or rule presented:

By formulae

Number sentence

14 Algebraic expressions p. 69 Act. 23.1 278 292 *Worksheet 120

Algebraic language 1, 2 280 293 p. 130

Recognise and interpret rules or relationships represented in symbolic form Act. 23.2

Identify variables and constants in formulae and equations 1, 2

15 Algebraic equations p. 69 Act. 23.2 280 294 Worksheet 119

Number sentences 3, 5 p. 122

Write a number sentence to describe problem situations

Analyse and interpret a number sentence that describes a given situation

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Spot On MathematicsWeek 4

*Select

Day CAPS concepts and skills LB LB TG pp. DBE Class

act. pp. workbook

Date completed

16 Solve and complete number sentences by: Act. 23.3a 282 295 Worksheet 121

Inspection 1b, d, f, h, p. 126

Trial and improvement i, k

17 Describe the numerical value of an expression by substitution Act. 23.4 287 295 Worksheet 123

1, 5 p. 131

Worksheet 125

p. 133

18 REMEDIATE: Task 1

19 Probability p. 73 Act. 27.1 321 332

Perform simple experiments where the possible outcomes are equally likely

List the possible outcomes based on the conditions of the activity

20 Probability p. 73 Act. 27.2 323 332

Perform simple experiments where the possible outcomes are equally likely

Determine the probability of each possible outcome, using the definition of

probability

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

74Grade 7 Mathematics

Spot On MathematicsWeek 5

*Select

Day CAPS concepts and skills LB LB TG DBE Class

act. pp. pp. workbook

Date completed

21 Probability p. 73 Worksheet 140

Perform simple experiments where the possible outcomes are equally likely p. 180

List the possible outcomes based on the conditions of the activity

Determine the probability of each possible outcome, using the definition of

probability

22 FORMAL TASK 2: Assignment Task 2 316 326

23 Collect data p. 70 Act. 24.1a 289 302 Worksheet 126a

Select appropriate sources for the collection of data (including peers, family, 13 p. 136

newspapers, books, magazines)

Distinguish between samples and populations

24 Organise and summarise data p. 70 Act. 24.2 293 305 Worksheet 126b

Organise (including grouping where appropriate) and record data using: 12 p. 138

Tally tables Act. 24 * Worksheet

Stem and leaf displays 127a

p. 140

25 Collect, organise and summarise data p. 71 Act. 24.3 294 306 Worksheet 127b

Group data into intervals p. 142

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Spot On MathematicsWeek 6

Day CAPS concepts and skills LB LB TG DBE Class

act. pp. pp. workbook

Date completed

26 Summarise and distinguish between ungrouped numerical data by determining mean, Act. 24.4 296 307 Worksheet 128a

median and mode p. 144

Identify the largest and smallest scores in a data set and determine the difference Worksheet 128b

between them in order to determine the spread of data (range) p. 146

27 REMEDIATE: Task 2

28 Representing data p. 72 Act. 25.1 301 313 Worksheet 129a

Draw a variety of graphs by hand/technology to display and interpret data (grouped Act. 25.2 304 317 pp. 147148

and ungrouped included)

Bar graphs and double bar graphs

Histograms with given intervals

Pie charts

29 Interpret and analyse data p. 72 Act. 25 306 320 Worksheet 131a

Interpret Critically read and interpret data represented in: p. 156

Words Worksheet 131b

Bar graphs and double bar graphs p. 158

Pie charts

Histograms

Analyse Critically analyse data by answering questions related to: Act. 26.1 308 322 Worksheet 133

Data categories, including data intervals p. 164

Data sources and contexts

Central tendencies (mean, mode, median)

Scales used on graphs

30 Report data p. 72 Act. 26.4 314 325 Worksheet 134a

Summarise data in short paragraphs that include: 1 p. 166

Drawing conclusions about the data Act. 26.2 Worksheet 134b

Making predictions based on the data p. 168

Identifying sources of error and bias in the data

Choosing appropriate summary statistics for the data (mean, mode, median)

Reflection

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

76Grade 7 Mathematics

Spot On MathematicsWeeks 7 and 8Revision and end-of-year examination plan your week

Day CAPS concepts and skills LB LB TG DBE Class

ex. pp. pp. workbook

Date completed

Think about and make a note of: What went well? What did not go well? What did What will you change next time? Why?

the learners find difficult or easy to understand or do? What will you do to support or

extend learners? Did you complete the work set for the week? If not, what will you do

to get back on track?

HOD: Date:

Spot On MathematicsWeek 9Review of examination, remediation and learner corrections

Reflect on the year

Think about and make a note of:

1. Did you complete the curriculum according to the CAPS requirements? If not, why 4. What did learners struggle with? How can you help your group next year

not and what could you do to cover all of the work next year? understand these concepts and develop these skills better?

even more effectively next year? learners next year?

could you use again next year? further next year? How will you go about this?

HOD: Date:

78Grade 7 Mathematics

D. ASSESSMENT RESOURCES

1. Assessment Term Plan learners engage with ANA-type questions and it is in line with the CAPS policy

requirements.

Formal assessment tasks are marked and formally recorded for promotion purposes. In

Term 4 an investigation, assignment and end-of-year examination are specified by Notes:

the CAPS (p. 154) for formal assessment. Table 1 below shows the formal assessment 1. Examinations in the Learners Book shoud not be used for formal assessment as

tasks that are provided in each set of LTSMs, and where they fit into the work for the learners can prepare for them in advance.

term. In addition to these formal assessments, an exemplar examination is provided 2. You should check that the DBE has not made any changes to the formal assessment

in this section for you to use instead of the examination in your chosen LTSM if you programme in the CAPS that are not shown here. If changes have been made,

so wish. The exemplar examination has been carefully designed to ensure that the adjust this programme accordingly.

* Use for revision/practice, not for formal assessment

Week 3 Week 5 a. Numbers, operations and relationships

(In Week 5 in Premier) (in Week 3 in Premier) b. Patterns, functions and algebra

c. Space and shape (geometry)

d. Measurement

e. Data handling

Clever Keeping Mathematics LB p. 353 LB p. 356 TG p. 333

Simple TG p. 323 TG p. 326

Mathematics Today LB p. 281 LB p. 307 TG p. 317

TG p. 111 TG p. 120

Oxford Headstart Mathematics LB p. 334 LB p. 341 *LB p. 376

TG p. 272 TG p. 276 TG p. 300

Oxford Successful Mathematics TG p. 271 TG p. 273 TG p. 279

Platinum Mathematics LB p. 228 LB p. 242 TG p. 157

TG p. 122 TG p. 131

Premier Mathematics Investigation Assignment TG p. 124

LB p. 154 LB p. 162

TG p. 113 TG p. 115

Solutions for All Mathematics TG p. 310 TG p. 312 TG p. 315

Spot On Mathematics LB p. 260 LB p. 316 TG p. 351

TG p. 275 TG p. 326

2. Suggested Assessment Record

MARK RECORDING SHEET SCHOOL: CLASS:

TERM 1 TERM 2 TERM 3 TERM 4

EXAMINATION 60%

GRADE: 7

INVESTIGATION

INVESTIGATION

EXAMINATION

TOTAL TERM 1

TOTAL TERM 2

TOTAL TERM 3

TOTAL TERM 4

ASSIGNMENT

ASSIGNMENT

ASSIGNMENT

YEAR: ............

PROJECT

TEST 1

TEST 2

TEST 3

COMMENT

DATE OF ASSESSMENT TASK

TOTAL POSSIBLE MARKS

No. SURNAME NAME 40% 60% 100%

1

2

3

4

5

6

7

8

9

10

11

12

13

HOD signature

Date

TEACHER signature

Date

80Grade 7 Mathematics

3. Grade 7 Mathematics Exemplar End-of-Year Examination

Surname:

Name: _______

Date: __________________ 60

Date of birth:

INSTRUCTIONS TO LEARNERS:

DURATION: 90 MINUTES

There are five multiple choice questions in Section A. For each question four possible answers are

given and only one answer is correct. For each multiple choice question circle the letter of the

correct answer to indicate your choice.

Example: 7 15 = _________

C. 1; 2; 3; 13; 26; 52 D. 1; 2; 5; 52

B: Perimeter = length + breadth

6 cm

Which of the equations below shows the same relationship?

p 1 2 3 4

t 6 8 10 12

A: t = 6p B: t = 5p C: t = 2p + 4 D: t = 2p + 6

Teacher Toolkit: Planner and Tracker 2017 Term 481

7/25/2017 11:17:48 AM

SECTION B: ANSWER ALL THE QUESTIONS

NUMBERS AND OPERATIONS (17 marks)

23

100 a) __________________ 23%

82Grade 7 Mathematics

10 0,6 b) __________________

7. What is the place value of the underlined digit in 534,86? __________________ (1)

a) 7 greater than 3

______________________________________________________________________________

b) 8 less than 3

______________________________________________________________________________

9. Calculate

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

10. Calculate

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

7/25/2017 11:17:48 AM

11. Find the value of in the following equations:

a) 24 = 3 x (1) b) 14 + = 16 8 (2)

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

12. Simplify the following and show all your steps of working. Do not use a calculator.

23 92(1)

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

13. Find the rule that describes the relationship between the numbers in the top row and the

bottom row. (2)

Input number 1 2 3 4 10

Output number 4 7 10 13 31

Rule: _______________________________________________________________________________

Teacher Toolkit: Planner and Tracker 2017 Term 483

7/25/2017 11:17:48 AM

15. Write the values in the following flow diagram as an equation. (2)

INPUT OUTPUT

x x2 +3 13

____________________________________________________________________________________

____________________________________________________________________________________

84Grade 7 Mathematics

16. The following graph shows the change in temperature during a day in Vryheid in KwaZulu-Natal.

Temperature over 24 hours

18

16

14

12

10

4

0

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 17 18 18 19 20 21 22 23 24

Time in hours using a 24-hour closck

______________________________________________________________________________

______________________________________________________________________________

c) Was this a winter day or a summer day? Give a reason for your answer. (2)

______________________________________________________________________________

______________________________________________________________________________

MEASUREMENT (4 marks)

______________________________________________________

______________________________________________________ 3 cm 3 cm

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

7/25/2017 11:17:48 AM

18 How many kilolitres of water are there in a tank that is (2)

5 m long, 2 m wide and 3 m high?

______________________________________________________ 3m

______________________________________________________

2m

______________________________________________________ 5m

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

PROBABILITY (6 marks)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

20. Study the two polygons and then answer the questions.

POLYGON A POLYGON B

a) What type of polygon is Polygon A? ______________________________________________ (1)

Teacher Toolkit: Planner and Tracker 2017 Term 485

e) Use a ruler to draw in all line(s) of symmetry on each polygon. _______________________ (2)

7/25/2017 11:17:48 AM

21. Give the names of the following geometric shapes:

Fig B b) _______________________________________________ (1)

86Grade 7 Mathematics

Fig C c) _______________________________________________ (1)

70

12 cm

4 cm

90 20

11 cm

______________________________________________________________________________

______________________________________________________________________________

P

23 cm 55 cm

Q s

QR = ________________________________________________________________________ (1)

RS = ________________________________________________________________________ (1)

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

TOTAL: 60 MARKS

7/25/2017 11:17:48 AM

4. Grade 7 Mathematics Exemplar End-of-Year Examination: Question Marks Cognitive

Memorandum level

Note: The last column in the memorandum shows the cognitive level for each question 9. a) 6,50 (2) RP

in the test. The levels are: 2,35 correct method

4,15 correct answer

K Knowledge: straight recall; use of mathematical facts and vocabulary; b) 37 (3) CP

rounding off. x 14

RP Routine procedure: perform well known procedures; simple applications. 148

CP Complex procedure: problems involving complex calculations and/or higher + 370 correct multiplication

order reasoning. 518correct answer

PS Problem solving: non-routine problems; higher order understanding and So 3,7 x 1,4 = 5,18 correct answer

processes. OR

37 x 14 = 37 x (10 + 4)

More information about these levels can be found in the CAPS (p. 157).

= 370 + 148 correct multiplication

= 518correct answer

Question Marks Cognitive So 3,7 x 1,4 = 5,18 correct answer

level 10. a) 18 13 = 31 (1) K

SECTION A: b) 8 + (27) = 8 27 = 19 (1) K

MULTIPLE CHOICE 11. a) = 8 (1) RP

b) 14 + = 16 8 (2) CP

1. B (1) K

14 + = 8

2. D (1) K

= 6

3. B (1) RP

12. 23 92 (2) RP

4. C (1) CP = 8 81

5. D (1) PS = 73

SECTION B: PATTERN, FUNCTION AND ALGEBRA

NUMBER AND OPERATIONS 13. Rule: multiply by 3 and add 1 (for getting the rule correct) (2) RP

OR

6. Common fraction Decimal fraction Percentage

Output number = (input number x 3) + 1

23 (1) K

100

a)0,23 23% 14. (2) K

6 (1) K

10

0,6 b)60%

b) 21 sides (1)

8. a) 4 (1) K

15. x x 2 + 3 = 13 for getting the left hand side correct (2) RP

b) 5 (1) K

for adding an equals sign

Question Marks Cognitive Question Marks Cognitive

level level

16. a) The highest temperature is 16 degrees Centigrade. 21. a) Figure A is a trapezium (1) RP

for 16 for the units (degrees Centigrade or C) b) Figure B is a rhombus (1) RP

b) The temperature is 10 C at 10:00 and 17:00 c) Figure C is a octagon (1) RP

c) This was a winter day. 22. a) Right angled triangle (1) CP

The maximum temperature is 16 C which is too cold for b) Scalene triangle (1) CP

it to be a summer day. 23. a) QR = 23 mm (1) CP

MEASUREMENT b) RS = 55 mm (1) CP

17. 3 cm x 3 cm x 3rd side = 54 cm3 (2) RP 24. (2) PS

The length of the 3rd side cm = 6 cm

18. Volume of tank = 5 m x 2 m x 3 m = 30 m3 (2) RP

Capacity = 30 kl

1 2 3 4 5 6

PROBABILITY

19. a) Probability = 6

1 (2) K

b) Factors of 6 are 1; 2; 3 and 6 (2) RP

4 2

Probability = 6

= 3

(2) RP 7 8

c) Odd numbers are 1; 3 and 5

3

Probability = 6 = 50%

SPACE AND SHAPE

20. a) Hexagon (1) RP

b) Pentagon (1) RP 9 10

c) Irregular (1) RP There are 4 single triangles

d) Irregular (1) RP There are 3 triangles made up of 2 triangles

e) (2) CP There are 2 triangles made up of 3 triangles

There is 1 triangle made up of 4 triangles

Altogether there are 4 + 3 + 2 + 1 = 10 triangles

TOTAL: 60

88Grade 7 Mathematics

5. Analysis of Cognitive Levels

The CAPS (p. 157) specifies the weighting of the cognitive levels for tests and examinations. The following table shows these weightings for Senior Phase Mathematics.

Table 1: WEIGHTING OF THE COGNITIVE LEVELS AS SPECIFIED BY THE CAPS FOR SENIOR PHASE MATHEMATICS

WEIGHTING

KNOWLEDGE Draw, Recognise, Count, Group, 1. Can you identify the different place values in the metric system? 25 %

Learn terms, facts, methods, Reproduce, Memorise, State, 2. State the mode, mean, median, and range from your set of data.

procedures, concepts Tabulate, Identify, Point, Follow 3. How do you reproduce a circle using a compass?

directions,Arrange 4. Arrange the following in descending order.

COMPREHENSION Change, Classify, Convert, 1. Classify polygons by regularity, concavity, and line symmetry.

Understand uses and implications of Estimate, Interpret, Measure,Put 2. Explain how to convert between fractions, decimals, and percentages.

terms, facts, methods, procedures, in order, Show, Suggest, Express in 3. What is your interpretation of the data expressed on the graph?

concepts otherterms

ROUTINE PROCEDURES Calculate, Compute, Construct, 1. How do you calculate the percentage of a given whole? 45%

APPLICATION Demonstrate, Derive, Graph, 2. Solve for area of a rectangle by using A= l x w

Practice theory, solve problems, use Manipulate, Operate, Practice, Prove, 3. What information do you consider when graphing data derived from a survey?

information in the new situations Solve, Find 4. Find the value of ... .

COMPLEX PROCEDURES Break down, Deduce, Diagram, 1. What methods can be used to compare and order fractions? 20%

ANALYSIS Distinguish, Formulate, Group, Order, 2. Analyse the relationship between variables on a graph.

Analyse structure, recognise Separate, Simplify, Sort 3. What factors do you consider when formulating a plan for problem solving?

assumptions, break down material

into parts

SYNTHESIS Construct, Create, Derive, Develop, 1. Describe some patterns that you recognised in the construction of Pascals

Put information together into a new Document, Generate, Integrate, Triangle.

and creative way Plan, Predict, Prepare, Propose, 2. What kind of table can you create that represents change in temperature?

Specify,Tell 3. What prediction can you make from this graph?

PROBLEM SOLVING Appraise, Choose, Compare, 1. Evaluate the expression after changing the order of operations. 10%

EVALUATION Conclude, Decide, Describe, 2. Describe how to solve a problem using the 4-step method.

Set standards, judge with purpose, Evaluate, Justify, Measure, Validate 3. Justify your reason for choosing the strategy selected.

accept or reject on basis of criteria

Table 2 shows the weighting of marks in the exemplar end-of-year examination and

Pattern, Functions

Problem Solving

Space and Shape

compliance with the CAPS requirements.

Measurement

Number and

Table 2: WEIGHTING OF MARKS ACROSS THE CONTENT AREAS IN THE

Procedures

Knowledge

Procedures

Operations

Probability

& Algebra

Complex

EXEMPLAR END-OF-YEAR EXAMINATION

Routine

Pattern, Functions

Problem Solving

Space and Shape

Measurement

15 2 2

Number and

Procedures

Knowledge

Procedures

Operations

Probability

& Algebra

Complex

16a 2 2

Routine

16b 2 2

16c 2 2

1 1 1 17 2 2

2 1 1 18 2 2

3 1 1 19a 2 2

4 1 1 19b 2 2

5 1 1 19c 2 2

6a 1 1 20a 1 1

6b 1 1 20b 1 1

7 1 1 20c 1 1

8a 1 1 20d 1 1

20e 2 2

8b 1 1

21a 1 1

9a 2 2

21b 1 1

9b 3 3

21c 1 1

10a 1 1

22a 1 1

10b 1 1

22b 1 1

11a 1 1

23a 1 1

11b 2 2 23b 1 1

12 2 2 24 2 2

13 2 2 Totals 18 14 6 16 6 14 29 12 5

14a 2 2 CAPS 18 15 6 15 6 15 27 12 6

14b 1 1 requirements

90Grade 7 Mathematics

E. RESOURCES FOR MENTAL MATHEMATICS

1. In this phase, NUMBER KNOWLEDGE and CALCULATION TECHNIQUES LTSMs

developed in Intermediate Phase are consolidated. The table below shows support, if provided, for Mental Mathematics in the approved

2. Work on these aspects must be spread across the term. It is therefore sets of LTSMs.

recommended that you continue to use the Term 1, 2 and 3 Mental Mathematics Table 1: MENTAL MATHEMATICS SUPPORT PROVIDED IN THE LTSMs

programme but also include the activities for INTEGERS required for Term 4 (see

Section E 2 below). LTSM Mental Mathematics Support

3. Printable resources to be used with the Mental Mathematics programme for Clever Keeping Mathematics Simple

integer skills and concepts are included below in Section E 3. Mathematics Today

Oxford Headstart Mathematics At the beginning of each unit in the LB

Oxford Successful Mathematics

Platinum Mathematics TG pp. 197209

Premier Mathematics

Solutions for All Mathematics TG pp. 326344

Spot On Mathematics

2. Programme of Mental Mathematics Activities for Fractions

Number Count forwards Counting should not only be thought a) Using two coloured

facts and backwards of as verbal counting learners can counters, make zero in three

in integers for count using: different ways.

any interval structured, semi-structured or b) Give a context for each way.

Recognise, empty number lines c) Can you make zero with __

order and chain diagrams for counting. counters?

compare Learners should be given a range of d) Can you make __ with __

92Grade 7 Mathematics

integers exercises such as: counters, etc.?

arrange given numbers from the e) Write the integer that is:

smallest to the biggest; or biggest i. 5 larger than -2

to smallest ii. 4 less than 6

fill in missing numbers in a f) Fill in <, = or >

sequence; on a number grid; on a Example: 425 __ 450

number line.

Calculation Recognise Absolute value: The distance a number is

strategies and use from zero on the number line; an absolute

commutative value is never negative.

and associative Examples: |5| = 5 and |5| = 5

properties of

addition and

multiplication

for integers

Concepts Addition Same sign add and keep the sign! Calculate:

Add the absolute value of the a) i. (+3) + (+4)

numbers and keep the same sign. ii. (+3) + (4)

(positive) + (positive) = positive iii. (13)+(4)

(+4) + (+5) = +9 iv. (+3) + (3)

(negative) + (negative) = negative b) Determine if a positive or

(-4) + (5) = 9 a negative value has been

Different signs subtract and keep the added to give the sum in:

sign of the bigger number! i. 7 + __ = 0

Subtract the absolute value of the ii. __ 8 = 16

numbers and keep the sign of the c) Determine if the sum of the

bigger number. following integers would be

(4) + (+5) = +1 positive or negative. Do not

(+4) + (5) = 1 give thesum:

i. 8, 10

ii. 12, 14

iii. 15, 20

iv. 4, 6, 13

v. 24, 25, 12

d) Keeping the integer values

between 10 and 10, give

two integers, with different

signs, that have a sum of:

i. 2

(e.g. +4 & 6 or 5 & +7)

ii. 4

iii. 0

iv. 5

v. 7

vi. 1

7/25/2017 11:17:49 AM

TOPICS SKILL STRATEGY ACTIVITY

Subtraction Do not subtract integers. You must a) Write an integer sentence

change the signs: to describe the persons net

Add the opposite worth:

Keep keep the sign of the first i. John had 10 points in a

number card game but lost 15

Change change the subtraction points in the next hand.

sign to addition ii. Peggy owed her mother

Change change the sign of the R3.00 but received R8.00

second number to the opposite for walking her aunts dog.

sign (if it is positive, change to iii. Barbaras net worth

negative; if it is negative, change to was R6.00 until Donald

positive). forgave a debt of R5.00

(+4)(-4) that she had owedhim.

keepchangechange b) Create a story to fit each

(+4)+(+4) number sentence:

Now use the rules for adding. Same i. (3) (+4) = (7)

sign add absolute values and keep ii. (8) (10) = (+2)

sign: c) Determine if the difference

(+4) + (+4) = __ of the following integers will

be positive or negative. Do

not give the difference:

i. 4 8 = ___

ii. 10 12 = ___

iii. 4 6 = ___

d) Keeping the integer values

between 10 and 10, give

two integers that have a

difference of:

i. 1

ii. 3

iii. 4

iv. 5

e) (194) + (476) = __

Multiplication Same signs positive a) Calculate and be able to tell

Multiply the numbers; Answer will be a story for each expression:

positive; (5) (5) = +25 i. (+3) (9)

Different signs negative ii. (5) (4)

Multiply the numbers; Answer will be iii. (+3) (+10)

negative (+5) (5) = 25 iv. (8) (+4)

v. 0 (3)

Early teaching should focus on giving

b) (8) (+35) = (4) (+70)

meaning to multiplication expressions:

Some contexts:

1. (+3) (4) = 12

Add 3 sets of -4 or borrow R4 for 3 days

in a row

2. (3) (+4)= 12

Remove 3 sets of R4 from your net worth

3. (3) (4) = +12

Remove 3 sets of -4 or 3 debts of R4

are written off

As learners internalise sign patterns,

strategies used for multiplying whole

numbers can be extended to integers:

Associative property

Halve and double

Distributive law

Compatible factors

Division Same signs positive Write two related division

Divide the numbers; Answer will be sentences for:

positive; (5) (5)= +1 (+3) (+9)

Different signs negative (+3) (9)

Divide the numbers; Answer will be (3) (+9)

negative; (+5) (5)= 1 (3) (9)

Teacher Toolkit: Planner and Tracker 2017 Term 493

7/25/2017 11:17:49 AM

3. Printable Resources for the Mental Mathematics Programme

3.1 Number lines

Greater

Smaller

10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10

10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

15 14 13 12 11 10 8 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

94Grade 7 Mathematics

3.2 Number cards

1 2 3 4 5

6 7 8 9 10

1 2 3 4 5

6 7 8 9 10

Gr 7 Maths Tracker 2017 Term 4 KZN 100.indd 96 7/25/2017 11:17:49 AM

Gr 7 Maths Tracker 2017 Term 4 KZN 100.indd 97 7/25/2017 11:17:49 AM

Gr 7 Maths Tracker 2017 Term 4 KZN 100.indd 98 7/25/2017 11:17:49 AM

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