Facilitator: Sarika Mutha Subject: Mathematics Grade : VII

Topic : CH. 2 Fractions and Decimals No. of Periods: 11 Dates (19 th April-30th April, 1st June - 3th June)

Previous knowledge :
Students are aware of basics of Fractions and operations on fractions and their usage in daily life.
They should have a good grasp of what a fraction is and what its parts represent, and they should be able to write
equivalent fractions.
Students are aware of decimal numbers and addition and subtraction of decimals.

LEARNING OUTCOMES:
The students are able to
 To acquaint students with different aspects of Mathematics used in daily life.
 To develop necessary skills to work with modern technological devices and mathematical softwares.
 Apply the knowledge and skills acquired to solve problems and wherever possible, more than one method.

Consolidate the mathematical knowledge and skills acquired at the upper primary stage

GENERAL OBJECTIVES:
The students will be able to :
1. Recapitulate the concept of a fraction
2. Classify fractions as proper, improper and mixed.
3. Write equivalent fractions for a given fraction.
4. Add and subtract fractions.
5. Solve simple word problem on operations of addition and subtraction.
6. Multiply whole number by s fraction, fraction by a fraction.
7. Divide whole number by a fraction, fraction by a whole number and fraction by a fraction.
8. Apply the above concepts to solve simple word problem on operations of multiplication and division.
9. Recapitulate the concept of decimal numbers through place value system
10. Add and subtract decimals and apply the same to solve word problems.
11. Multiply decimals with multiples of 10
12. Multiply decimal with a whole number and decimal with a decimal.
13. Divide decimals by a whole number, whole number by a decimal, decimal by a decimal and decimal by
multiples of 10.
14. Apply the above concepts to solve questions of the textbook.
Module 1: Pd 1 Vocabulary Focus: Fundamental operations,
Specific Objectives: Students will be able to: Simplification of fractions, Comparison of
1. Recapitulate the concept of a fraction fractions
2. Classify fractions as proper, improper and mixed.
3. Write equivalent fractions for a given fraction.
HW/Plenary for the day:
4. Add and subtract fractions.
Ex 2.1
5. Solve simple word problem on operations of
addition and subtraction.
TEACHER FOCUS:
Teacher recapitulates basic concepts related to fractions:
Proper Fraction: A fraction that is less than one, with the
numerator less than the denominator.
ex: 5/6, 2/3, 7/4etc.
Improper Fraction: A fraction in which the numerator is
greater than the denominator, such as 5/4, 7/6.
Also, note- the improper fraction can 7/4 can be written
STUDENT FOCUS:
Relate comparing and ordering fractions to
comparing and ordering whole numbers, but don't
overlook the added complication of the
denominator.
Materials: student-made fraction kits, colored pencils
or markers
Preparation: Provide each student with twelve
pieces of precut wax-paper squares or cut 6-inch
 3 squares of tracing paper (they must be able to see
as 1 4 . This is a mixed fraction.
https://youtu.be/RNt8CKGnPko
Students should be able to compare and order whole
numbers. They should have a good grasp of what a fraction is
and what its parts represent, and they should be able to write
equivalent fractions.
And accordingly ask some questions related to the activity Ask:
What part of your square is colored? What part is not colored?
1 1
( ‘ )
2 2
Work with students to fold and color all of the remaining
squares.
 Ask: What does one square represent?
Students should recognize that one square is one
whole.
 Ask: What does one segment represent? Students
should identify one segment of the four equal-size
segments as representing .
 Ask: If you're holding the fourths square in which
you colored in two segments, what does the
colored part represent?
Students should easily see that they colored two
fourths.
 Ask: How do the fractions compare?
Students should notice that since the same portion
of each square is colored in, equals .
 Ask: How do the fractions compare?
Students should notice that since the same portion
of each square is colored in, equals .
 Continue in this way, helping students to compare by
using words such as greater than and less than as well
as equal to and not equal to. Do this orally until
students are comfortable with the language, and then
remind them of the symbols they used to represent
these comparisons when they were working with
whole numbers.
 Say: Mix up your fraction squares. Take the first four
squares from the top of your stack and put the
rest out of the way. Put the squares in order from
through it).
 Say: Take one of your paper squares and
carefully fold it in half. Color one of the
parts.
 Say: Hold up any square that you folded
into four segments.
 Students should easily see that they colored
two fourths.
 Say: Place your two-fourths square over
your one-half square.
 Say: Place your two-fourths square over
your four-eighths square.
Continue in this way, helping students to compare by
using words such as greater than and less than as well
as equal to and not equal to. Do this orally until
students are comfortable with the language, and then
remind them of the symbols they used to represent
these comparisons when they were working with
whole numbers.
 Say: Mix up your fraction squares. Take the
first four squares from the top of your stack
and put the rest out of the way. Put the
squares in order from least amount colored
to greatest amount colored.
 Ask: Can you write the names of your
fractions from least to greatest?
This should be an easy task. If it is not, find
some time later to work with any student who
is having trouble.
 Ask: Can you use your fraction squares to help
you put the fractions in order from
least to greatest? , ,
Students should be able to pick out the appropriate
models visually and use them to order the fractions
Students should be able to pick out the appropriate
1 5 1
models visually and use them to order the
2 8 2
fractions.
 least amount colored to greatest amount colored. Example: Which is larger: 5/6 or 13/15?
 Ask: Can you write the names of your fractions The Least Common Multiple of 6 and 15 is 30. So, let's
from least to greatest? do some multiplying to make each denominator equal
This should be an easy task. If it is not, find some to 30 :
time later to work with any student who is having
×5 ×2
trouble.
 Ask: Can you use your fraction squares to help you put
the fractions in order from least to greatest? , 5 25 13 26
, = & =
6 30 15 30

×5 ×2
Now we can easily see that 26/30 is the larger
Sometimes we need to compare two fractions to discover which fraction
is larger or smaller. There are two easy ways to compare so 13/15 is the larger fraction.
fractions: using decimals; or using the same denominator Few unsolved Questions for practise
The Same Denominator Method Q1. Arrange the given fractions in ascending order i)
5/17, 4/9, 7/12 ii)3/4, 5/12, 9/16
Q2. Arrange the following fraction in descending
order.
i) 5/7, 3/8, 9/14, 20/21 ii) 13/18, 8/15,
17/24
Q3 Insert 2 fractions in between 11/16 and 12/18

The denominator
is the bottom
If two fractions have the same denominator then they are
number in a Solved example related to BODMAS RULE
easy to compare: fraction. Example: Add the fraction value 1 /3 with the
How to Make the Denominators the Same It shows how whole number 5.
The trick is to find the Least Common Multiple many
of the equal
two parts The steps to be followed to add the fraction value
denominators. In the previous example, the Least Common
the item is 1 /3 with the *
Multiple of 8 and 12 was 24. divided into
Then it is just a matter of changing each fraction to make it's
= 1 /3 + 5 3/ 3 (multiply and divide the number 3
denominator the Least Common Multiple.
with the given whole number 5 to convert it into
For example:
fraction value).
Q.1 Arrange the fractions 5/6, 11/16, 13/18
Solution: Lets take the L.C.M of the three denominators. 6,
= 1 /3 + 15/ 3
16, 18, = 2 x 3 x 8 x 3 =144
Now, write the given fractions as equivalent like fractions
5/6 = 5x24/6x24 = 120/144 = 1+15 /3(take the number 3 as the common
11/16 = 11x9/16x9 = 99/144 divisor for both)
13/18 = 13x8/ 18x8 =104/144
As, = 99/144 < 104/144 < 120/144 = 16 /3 (it is also a fraction value)
11/16 < 13/8 < 5/6

Fundamental operations on Fractions

"Operations" mean things like add, subtract, multiply,
divide, squaring, etc. If it isn't a number it is probably an
operation.
But, when you see something like... Rule for Addition of Fractions
7 + (6 × 52 + 3) When adding fractions, you must make sure that
... what part should you calculate first? the fractions being added have the same
denominator. If they do not, find the LCD for the
Start at the left and go to the right? fractions and put each in its equivalent form. Then,
Or go from right to left? simply add the numerators of the fractions.
Calculate them in the wrong order, and you will get a
wrong answer !
So, long ago people agreed to follow rules when doing
calculations, and they are
How Do I Remember It All ... ? BODMAS !
Rule for Subtraction of Fractions
When subtracting fractions, you must make sure
that the fractions being subtracted have the same
denominator. If they do not, find the LCD for the
fractions and put each in its equivalent form. Then,
B Brackets first simply subtract the numerators of the fractions.
Adding
O and Subtracting
Orders (ieFractions
Powers and Square Roots, etc.)
When adding and subtracting fractions, the fractions being
DM Division and Multiplication (left-to-right)
added or subtracted must have the same denominator.
AS Addition and Subtraction (left-to-right
When denominators are different, you will need to convert Let's try this:
each fraction into an equivalent fraction by finding the This is a bit tricky, but you'll think it's easy
least common denominator (LCD) for the fractions. once you get used to it!
The two new fractions should have the same denominator,
making them easy to add or subtract.
Let's try this:

The main rule of this game is that we can't do anything

until the denominators are the same!
We need to find something called the least common
denominator (LCD)... It's really just the LCM of our
denominators, 2 and 3.
The LCM of 2 and 3 is 6. So, our LCD 6.
We need to make this our new denominator...

Change the :Change the :

Now we can do it!

The teacher will give few examples on equivalent fractions and

will discuss the word problems:

1. Ron walked 3 ¾ km on Monday, 4 1/3 km on Tuesday and

2 7/12 km on Wednesday. What distance did he walk in all?

2. A herd of cows gives 4 litres of milk each day. But each cow The students will try questions on simplification of
gives one-third of total milk each day. They give 24 litres milk fractions from the examples and exercise questions.
in six days. How many cows are there in the herd?

3. Ron and two of his friends ate one-fourth each of an

eight-slice pizza. Find the remaining slice of the pizza.

4. Out of a class of 150, one-third opted for German, two-

fifth for Italian and rest for French. Find how many opted for
French?

5. Mike bought 2 ½ kg of tomato, 1 3/8 kg of onion and 5

¼ kg of brinjal. How much vegetables did he buy?

The students will solve word problems

 STUDENT FOCUS:
TEACHER FOCUS:
The teacher will use a simple example to explain
multiplication of a fraction by a whole number:

‘Let's say you are baking cookies and the recipe requires 1/2
cup of sugar for one batch. But you want to make 4 batches.
So, you would need 4 times the amount of sugar. To figure
out how much sugar you need altogether, you
could add 1/2 cup 4 times:
The students will listen to the statements carefully,
convert the same into mathematical equations and
solve to get answers.

A faster method to find this same answer is to turn the whole

number (4) into an improper fraction, then multiply it by the
1/2 cup of sugar. To turn a whole number into a fraction, The students will work in pairs to solve related
simply make the whole number the numerator, and make 1 questions from ex. 2.2
the denominator. So, in fraction form, 4 is
represented as 4/1. Now, multiply:

The teacher will use the following examples below to

further explain multiplication of a fraction with a whole
number:

The students will understand the examples shown by

the teacher.
 The teacher will take several examples from book and
encourage students to solve the same.
Lab Activity: SEA 1
3
(2A) To multiply a fraction by a whole number [say, x7 ]
4

Multiplication of a fraction by a fraction:

 The first step when multiplying fractions is to The students will follow the steps and will try
multiply the two numerators. question from examples and textbook exercise
 The second step is to multiply the two
denominators.
 Finally, simplify the new fractions.
 The fractions can also be simplified
before multiplying by factoring out common
factors in the numerator and denominator.
The teacher will use the following examples below to
further explain multiplication of a fraction with a
fraction:
 The students will work in pairs to solve related
questions from ex 2.2, 2.3

The teacher will take several examples from book and

encourage students to solve the same.
Lab Activity - SEA 1
3
∧5
(2B) To multiply two fractions [say, 4 ].
6

Division of a whole number by a fraction:

The teacher will explain the concept in simple steps as
follows:
 Convert the whole number to a fraction. To do
this, make the whole number the numerator of
a fraction with denominator 1...
 Find the reciprocal of the divisor. The reciprocal of a
number is the inverse of the number. ...
 Multiply the two fractions. To multiply fractions, first
multiply the numerators together. ...
 Simplify, if necessary

The teacher will take an example/activity and will explain

visually:
Step 1:
Draw shapes representing the whole number. Your shape
should be one capable of dividing into equal groups, such as a The students will perform the activity and will solve
square or circle. Draw the shapes large enough that you can questions from exercises of the textbook.
divide them into smaller pieces.
For example, if you are calculating 5 ÷ 3/4 , you would
draw 5 circles.

Step 2:
Divide each whole shape according to the fraction’s
denominator. The denominator of a fraction tells you how
many pieces a whole is divided into. Divide each whole shape
into its fractional parts.
For example, if you are dividing by 3/4, the 4 in the
denominator tells you to divide each whole shape into
fourths.
Step 3:
Shade in groups representing the fraction. Since you are
dividing the whole number by the fraction, you are looking to
see how many groups of the fraction are in the whole number.
So, first, you need to create your groups. It might be helpful to
shade each group a different color, since some groups will have
pieces in two different wholes.
Leave any leftover pieces unshaded.
For example, if you are dividing 5 by 3/4, you would color 3
quarters a different color for each group. Note that many
groups will contain 2 quarters in one whole, and 1 quarter in
another whole.

Step 4:
Count the number of whole groups. This will give you the
whole number of your answer.
For example, you should have created 6 groups of
3/4 among your 5 circles.
 The students will work in pairs to solve related
questions from ex 2.3 and will ask doubts from the
teacher if need be.

Step 5:
Interpret leftover pieces. Compare the number of pieces you
have left over to a complete group. The fraction of a group that
you have left over will indicate the fraction of your answer.
Make sure you do not compare the number of pieces you have
to a whole shape, as this will give you the wrong fraction.
For example, after dividing the 5 shapes into groups of 3/4 you
have 2 quarters, or 2/4 left. Since a whole group is 3 pieces,
and you have 2 pieces, your fraction is 2/3.

Step 6:
Write the answer. Combine your whole number of groups with
your fractional number of groups to find the quotient of your
original division problem.
i.e. 5 ÷ 3/4= 62

3
 Division of a fraction by a whole number:
The teacher will explain the concept in simple steps by
taking the following example:

The students will follow the simple steps and will

apply the concept to solve questions of the text book
exercise.
Lab Activity-
1
(3A) To divide a fraction by a natural number. [say, ÷4 ]
3

Division of a fraction by a fraction:

The teacher will explain the process by the following
simple chart:
 The students will follow the simple steps to try
various questions from the book and as doubts if
required.

The students will work independently and solve

Lab Activity –
related questions from ex 2.3 and 2.4
2 1
(3B) To divide a fraction by another fraction [say, ÷ ].
3 6
3 1
(4) To divide a mixed fraction by a proper fraction [say, 1 ÷ ]
4 4

The teacher will encourage students to solve questions from

the exercise of the textbook and apply the above concepts to
solve simple word problem on operations of multiplication
and division:
1. Laura reads a book for 1³/₄ hours every day. She reads the
entire book in 6 days. How many hours in all were required
by her to read the book?
2. Find the area of a rectangular park which is 41²/₃ m long and
18³/₅ m broad.

3. A wire of length 12¹/₂ m is cut into 10 pieces of equal

length. Find the length of each piece.

4. The cost of 6¹/₄ kg of apples is $ 400. At what rate per kg

are the apples being sold?

5. In mid-day meal scheme 3/10 litre of milk is given to each

student of a primary school. If 30 litres of milk is distributed
every day in the school, how many students are there in the
school?
Assessment for Learning

The teacher will assess the effectiveness of teaching learning process by making students solve Exercise 2.2, 2.3 and 2.4

Recapitulation/Closure

The teacher will ask the students to come up with what did they learn in the class.
Specific Objectives: Students will be able to: Ex 2.5, 2.6 and 2.7
6. Recapitulate the concept of a fraction
7. Classify fractions as proper, improper and mixed.
8. Write equivalent fractions for a given fraction.
9. Add and subtract fractions.
Solve simple word problem on operations of addition and
subtraction.
TEACHER FOCUS: STUDENT FOCUS:
The teacher will recapitulate the concept of decimal
numbers by taking some examples.
Further, she will re-explain comparison of decimal
numbers by the following diagrams:
The students will solve questions on comparison of
decimals and addition and subtraction of decimals.
Post explaining the comparison, she will encourage students
to solve simple questions and word problems on addition and
subtraction of decimals and will explain the .

To add two decimal numbers, first check if they have the same
number of digits to the right of the decimal point. If they
don't, add zeros to the right of one of the numbers until they
do.

Then, write one number on top of the other, lining up the

decimal points vertically. Add as you would with whole
numbers, and bring the decimal point straight down.
The students will work in pairs to solve related
A similar method works for subtraction. questions from exercise 2.5 and ask doubts if any.
Multiplication of Decimals:

The teacher will explain the simple the rules for

multiplying decimal numbers:

1. Multiply the numbers just as if they were whole numbers:

 Line up the numbers on the right--do not align the

decimal points.
 Starting on the right, multiply each digit in the top
number by each digit in the bottom number, just as
with whole numbers.
 Add the products.

2. Place the decimal point in the answer by starting at the

right and moving the point the number of places
equal to the sum of the decimal places in both
numbers multiplied.

Ex: Find the product of 9.683 x 6.1=?

1. Line up the numbers 0n the right,

2. Multiply each digit in the top number by each digit in the The students will perform activity on graph to try
bottom number (like whole numbers) multiplication of decimals.
3. Add the products, and mark off decimal places equal to the
sum of the decimal places in the numbers being multiplied.

The teacher will use the grid method (using graph colouring)
to explain the concept further(Grid attached in the end)

Multiplying Decimal with powers of 10:

The working rule of multiplication of a decimal by 10, 100,

1000, etc... are:

1. To multiply a decimal by 10, move the decimal point in the

multiplicant by one place to the right.

For examples: The students will try various questions on

multiplication of decimal numbers with powers of 10.
(i) 834.7 × 10

Here we multiplied the number 834.7 by 10 so we move 1

place to the right.

2. To multiply a decimal by 100, move the decimal point in

the multiplicant by two places to the right.

For examples:

(i) 98.26 × 100

Here we multiplied the number 98.26 by 100 so we move 2

places to the right.

3. To multiply a decimal by 1000, move the decimal point in the

multiplicant by three places to the right. For examples:

(i) 793.41 × 1000

Here we multiplied the number 793.41by 1000 so we

move 3 places to the right.

4. To multiply a decimal by 10, 100, 1000, etc. move the

decimal point of the multiplicant as many places to the right
as there are zeroes in the multiplier.

Division of Decimals:

Dividing decimals is almost the same as dividing whole

numbers, except you use the position of the decimal point in
the dividend to determine the decimal places in the result.

The teacher will take cases and explain the same in simple
steps as follows:

1. If the divisor is not a whole number:

 Move the decimal point in the divisor all the way to the
right (to make it a whole number).
 Move the decimal point in the dividend the same
number of places.
The students will perform activity on graph to try
2. Divide as usual. If the divisor doesn't go into the decimal of decimals by a whole number.
dividend evenly, add zeroes to the right of the last
digit in the dividend and keep dividing until it comes
out evenly or a repeating pattern shows up.
3. Position the decimal point in the result directly
above the decimal point in the dividend.
4. Check your answer: Use the calculator and multiply
the quotient by the divisor. Does it equal the
dividend?

For division of decimals by powers of 10, the teacher may

refer to the following link:
https://www.khanacademy.org/math/cc-fifth-grade-
math/cc-5th-place-value-decimals-top/cc-5th-mult-div- The students will see the video for further clarity
decimals-10-100-1000/a/multiplying-and-dividing-by- and will try questions on dividing decimals by
powers-of-10 powers of 10.

Division of decimal by a whole number:

The students will apply the above concepts to
https://youtu.be/YLvA5zk5q_E
solve word problems.

Assessment for Learning

The teacher will assess the effectiveness of teaching learning process by making students solve Exercise 2.2,
2.3 and 2.4

Recapitulation/Closure

The teacher will ask the students to come up with what did they learn in the class.

Multiplication of Decimals:

Multiplying decimal with a whole number:

HOTS (Critical Thinking)
1. It takes 17 full specific type of trees to make one tonne of paper. If there are 221 such trees in a forest, then
(i) What fraction of forest will be used to make; (a) 5 tonnes of paper. (b) 10 tonnes of paper.
(ii) To save 7 13 part of the forest how much of paper we have to save.
Value Education- Responsibility, Environment Protection, Doing your Best, Sincerity
2. A flower garden is 22.50 m long. Sheela wants to make a border along one side using bricks that are 0.25 m long. How
many bricks will be needed?
3. Add : 99.9 , 9.99,0.099, 0.909 and 9.09
4. A square and an equilateral triangle have a side in common. If side of a triangle is 4/3 cm long, find the perimeter of the
figure formed.

Suggested activity – My Name in Fractions (Art Integration)

Multiple intelligence - Spatial, intrapersonal, logical.
Reflections :
Teacher
Solving sums of addition, multiplication,
subtraction and division of fractions was
explained by inductive deductive method.
Teacher asked the students to solve the sums
one by one making the lesson interactive.
Teacher conducted a fun activity based on the
students’ names and fractions.
Fractions could be conducted well by taking real
life examples like pizza etc. Since the lesson was
conducted in online mode, teacher explained
and asked students to do it at home.
Lab activities were make interesting by making
the PPT which helped students understand the
activity.
Student
Students liked the PPTs used for explanation.
Some of them took LCM for multiplication of
fractions. But on explaining and giving more
sums for practice, the confusion was gone.
Students loved the activity and enjoyed it
thoroughly.
Students understood all the sums, and solved it
on their own in the class.
Students had a little doubt in what method was
to be followed for division of decimals.
Converting them into fractions or directly
dividing it. The doubt was cleared by the teacher
by telling them that both methods were correct
to solve the division.