Head Office

MATHEMATICS CURRICULUM Framework

2020-21
Class 7

Number Theory and Arithmetic

Geometry and Measures

Algebra and
∞√𝝅℃ ∛≠% Function
Statistics and
Probability

31 – Industrial Area, Gurumangat Road, Gulberg III, Lahore, Pakistan

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 1 of 50

 Table of Contents

 Rationale

 Aims

 Values

 Progression Grid

 TCS Curriculum Standards

 Textbook Resources

 Subject Period /Notebook Allocation

 Programme of Study and Specific Learning Objectives

according to Bloom’s Taxonomy

 Scope and Sequence

 Assessment and Examination

 Homework Policy

 Strategies and Pedagogies

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 2 of 50

 The City School
Mathematics Curriculum Framework 2020 - 2021
Class 7
Rationale:
The New Interactive & Integrated Mathematics Curriculum 2020-21 has been designed to
foster learning in and outside the classroom environment. We aim to present
Mathematics as the most interesting and enjoyable subject than ever before. We believe
that our learners have the potential to excel in the subject if provided with quality
guidance.
We aspire to develop problem solving skills in our learners (grade 3 to A Level) to such
an extent that they excel the 21st century skills; working collaboratively, thinking
critically, presenting ideas creatively and communicating effectively by using various
pedagogies and strategies like CPA, DCR, ABL, PBL, IBL etc.
The NIIM Curriculum has retained the spiral approach by visiting and revisiting the skills
and concepts at one level before moving vertically on to the next level, in this way the
connectivity between various concepts and units is further enhanced.

AIMS:
The aim of this curriculum is to:
 provide all TCS learners with a curriculum which is coherent, well-articulated, and
integrates real-world Mathematical situations
 make our learners learn Mathematics through the use of critical reasoning and
higher level thinking skills,
 encourage the use of multiple problem solving strategies
 utilize appropriate resources and technology to enhance and support learners’
learning
 provide clear and challenging goals with effective feedback and feed forward
 provide opportunities for learners to develop concepts/procedures to a high level
of Mathematical fluency

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 3 of 50

Values:
Education influences and reflects the values of society, and the kind of society we want to be.
It is important, therefore, to recognise a broad set of common values and purposes that
underpin the school curriculum and the work of schools.
Foremost is a belief in education, at home and at school, as a route to the spiritual, moral,
social, cultural, physical and mental development, and thus the wellbeing, of the individual.
(i) Epistemological values - values involved with the acquisition, assessment and
characteristics of mathematical knowledge and in epistemological aspects of the processes
of teaching and learning mathematics, such as accuracy, systematicity and rationality.

(ii) Social and cultural values - values which favour or support the social group or society
and which concern the individual's duty to society as related to mathematics education.
Examples from this category are co-operation, justice and appreciation of the beauty of
mathematics.

(iii) Personal values - values affecting the individual as a learner and as a person, such as
patience, confidence and creativity. The Values-based Education Programme (VbEP) will
promote and encourage 12 core values (below) but will also identify ‘sub-set’ values to
encompass every stream of the learner’s life in school, at home and in their community.
The 12 core values are as follows:

 peace
 respect
 love
 tolerance
 honesty
 humility
 cooperation
 happiness
 responsibility
 simplicity
 freedom
 unity

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 4 of 50

 Progression Grid

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 5 of 50


Class 6
Divisibility Rule
• apply the divisibility rules of
2,3,4,5,6,7,9,10,11 and 13
• differentiate between prime and
composite numbers
Factors & Multiples
• find factors, prime factors, and
express factors in index notation
• find the HCF and LCM of two or
more given set of numbers
• solve word problems involving
HCF and LCM
Squares & Square Roots, Cube &
Cube Roots
• identify and list all the perfect
squares and cubes between a
given range
• find square roots and cube roots
of the given numbers
The City School/Academics/Mathematics Curriculum/Class 7/2020-2021
Progression Grid
Class 7
Number System
Divisibility Rule
 apply divisibility rules of
2,3,4, 5,6,7,9,10,11 and 13 as
and when required
Factors & Multiples
 find the smallest value of n
such that the lcm of n and the
other numbers is given
Squares & Square Roots, Cube &
Cube Roots
• find the smallest value of k
for which nk is a perfect
square or a cube, where n is
an integer
Class 8 Class 9
Indices and Standard form Indices and Standard form
 understand and use the rules
• simplify fractional indices
of indices
• understand and use the rules
 use and interpret positive, of indices
negatives, fractional and zero • Use and interpret positive,
indices negatives, fractional and zero
indices
 express numbers like 100,
1000, 10000 as powers of 10
 understand one tenth as 10-1,
one-hundredth as 10-2 and so
on
 use standard form to express
very large and small numbers
Page 6 of 50
 Integers
 recognise integers and represent
integers on a number line
 order positive and negative
integers, decimals and fractions;
use the number line for ordering
of the real numbers
 add and subtract integers
 solve word problems involving
addition and subtraction of
integers
 multiply and divide integers
Integers & Rational Numbers
 evaluate simple arithmetical
expressions involving integers
and rational numbers
 use integers to solve
arithmetical problems
 simplify arithmetical
expressions (simple ones
only)
 order and compare rational
numbers

Fractions
 add and subtract fractions
 solve word problems involving
addition and subtraction of
fractions
 multiply and divide fractions
 solve word problems involving
addition and subtraction of
fractions
 express fractions as recurring or
non-recurring decimals
 differentiate between
terminating and recurring
decimals

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 7 of 50

 Rational and Real Numbers
 perform operations on real
numbers
Approximation and Estimation
 round off numbers to the
required number of decimal
places
Number Sequence
 write the next terms of the given 
sequence
 define a rule for the given
sequence
The City School/Academics/Mathematics Curriculum/Class 7/2020-2021
Real Numbers
 identify all kinds of real
numbers
 locate the kinds of number
(natural, prime, even etc.) on
a real number system flow
chart
Approximation and Estimation Approximation and Estimation
• identify and state the number • make an estimate of the value
of significant figures in a given of a given problem
number • solve problems on estimation
• express a number to a given
number of significant figures
• estimate the value of a given
arithmetical expression to a
specific number of significant
figures
Number Sequence Number Sequence
• recognize simple number
determine the next few terms patterns and continue a given
in a given sequence number sequence
 find a formula for the general • state the rules of a number
term of a number sequence
pattern in terms of the general
term
• solve problems by drawing a
diagram, using trial and error
etc.
Page 8 of 50
 Percentage Percentages Percentages Percentages
• express a percentage as a fraction • increase or decrease a given • solve real life word problems • solve problems involving
and vice versa involving ; percentages includes
quantity in the given
• express a percentage as a decimal  discount discount, and profit and
percentage  commission
and vice versa loss
 vat/tax
• express one quantity as a • solve real life problems • solve problems involving
 profit and loss
percentage of another involving percentages  simple interest taxation
• compare two quantities by • solve problems on personal
percentages and small business finance
• calculate percentages greater than involving earnings, simple
100% interest and compound
• solve real life problems involving interest
percentages • extract data from tables
and charts
• solve problems involving
hire purchase
• solve problems involving
money and convert one
currency to another
Ratio Ratio, Rate and Speed Direct and Inverse Proportion Direct and Inverse
• solve problems involving • solve problems involving direct Variation
 find ratio involving rational
ratios of three quantities proportion • express direct and inverse
numbers variation in algebraic terms
• define rate; know the • solve problems involving
 express a given ratio in its • use this form of expression
difference between rate and inverse proportion
simplest form to find the unknown
ratio • solve problems involving ratio quantities
 find the value of the unknown in
• calculate rate and average of three quantities
the given ratio
rate of a given task • solve problems involving
speed, distance and time

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 9 of 50

  find ratios involving three
quantities
 solve real life problems involving •
ratio/equivalent ratio
Time
 convert time from a 12-hour
clock to a 24hour clock and vice
versa
 calculate the departure time,
journey time and arrival time of
the given journey
 solve word problems involving
time/time interval
• identify the line/s of symmetry of 
the given plane figures
• make the given object or figure
symmetrical
The City School/Academics/Mathematics Curriculum/Class 7/2020-2021
• solve real life problems
involving rate and ratio
define average speed as the
ratio between total distance
covered by total time taken
• convert km/h to m/s, km/s to
km/h, m/min to m/s and vice
versa
• solve real life problems
involving speed and average
speed (simple problems)
Symmetry
identify the rotational • apply symmetrical properties of • use symmetrical properties of
symmetry of the given plane triangles, quadrilaterals and simple solids
figure polygon
Page 10 of 50
  about one line of
symmetry
 about two lines of
symmetry
Algebra
• use letters to represent numbers
• express basic arithmetical
processes algebraically
• evaluate algebraic expressions
• add and subtract linear expression
• expand and simplify linear
algebraic expression
• simplify the linear expressions
with fractional coefficients
• factorize the given algebraic
expression by extracting common
factors
The City School/Academics/Mathematics Curriculum/Class 7/2020-2021
 state the order of rotational
symmetry
 calculate the angle of rotation
of the given object/figure
 mark the center of rotational
symmetry of the given
object/figure
 mark all lines of symmetry and
rotational symmetries of the
polygons
Algebra Expansion and Factorization of
Algebraic Expressions
• construct a simple formula • expand products of algebraic
using letters
expressions
• write algebraic expressions
• convert and solve given word • simplify products of algebraic
expression into an algebraic expressions
equation (hint: use bar model) • recognize and apply the three
• understand the concept of algebraic identities
inequality • factories algebraic expressions
• solve simple inequalities using by:
properties of inequalities
 taking common
 using algebraic identities
 middle term breaking
• solve quadratic equations using
factorization
• solve word problems involving
quadratic equations
Page 11 of 50

Linear Equations
 differentiate between an algebraic
expression and equation
 solve linear equations in one
variable
 solve fractional equations that can
be reduced to linear equations
 evaluate unknown in a formula
Functions and Linear Graphs
 get familiarized with the axes,
coordinates, points and lines
The City School/Academics/Mathematics Curriculum/Class 7/2020-2021
Functions and Graphs
• draw the graph of a linear
function
Algebraic Manipulation and
Formulae
 factorize and simplify rational
expressions
 multiply and divide two or
more algebraic fractions
Simultaneous Linear Equations
• solve simultaneous linear
equations using:
 substitution method
 elimination method
• solve word problems
involving simultaneous linear
equations
Linear Inequalities Linear inequalities
• Solve inequalities using laws  solve simple linear
of inequalities;
• Illustrate the solutions of an  represent the solution using
inequality using the number
line.
Functions and Graphs
• draw graph of equation y = c,
x = a.
Page 12 of 50
Algebraic Manipulation and
Formulae
• add and subtract algebraic
fractions
• construct and transform
formulae and equations
• find the value of an unknown
quantity in a formula
• manipulate algebraic fractions
Quadratic Equation
 solve quadratic equations
using
 factorization method
 completing square
method
 the quadratic formula
 interpret and solve word
problems that can be reduced
to quadratic equations
inequalities in one variable
number line
Functions and Graphs
• draw the graph of quadratic
equation in two variables
  state the coordinates of a point •
 interpret and plot a point in a
Cartesian plane
 find the value of y when x is given
from the equation of a function
and vice versa
GEOMETRY AND MEASURES
Basic Geometry
• identify various types of angles
• solve problems involving angles on a
straight line, angles at a point and
vertically opposite angles
Perimeter and Area
 convert between 𝑐𝑚2 and 𝑚2
The City School/Academics/Mathematics Curriculum/Class 7/2020-2021
solve problems involving
linear graphs in real world
contexts
Basic Geometry
 solve word problems
involving angles formed by
two parallel lines and a
transversal ,i.e.
corresponding angles
alternate angles and
interior angles
Area and Perimeter
• draw graph of equation
y = mx
• draw the graph of equation
y = mx + c.
• solve simultaneous linear
equations in two variables
using the graphical method
Area and Perimeter
 find the perimeter and area
of shaded and un-shaded
Page 13 of 50
• solve problems involving
quadratic graphs
Coordinate Geometry
 find the gradient of a straight
line from the coordinates of
two points on it
 calculate the length and the
coordinates of the midpoint of
a line segment from the
coordinates of its end points
 find the equation of a straight
line graph in the form y = mx
+c
 determine the equation of a
straight line parallel to a given
line
 find the gradient of parallel and
perpendicular lines
Area and Perimeter
  calculate the area of triangles
 calculate the perimeter of
triangles
Volume and Surface Area
 convert between 𝑐𝑚3 and 𝑚3
 calculate volume and surface area
of a cube and a cuboid
The City School/Academics/Mathematics Curriculum/Class 7/2020-2021
 calculate the area and
perimeter of circles,
semicircles and quadrants
 calculate the area and
perimeter of parallelogram
and trapeziums using formulae
 solve real life word problems
involving area and perimeter
Volume and Surface Area
 solve real life word problems 
involving volume and surface
area of cube and cuboids
 find the volume, curved surface
regions in circles and  calculate the area and
composite shapes perimeter of the shaded regions
in the given diagrams
 calculate arc length
 compute area of a sector
 solve word problems by
drawing sector to compute its
radius, arc length, angle, area
and perimeter
Volume and Surface Area Volume and Surface Area
find the volume and total  calculate the volume and
surface area of prisms and draw surface area of a pyramid, a
the nets of prisms solid cone/hollow cone / right
circular cone ,a sphere/
area and total surface area of hemisphere/hollow
cylinders and to solve problems hemisphere/ solid hemisphere,
involving cylinders a hemisphere
 solve problems involving hollow  find slant height of a pyramid/
cylinders, and solids consisting cone using Pythagoras’
of prisms, cylinders and cuboids theorem
and problems involving  use volume of pyramid to find
densities its height or sides of its
base
 calculate the volume and
surface area of a composite
solids
 interpret and solve word
problems involving volume and
Page 14 of 50

Polygons (Triangles)
 identify different types of
triangles and state their
properties
 solve problems involving
properties of triangles
Geometrical Constructions
 construct perpendicular
bisectors and angle bisectors
The City School/Academics/Mathematics Curriculum/Class 7/2020-2021
Polygons
 
apply angle properties of
triangles to find the unknown
angles
 calculate the sum of interior
angles of a polygon and also
use it to calculate
each/unknown interior angle/s
of a polygon
 calculate the sum of exterior
angles of a polygon also use it
to calculate each exterior
angle of a polygon
 find the number of sides of a
regular polygon when an
interior/exterior angle is given
 solve word problems involving
polygons
Geometrical Constructions
 construct triangles given the 
three sides, two sides and an
included angle ,two sides
surface area of compound
shapes
 use and interpret nets [e.g. net
of a prism]
Polygon Pythagoras Theorem
apply Pythagoras’ theorem to
• apply the geometrical
calculate a side of a right-
properties of: angled triangle
 trapeziums,  solve problems involving
Pythagoras theorem
 parallelograms,
trigonometric ratios
 rectangles,  apply the sine, cosine and
tangent ratios for acute angles
 rhombuses,
to calculate a side or an angle
 squares and of a right-angled triangle
 kites,  solve word problems in two
dimensions involving angles of
• solve problems involving
elevation and depression
these figures
Geometrical Constructions
construct quadrilaterals and
solve related problems
Page 15 of 50
 and an included angle using
a ruler and a pair of compass
only and solve related
problems

Statistics Statistics Statistics Statistics

• construct and interpret data
from pictogram and bar
graphs
• calculate the range, mean,
median and mode of the given •
data
The City School/Academics/Mathematics Curriculum/Class 7/2020-2021
construct and interpret data 
• draw and interpret histograms • construct and interpret , simple
from the pie charts
• convert pie charts to bar
graphs and vice versa
find the range, mean, median,
mode of a set of given data
with equal class intervals
 construct a group frequency
table and its histogram
 make appropriate use of mean,
mode and median
 calculate the mean for grouped
data
Congruency and Similarity
• identify congruent figures and  solve problems and give simple
objects; use the correct
Page 16 of 50
frequency distributions,
frequency polygons, histograms
with equal and unequal
intervals and scatter diagrams
• construct and use cumulative
frequency diagrams
• estimate and interpret the
median, percentiles, quartiles
and interquartile range for
cumulative frequency diagrams
• calculate the frequency density
• understand what is meant by
positive, negative and zero
correlation with reference to a
scatter diagram
• draw a straight line of best fit
by eye
Congruency and Similarity
explanations involving similarity
and congruence
 notations to express  calculate lengths of similar
congruency figures
• find unknown values in a pair of  use the relationships between
congruent figures areas of similar triangles,
• identify similar figures and with corresponding results for
objects; use the correct
similar figures, and extension
notations to express similarity
 state the properties of a pair of to volumes and surface areas
similar figures; use these of similar solids
properties to find the
unknowns in a pair of similar
figures
 calculate the actual length and
the actual area from a given
scale model and vice versa
 express the scale of a map as a
representative fraction and vice
versa; use it to calculate the
distance between two places

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 17 of 50

 TCS Curriculum Standards
Teachers should expect attainment at a given level in this attainment target to be
demonstrated through activities in which the mathematics from the other attainment
targets is at, or very close to, the same level.
Using and Applying Mathematics
Level 1
Learners use mathematics as an integral part of classroom activities. They
represent their work with objects or pictures and discuss it. They recognise Up to 15%
and use a simple pattern or relationship.
Level 2
Learners select the mathematics they use in some classroom activities. They
discuss their work using mathematical language and are beginning to 16% - 30%
represent it using symbols and simple diagrams. They explain why an answer
is correct.
Level 3
Learners try different approaches and find ways of overcoming difficulties
that arise when they are solving problems. They are beginning to organise 31% - 49%
their work and check results. Learners discuss their mathematical work and
are beginning to explain their thinking. They use and interpret mathematical
symbols and diagrams. Learners show that they understand a general
statement by finding particular examples that match it.
Level 4
Learners develop and use their own strategies for solving problems When
solving problems, they check their results are reasonable by considering the 50% - 60%
context or the size of the numbers. They look for patterns and relationships,
presenting information and results in a clear and organised way. They search
for a solution by trying out ideas of their own.
Level 5
Learners identify the mathematical aspects and obtain necessary information.
They calculate accurately, using ICT where appropriate. They check their 61% - 74%
working and results, considering whether these are sensible. They show
understanding of situations by describing them mathematically using
symbols, words and diagrams. They draw simple conclusions of their own and
explain their reasoning.
Level 6
Learners interpret, discuss and synthesise information presented in a variety
of mathematical forms, relating findings to the original context. Their written 75% - 90%
and spoken language explains and informs their use of diagrams. They begin
to give mathematical justifications, making connections between the current
situation and situations they have encountered before.
Level 7
Learner progressively refine or extend the mathematics used, giving reasons
for their choice of mathematical presentation and explaining features they Greater than 90%
have selected. They justify their generalisations, arguments or solutions,
looking for equivalence to different problems with similar structures. They
appreciate the difference between mathematical explanation and
experimental evidence.

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 18 of 50

 Number Theory and Arithmetic
Level 1
Learners count, order, add and subtract numbers when solving problems involving
bigger numbers. They read and write the numbers involved. Up to 15%
Level 2
Learners count sets of objects reliably, and use mental recall. They understand the
place value of each digit in a number and order numbers up to 1000,000. Identify 16% - 30%
different numbers on real number line and use it to represent / graph solutions.
They choose the appropriate operation when solving complex problems involving
money and measures. They recognise and continue the given sequences of
numbers.
Level 3
Learners know place value in numbers up to 1000. They use decimal notation and
recognise negative numbers. Learners use mental recall of addition and subtraction 31% - 49%
facts to 20 in solving problems involving larger numbers. They add and subtract
numbers with two digits mentally and numbers with three digits using written
methods. They use 2 - 10 multiplication tables and derive the associated division
facts and solve related problems. They use simple fractions and recognise when
two simple fractions are equivalent. They can solve linear algebraic equations and
find the value of unknown variables.
Level 4
Learners use their understanding of place value to multiply and divide whole
numbers by 10/ 100 / 1000. When solving number problems, they use a range of 50% - 60%
mental methods of computation with the four operations, They use efficient
written methods of addition and subtraction and of short multiplication and
division. They recognise approximate proportions of a whole and use simple
fractions and percentages to describe these. They begin to use simple formulae
expressed in words.
Level 5
Learners use their understanding of place value to multiply and divide whole
numbers and decimals. They order, add and subtract negative numbers in context. 61% - 74%
They use all four operations with decimals to two places. They solve simple
problems involving ratio and direct proportion. They calculate fractional or
percentage parts of quantities and measurements. They construct, express in
symbolic form and use simple formulae involving one or two operations. They use
brackets appropriately. They use and interpret coordinates in all four quadrants.
Level 6
Learners order and approximate decimals. They evaluate one number as a fraction
or percentage of another. They use the equivalences between fractions, decimals 75% - 90%
and percentages, and calculate using ratios in appropriate situations. They add and
subtract fractions. They find and describe in words the rule for the next term. They
formulate and solve linear equations. They represent mappings expressed
algebraically, and use Cartesian coordinates for graphical representation
interpreting general features.
Level 7
When making estimates, learners round up to four significant figures and multiply Greater than 90%
and divide mentally. They understand the effects of multiplying and dividing by
numbers between 0 and 1. They solve numerical problems without using a
calculator efficiently and appropriately. They understand and use proportional
changes. They can calculate rate/ money exchange rate/ average rate/ speed/
average speed accurately. They find and describe in symbols the next term or nth
term of a sequence where the rule is quadratic. They use algebraic and graphical
methods to solve simultaneous linear equations in two variables.
The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 19 of 50
 Data Handling
Level 1
Learners sort objects and classify them, demonstrating the criterion they
have used. Up to 15%
Level 2
Learners sort objects and classify them using more than one criterion.
When they have gathered information, learners record results in simple 16% - 30%
lists, tables and block graphs, in order to communicate their findings.
Level 3
Learners extract and interpret information presented in simple tables and
lists. They construct bar charts and pictograms, where the symbol 31% - 49%
represents a group of units, to communicate information they have
gathered, and they interpret information presented to them in these forms.
Level 4
Learners collect discrete data and record them using a frequency table.
They understand and use the mode and range to describe sets of data. They 50% - 60%
group data in equal class intervals where appropriate, represent collected
data in frequency diagrams and interpret such diagrams. They construct
and interpret simple line graphs.
Level 5
Learners understand and use the mean of discrete data. They compare two
simple distributions using the range and one of the mode, median or mean. 61% - 74%
They interpret graphs and diagrams, including pie charts, and draw
conclusions. They understand and use the probability scale from 0 to 1.
They find and justify probabilities and approximations to these by selecting
and using methods based on equally likely outcomes and experimental
evidence, as appropriate. They understand that different outcomes may
result from repeating an experiment.
Level 6
Learners collect and record continuous data, choosing appropriate equal
class intervals over a sensible range to create frequency tables. Learners 75% - 90%
can sort numbers and polygons using Venn/ Carroll diagrams.
Level 7
They construct and interpret frequency diagrams. They construct pie charts. Greater than 90%
Learners can convert pie chart to bar graphs and vice versa. Learners
determine the modal class and estimate the mean, median and range of
sets of grouped data, selecting the statistic most appropriate to their line of
enquiry. They use measures of average and range, with associated
frequency polygons, as appropriate, to compare distributions and make
inferences.

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 20 of 50

 Shape, Space and Measures
Level 1
When working with 2-D and 3-D shapes, learners use everyday language to
describe properties and positions. They measure and order objects using Up to 15%
direct comparison, and order events.
Level 2
Learners use mathematical names for common 3-D and 2-D shapes and
describe their properties, including numbers of sides and corners. They 16% - 30%
distinguish between straight and turning movements, understand angle as a
measurement of turn, and recognise right angles in turns. They begin to use
every day non-standard and standard units to measure length and mass.
Level 3
Learners classify 3-D and 2-D shapes in various ways using mathematical
properties such as reflective symmetry for 2-D shapes. They use non- 31% - 49%
standard units, standard metric units of length, capacity and mass, and
standard units of time, in a range of contexts.
Level 4
Learners make 3-D mathematical models by linking given faces or edges,
draw common 2-D shapes in different orientations on grids. They reflect 50% - 60%
simple shapes in a mirror line. They choose and use appropriate units and
instruments, interpreting, with appropriate accuracy, numbers on a range of
measuring instruments. They find perimeters of simple shapes and find
areas by counting squares.
Level 5
When constructing models and when drawing or using shapes, learners
measure and draw angles to the nearest degree, and use language 61% - 74%
associated with angle. Learners know the angle sum of a triangle and that of
angles at a point. They identify all the symmetries of 2-D shapes. They know
the rough metric equivalents of imperial units still in daily use and convert
one metric unit to another.
Level 6
Learners recognise and use common 2-D representations of 3-D objects.
They know and use the properties of quadrilaterals in classifying different 75% - 90%
types of quadrilateral. They make sensible estimates of a range of measures
in relation to everyday situations. Learners understand and use the formula
for the area of a rectangle.
Level 7
They calculate lengths, areas and volumes in plane shapes and right prism.
They understand and use compound measures, such as speed. They solve Greater than 90%
problems using angle and symmetry properties of polygons and angle
properties of intersecting and parallel lines, and explain these properties.
They understand and use appropriate formulae for finding circumferences
and areas of circles, areas of plane rectilinear figures and volumes of cuboids
when solving problems.

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 21 of 50

Textbooks and Resources:
New Syllabus Mathematics 1, 2 (7th Edition) + Workbook 1,2 (7th Edition)
New Syllabus Mathematics Teachers’ Resource Book 1, 2 (7th Edition)

Other Resources:
 Addendums
 Geometry & Grid Pads
 EYERIS
 Videos on multiple topics
 Presentations on the following units: Time, Geometry, Statistics, 2D and 3D
shapes.

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 Subject Period Allocation

Class No. of lessons Duration / lesson Duration /week

3 -8 8 40 min 320 min

No. of club lessons = 3

No. of single lessons = 2

Notebook Allocation
Mathematics
Class Total # of Codes and pages Allocation specifications
copies
3 2 200 Pages 1-C.M SR. 1 copy for each term
Grid and Geometry Pad for 1 Grid & Geometry Pad for
Class 3 both terms
4 2 200 Pages 1-C.M sq. 1 copy for each term
Grid and Geometry Pad for 1 Grid & Geometry Pad for
Class 4 both terms
5 2 200 Pages 1-C.M Sq. 1 copy for each term
Grid and Geometry Pad for 1 Grid & Geometry Pad for
Class 5 both terms
6 4 160 Pages S/L E.M Journal 2 copies for each term
(Mathematics)
Graph, Grid and Geometry Pad 1 Graph, Grid & Geometry Pad
for Class 6 for both terms
7 4 160 Pages S/L E.M Journal 2 copies for each term
(Mathematics)
Graph, Grid and Geometry Pad 1 Graph, Grid & Geometry Pad
for Class 7 for both terms
8 4 160 Pages S/L E.M Journal 2 copies for each term
(Mathematics)
1 - cm Graph Pad of 50 sheets 1 Graph Pad for both terms

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 23 of 50

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 24 of 50
 Programme of Study and Specific Learning Objectives according to Bloom’s Taxonomy
Term I

Topic Learning Objectives Cognitive Levels To be

Assessed
Learners should be able to K U Ap An E C
1. identify all kinds of real numbers √ √
2. locate the kinds of number on a real number system flow chart √ √
Integers and Rational Numbers/ Rate and Ratio

Factors and Multiples

Number System / Factors and Multiples

1. apply divisibility rules of 2,3,4,5,6,7,9,10,11 and 13 as and when √ √

required
2. find the smallest value of k for which nk is a perfect square or a cube, √ √
where n is an integer
Integers and Rational Numbers
1. evaluate simple arithmetical expressions involving integers and rational √ √
numbers
2. use integers to solve arithmetical problems √ √
3. simplify arithmetical expressions (simple ones only) √ √

4. order and compare rational numbers √ √

Rate and ratio

1. solve problems involving ratios of three quantities √ √ √

2. define rate; know the difference between rate and ratio √ √
3. calculate rate and average rate of a given task √ √

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 25 of 50

 Topic Learning Objectives Cognitive Levels To be
Assessed
Learners should be able to K U Ap An E C
Time and Speed

1. solve real life problems involving rate and ratio √ √

Percentage/Number Sequence

2. define average speed as the ratio between total distance covered by √ √

total time taken
3. convert km/h to m/s, km/s to km/h, m/min to m/s and vice versa √ √ √
Time and Speed

4. solve real life problems involving speed and average speed (simple √ √
problems)
Percentage

1. increase or decrease a given quantity in the given percentage √ √

2. solve real life problems involving percentages √ √
Number Sequence

1. determine the next few term and find a formula for the √ √
general term of a number sequence

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 26 of 50

 Topic Learning Objectives Cognitive Levels To be
Assessed
Learners should be able to K U Ap An E C

Functions and Graphs

Functions and Graphs/ Statistics

1. draw the graph of a linear function √ √

2. solve problems involving linear graphs in real world contexts √ √

Basic Geometry

1. solve word problems involving angles formed by two parallel √ √

lines and a transversal ,i.e. corresponding angles alternate
angles and interior angles
Statistics

1. construct and interpret data from the pie charts √ √

2. convert pie charts to bar graphs and vice versa √ √ √

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 27 of 50

 Programme of Study and Specific Learning Objectives according to Bloom’s Taxonomy
Term II

Topic Learning Objectives Cognitive Levels To be

Assessed
Learners should be able to K U Ap An E C
Evaluate an unknown in the formulaAlgebraic Equations and

Algebraic Equations and Simple Inequalities

1. evaluate an unknown in the formula v √

construct a simple formula using letters √ √

Estimation and approximation

2.

write algebraic expressions √ √

Simple Inequalities

3.

4. convert and solve given word expression into an algebraic √ √ √

equation (hint: use bar model)
5. understand the concept of inequality √ √ √

6. solve simple inequalities using properties of inequalities

Estimation
1. identify and state the number of significant figures in a given √ √
number
2. express a number to a given number of significant figures √ √

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 28 of 50

 3. estimate the value of a given arithmetical expression to a √ √
specific number of significant figures

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 29 of 50

 Topic Learning Objectives Cognitive Levels To be
Assessed
Learners should be able to K U Ap An E C

Area and Perimeter

1. calculate the area and perimeter of circles, semicircles and √ √
quadrants
2. calculate the area and perimeter of parallelogram and √ √
trapeziums using formulae
solve real life word problems involving area and perimeter √ √
Angle Properties of Polygons

3.
Volume and Surface Area

Volume and Surface Area

1. calculate volume and surface area of a cube and a cuboid √ √

2. solve real life word problems involving volume and surface area √ √
of cube and cuboids
Angle Properties of a Polygon

1. apply angle properties of triangles to find the unknown angles √ √

2. calculate the sum of interior angles of a polygon and also use it √ √

to calculate each/unknown interior angle/s of a polygon
3. calculate the sum of exterior angles of a polygon also use it to √ √
calculate each exterior angle of a polygon
4. find the number of sides of a regular polygon when an √ √
interior/exterior angle is given
5. solve word problems involving polygons √ √

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 30 of 50

 Topic Learning Objectives Cognitive Levels To be
Assessed
Learners should be able to K U Ap An E C
Geometrical Constructions

1. construct triangles given the three sides using a ruler and a pair of compass only √ √
and solve related problems
Geometrical Constructions/ Symmetry

2. construct triangles given the two sides and an included angle using a ruler and a √ √
pair of compass only and solve related problems
3. construct triangles given the two sides and an included angle using a ruler and a √ √
pair of compass only and solve related problems
Statistics

Symmetry √
1. identify the order of rotational symmetry of the given object/figure √ √
2. calculate the angle of rotation of the given object/figure √
3. mark the centre of rotational symmetry of the given object/figure √ √ √
4. describe the rotational symmetry of the given object/figure √ √ √
5. mark all lines of symmetry and rotational symmetries of the polygons √ √ √
Statistics √
3. find the range, mean, median, mode of a set of given data √ √

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 Scope and Sequence

Class 7 Term wise Syllabus Breakup

Term-I
Week
Sub-Strands Topic/Concept
Allocation
Diagnostic week 1
NUMBER THEORY AND ARITHMETIC
Number System Real Numbers
• identify all kinds of real numbers Addendum 7, pgs.
• locate the kinds of number (natural, prime, no4,5,6,7
even etc.) on a real number system flow
chart
Factors & Multiples Addendum7 pg 2 and 3 1
• apply divisibility rules of 2,3,4,5,6,7,9,10,11 D-1 7th ed.
and 13 as and when required TB pg 21Ex 1B Q no
• find the smallest value of k for which nk is a 6,9,10
perfect square or a cube, where n is an WB pg no 8 Q no 37c,
integer 38 iv
Integers & Rational Numbers Rational Numbers
• evaluate simple arithmetical expressions D-1 7th ed.Ex2DQ
involving integers and rational numbers 1,10,12,14,16,17,18
• use integers to solve arithmetical problems Review Ex 2 Q 7,9 1.5
• simplify arithmetical expressions (simple Review Ex 2 Q 3,4,5
ones only) TB Review Ex2 Qno1 2 a
• order and compare Rational Numbers .WB pg 11 Q2,3
Ratio, Rate and Speed Ratio, Rate and Speed
• solve problems involving ratios of three D-1 7th ed.
quantities Ex 9A Q no 6-8,10-13
• define rate; know the difference between rate Ex9B pg 217 Q 1-6
and ratio
• calculate rate and average rate of a given task
TB Ex 9D pg 227 Q1-10
• solve real life problems involving rate and ratio 3
Review Ex9 pg 229 Q5-9
• define average speed as the ratio between total
distance covered by total time taken WB pg no101Q no 20,21
• convert km/h to m/s, km/s to km/h, m/min to
m/s and vice versa
• solve real life problems involving speed and
average speed (simple problems)

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 Percentages Percentages
• increase or decrease a given quantity in the D-1 7th ed.TB Ex 8B pg
given percentage 199 -200 Q 1-15 2
• solve real life problems involving percentages WB pg no 93 Q10,11,
Pg 94 Q 14-17
ALGEBRA AND FUNCTIONS
Sequences
Number Sequences
• determine the next few term and find a
D-1 7th ed. TB Pg 171-174 1.5
formula for the general term of a number
Ex 7B Q 1-10
sequence
WB pg 61Q no2, 5,6,18,21
Functions and Graphs Functions and Linear
• draw the graph of a linear function Graphs
• solve problems involving linear graphs in real D-1 7th ed. Pg No 148 Ex
world contexts 6B Q1-6 Pg No 151 Ex 2
6C Q1-3
WB pg 55 Q 5,8 Pg 58 Q
17-18
MEASUREMENT AND GEOMETRY

Basic Geometry D-1 7th ed. CH 10

• solve word problems involving angles formed Pg no 250-251 Ex 10 B Q
by two parallel lines and a transversal ,i.e. 1-5 1
corresponding angles alternate angles and WB pg no111 Q6
interior angles

STATISTICS

Statistics Statistical Data Handling

 construct and interpret data from the pie D-1 7th ed. CH 15
charts Ex 15 B pg 384 Q1-3,6,12
1
 convert pie charts to bar graphs and vice Review Ex 15 pg 387 Q3
versa ,4

Revision Week 1

Total No. of Weeks for Term-I: 15

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 33 of 50

Class 7 Term II Term wise Syllabus
Breakup
Week
Sub-Strands Topic/Concept
Allocation
ALGEBRA AND FUNCTION
Algebra
• construct a simple formula using letters D1 7th Ed.CH 5 Linear 2
• write algebraic expressions Equations and Simple
• convert and solve given word expression into an Inequalities
algebraic equation (hint: use bar model) Ex 5B Q6-15,Ex 5C,Ex 5D
• understand the concept of inequality
• solve simple inequalities using properties of
inequalities
Estimation
• identify and state the number of significant D1 7th Ed CH 3 Approximation 1
figures in a given number & Estimation
• express a number to a given number of Ex 3B,3C
significant figures
• estimate the value of a given arithmetical
expression to a specific number of significant
figures.
GEOMETRY AND MEASURES
Area and Perimeter 2.5
 calculate the area and perimeter of circles,
D1 7th ed. CH 13 Perimeter and
semicircles and quadrants
Area of Plane Figure
 calculate the area and perimeter of
parallelogram and trapeziums using formulae: Ex13 A Q 4-6,12,13, Ex 13 B Q
 solve real life word problems involving area and 1-7
perimeter
Volume and Surface Area 2 .5
 calculate volume and surface area of a cube and D1 7th
ed. CH 14 Volume and
a cuboid Surface Area of Prisms and
 solve real life word problems involving volume Cylinders Ex 14A Q3-13
and surface area of cube and cuboids
Polygons 3
 apply angle properties of triangles to find the D-1 7th ed. CH 11 Triangles,
unknown angles Quadrilaterals and Polygons
 calculate the sum of interior angles of a polygon Ex 11A Q 1-13,11C Q1-15
and also use it to calculate each/unknown
interior angle/s of a polygon

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 calculate the sum of exterior angles of a polygon
also use it to calculate each exterior angle of a
polygon
 find the number of sides of a regular polygon
when an interior/exterior angle is given
 solve word problems involving polygons
Geometrical Constructions
 construct triangles given the three sides using a
ruler and a pair of compass only and solve D-1 7th ed. CH 12 Geometrical 2
related problems Construction Ex 12A
 construct triangles given the two sides and an
included angle using a ruler and a pair of
compass only and solve related problems
 construct triangles given the two sides and an
included angle using a ruler and a pair of
compass only and solve related problems

Symmetry
 identify the order of rotational symmetry of the 1
given object/figure
 calculate the angle of rotation of the given D-2 7th ed.CH 13 Symmetry
object/figure Ex 13 BQ1-5
 mark the center of rotational symmetry of the
given object/figure
 describe the rotational symmetry of the given
object/figure
 mark all lines of symmetry and rotational
symmetries of the polygons
STATISTICS AND PROBABILITY
Statistics
 find the range, mean, median, mode of a set of D-2 7th ed. CH 17 Averages and 1
given data Statistical Data

Ex 17AQ 3,4,5,9,10,11
17BQ 1,3,5,6b

Revision Week 2

Total No. of Weeks for Term-II: 17

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 35 of 50

 Assessment & Examination

*For Assessment and Examination, please refer to the Academic Handbook 2020 – 21.

Marking Criteria
The philosophy of checking a mathematical solution is as follows:
a) If the working is correct and the answer is correct ………… Full credit
b) If the working is correct and the answer is incorrect ……… Marks will be deducted
c) If the working is incorrect and the answer is correct ……….No credit

Please refer to the following cases:

1. Errors carried forward (ecf) should be implemented in all structured questions and
questions with three to four steps solution.
2. Example:
Condition I:
Q. A rectangular field has length equal to 6km and area 24𝑘𝑚2 .
a) find its width [2/3]
b) find its perimeter [3/3]

Solution: a) A = L x W
Comment: as the working is correct but the answer is
24 = 6 x W incorrect therefore the learner will lose 1
W = 24 ÷ 6 mark only.
= 3km
b) P = 2(L + W)
= 2(6 + 3)
= 18km
Condition II:
Q. Simplify: 63 ÷ 7 x 4 – (8 x 3 – 2) [3/4]
Solution: 63 ÷ 7 x 5 – (8 x 3 – 2)
= 9 x 5 – (24 – 2) ………….. step I Comment: the learner has copied
= 45 – 22 …………… step II the wrong value so deduct 1
= 23 …………… step III one mark only. Also check the
Working accordingly.
Condition III:
The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 36 of 50
 Q. Estimate correct to 1 significant figure: [2/3]
97.85 ± √63.8
24.79

100± √60
Solution: =
20

=5x8
= 40

2. For Grades I – III:

If a learner has written “50” or “5 tens” or “five tens” for the place value, all these
answers should be considered correct. Except for “50 tens” or “50 tens” etc. where
the concept is not well understood by the learner.
3. No marks should be awarded if working is not seen in the answer space, for all
questions carrying more than 1 mark.
4. No marks will be awarded for just copying the question from the paper.
5. For questions which require specific answer / order, marks will be awarded as
follows:
Condition I:
Q. Circle all the prime numbers.
2 47 58 49
Answer I: 2 47 58 49 ……. full credit

Answer II: 2 47 58 49 …….half credit

Answer III: 2 47 58 49 …….no credit

Condition II:

Q. Arrange the following in ascending order.

1 1 2
, 𝑎𝑛𝑑
3 4 12

2 1 1
Answer I: , , …………………… full credit
12 4 3

1 1 2
Answer II: , , …………………… half credit
3 4 12

2 1 1
Answer III: , , ………………….. no credit
12 3 4

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 37 of 50

 Condition III:
Q. The distance between point A and B = ……………. meters [ /1]
1 km 200m
____________________
A B
Comment: Do not give any credit if wrong!
Answer I : 1 km 200m ……………… Wrong
As the concept of converting unit
Answer II: 1200m ……………… Correct
Is being assessed here.
Condition IV:

Q. Write Rs. 50.78 in words. [ /1]

Answer I: fifty and seventy - eight ……………………….. [0.5]

Answer II: fifty rupees and seventy - eight paisa ……………………….. [1]
Answer III: fifty Rs. and seventy - eight ……………………….. [0.5]
6. Marks will always be deducted in ordinal numbers if the superscript is missing.
1st or first ………………. Correct (full marks)
1 ………………. Wrong (award 0.5)

7. In all graph questions one [1] mark will be deducted if the given scale is not followed.

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 38 of 50

Pedagogies and Strategies
The NIIM Curriculum follows the following pedagogies.

Mental Maths skills:

First 5 minutes of each lesson will be utilised on developing learners’ mental Maths skills.
These could be a set of questions asked randomly; a small quiz based on questions on the
previous or forthcoming topics; times tables drill; number crunching etc.

Thought provoking questions:

To make learners learn in depth and open their minds to think on a large horizon.

Actively building new knowledge from prior Mathematical experiences:

Pre assessing learners before building up the new concepts through a recall, a short quiz
or an activity.

Real world connection:

We aim to develop learners’ interest in the subject by connecting each concept to the real
world situations and by remembering the Mathematical facts.

Differentiated learning approach:

In any classroom, “fair” means that each learner is doing the activity best suited to his or
her learning needs. Rather than the entire class doing the same activity irrespective of
learners’ needs.
So our aim is to create a learning environment in the classroom such that each and every
child learns in his/her unique way and at his/her own pace without being discouraged or
criticised.

CPA Concrete-Pictorial-Abstract approach:

Learners often find Maths difficult because it is abstract. The CPA approach helps children
learn new ideas and build on their existing knowledge by introducing abstract concepts
in a more familiar and tangible way.
Concrete is the ‘doing’ stage, using concrete objects to solve problems.
Pictorial is the ‘seeing’ stage, using representations of the objects involved in Maths
problems. Abstract is the ‘symbolic’ stage where children are able to use abstract symbols
to model and solve Maths problems.

Activity-based Learning
Hands on experience is the basis of lifelong learning and so is aggressively used in NIIM
Curriculum.

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Project-based Learning
We aim to induce in our learners the ability to identify and investigate a real-world
problem, intelligently respond to a complex and engaging question/problem and develop
its solution using multiple techniques.

Inquiry-based Learning
This approach will help our learners to focus on investigating an open question/problem
using evidence-based reasoning and creative problem-solving to reach a conclusion,
which they must defend or present.
It focuses on moving learners beyond general curiosity into the realms of critical thinking
and understanding. Learners are encouraged to ask questions and get teachers’ support
through the investigation process.
The main approach is to allow learners to develop unique strategies for solving open
questions.

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 40 of 50

Differentiation: The Process

Purpose of Differentiation:
To meet the varied student needs in our diverse classrooms.

Steps to Differentiation:
1. Determine what the Learners need to know for that unit/topic/lesson.
2. Pre-assess to find out what the Learners already know.
3. Group Learners.
Reminder: Group Size
o Groups are always flexible. Membership o Whole group
in group changes from assignment to o Small group
assignment. o Individual

Grouping Strategy Considerations

o Homogeneous o Student readiness
o Heterogeneous o Student learning profile
o Spontaneous o Student interest
o Student choice

4. Plan appropriate instruction for each group.

A. Decide what to differentiate:

• Content: What Learners should know, understand and be able to do
o The objective is the same for all Learners
o Differentiate by complexity
o Sample sources: Teacher talk, textbooks, supplementary materials,
technology, demonstrations, field trips, audiotape recordings

• Process: How the learner interacts with the material

o Allow for variety
o Design activities to
- Lead Learners to understand an important idea or principle
- Focus on essential learning goals
- Require Learners to think about ideas, grapple with problems, and
use information
- Help Learners understand how and why things work the way they
do
- Engage student interest

• Product: The means by which the Learners demonstrate what they know,
understand, are able to do

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 41 of 50

 o Allow for variety
o Require products to
- Focus on the essential knowledge, understanding and skills
specified as content goals
- Use what Learners have learned, working as much as possible as a
professional would work
- Meet clear, challenging, specified criteria for success
- Support student success within the process of developing the
product

B. Consider student differences:

 Readiness
 Learning Profile
 Interest

5. Instruct.
6. Assess and begin again.

Planning for Flexible/Cluster Groups

Grouping Options
Group Size Grouping Strategy Grouping Criteria Differentiated Tasks
T Total group Homogeneous Student readiness Content
A Alone Heterogeneous Student learning - Complexity
P Partners Spontaneous profile - Resources
S Small groups Student choice Student interest Process
Product
Key Ideas
 Groups are always flexible and fluid. Group membership changes from
assignment to assignment.
 Meeting Learners where they are in order to maximize individual growth should
be the driving force for grouping.
 Task(s) should align with grouping method. For example, if Learners are grouped
by readiness, the task(s) should be in alignment with the readiness and scaffolded
support should be given as needed to facilitate growth.
 21st-century learners need to develop teaming, collaboration, and interpersonal
skills.
 Grouping is beneficial when used frequently and for a variety of tasks, but is not
appropriate all the time and for all activities.
 Grouping is an appropriate method for responding to the results of pre-
assessment, ongoing formative assessment, and summative assessment.

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Other Considerations
 The smaller the group, the more accountable each member is.
 It is usually possible to assign a specific task to each member up to about 5.
 Small groups encourage Learners to take ownership for their learning.
 However, smaller groups mean more groups, and this usually means more noise and
challenge for the instructor to facilitate the group work.
 Different groups can have the same task. This makes tiering a little less obvious. For
example, 2-3 tasks might be purposefully assigned among 8 groups.

Tiered Assignments
Description
 In a differentiated classroom, a teacher uses varied levels of tasks to ensure that
learners explore ideas and use skills at a level that builds on their prior knowledge
and prompts continued growth.
 While Learners work at varied degrees of difficulty on their tasks, they all explore the
essential ideas and work at high levels of thought.
 Assessment-based tiering allows Learners to work in their “Zone of Proximal
Development” or in a state of “moderate challenge.”

Benefits
 Use with mixed ability classes
 Provide varied levels of activities
 Focus on the same key concept, competencies, or objectives
 Encourage achievement
 Promote success for all learners
 Develop a sense of community within the learning environment

Design Format
 List of objectives and standards
 Whole class activities
 Levelled activities
 Whole class culminating activities

Considerations
 Make sure all levels of the assignment are engaging, interesting, and equitable
 Pre-assess to determine learners’ readiness
 Allow learners’ choice when appropriate

Strive for a balance of teacher and learner choice

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 43 of 50

Mathematical Manipulatives and other resources
To facilitate learning in the class some useful Mathematics manipulatives have been
recommended especially to organise ABLs and CPA lessons. That are easy to prepare at
school at the beginning of the year. The consolidated list of these manipulatives is as
follows:
1. Geoboards Added in Learners’
2. Playdough and skewer sticks stationery pack
3. A3 Sheets
1. Number line
2. Place value counters
3. Place value cards
4. Bar model
5. Number cards 201 Teachers should prepare
6. Fraction Board them at the beginning of
7. Fractions of circular sector discs the session
8. Nets of 3D shapes
9. 2D shapes
10. 3D shapes
11. Spinners with a pointer
12. Analogue clock with moveable hands

1. Base-10 Apparatus
2. Compass (NSEW)
3. Geo strips
The highlighted
4. Deck of cards (52 cards)
manipulatives can be
5. Dice arranged easily while the
6. Measuring Tape rest needs to be arranged
7. Digital clock by the schools.
8. Stop watch
9. Digital Balancing scales
10. Manual balancing scales
11. Funnel

1. Interlocking cubes
2. Geometry Box (Wooden) for teachers’ use Provided by TCS
3. Measuring jug/beaker/flask/cylinder/syringe

The City School/Academics/Mathematics Curriculum/Class 7/2020-2021 Page 44 of 50

Printed Resources
 Addendums
 Geometry & Grid Pads
 Atlas (for class 3-5)

Addendums includes multiple templates, black line worksheets, world time zone map etc.
that will lessen the burden on teachers and will save them from the hassle of getting
worksheets photocopied.
While the Geometry & Grid Pads will save teachers’ and Learners’ time as it includes
multiple types of grids and pages that will support teachers and Learners equally while
drawing graphs and geometrical shapes etc.

Other Resources
Other resources include:
 EYERIS
 Videos on multiple topics
 Worksheets for ABLs, PBLs and IBLs
 Presentations on the following units: Time, Geometry, Statistics, 2D and 3D shapes.
 Differentiated Learning folder for effective implementation of the strategy.

VIDEO NO. TOPICS

1 Measurements: Length
2 Measurements: Time Zones 1
3 Real Numbers Song
4 Equivalent Fractions 1
5 Equivalent Fractions 2
6 Equivalent Fractions 3
7 Equivalent Fractions 4
8 Equivalent Fractions (Teachers’ Guide)
9 LCM (Teachers Guide)
10 Numbers can be fascinating (Interesting)
11 Division Using Place Value (Class 3-Teachers’ Guide )
12 Recall Number Spellings from 1-10 Song
13 Measurements: Time Zones 2
14 Measurements: Time Zones 3
15 Measurements: Time Zones (Teachers’ Guide)
16 Measurements: Time (half past, quarter to and quarter past)
17 Measurements: Angles using analogue clock
18 Measurements: Time (Class assessment)
19 Measurements: Time (Home Assignment 1)
20 Measurements: Time (Home Assignment 2)
21 Measurements: Time (Teachers’ Guide)
22 Measurements: Angles Song
23 Measurements: Identifying and Measuring Angles using Protractor
24 Measurements: Mass (Use in case the Maths manipulatives are not available)
25 Measurements: Weight (Measurement using multiple instruments, comparison)
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 26 Measurements: Capacity (Comparing and ordering vessels)
27 Recall: Weight, Capacity, Density, Sorting (Science Integrated Lesson)
28 Measurements: Length, Mass, Capacity (to hundredth place)
29 Making 3D Models of 2D Shapes
30 Making 3D Models of 3D Shapes
31 3D Shapes: What is a Prism
32 3D Shapes: 3D model of prisms
33 3D Shapes: Prism Identification Song
34 2D Shapes: 2D Shapes Identification Song
35 3D Shapes: Recognising 3D Shapes and Their Nets
36 3D Shapes: Nets of 3D Shapes
37 3D Shapes: Nets of 3D Shapes (Home Assignment)
38 Symmetry: Line Symmetry
39 3D Shapes: Nets of 3D Shapes and Calculation of Surface Areas of 3D Figures
40 Sequence: Fibonacci Sequence (Home Assignment)
41 Sequence: Fibonacci Sequence (Class Assignment 1)
42 Mind Blowing Facts of Geometry
43 Sequence: Fibonacci Sequence (Class Assignment 2)

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 Homework Timetable

Day Subjects Suggested time/ subject

Monday English – Science – History 30 mins/40mins

Tuesday Maths – Urdu – Geography 30 mins/40mins

Wednesday English – Maths – Urdu 30 mins/40 mins

Thursday English – Science – Islamiyat 30 mins/40 mins

Friday English – Maths – Science – Urdu 30 mins/40 mins

Homework Policy

 Homework (HW) is purely reinforcement of what is already taught in classwork.

Teachers will ensure that the HW is noted neatly and correctly in the learners’ HW
diaries and the diaries are duly signed by the teacher.
 HW is signed and checked daily by the concerned teacher.
 Teachers must coordinate among themselves before assigning HW so that the
learners do not get more HW than is stipulated in the HW schedule.
 HW pro forma is properly filled, after assigning the HW, for the next teacher to see.
 HW is properly understood by the learners.
 All learners must meet the HW submission deadline.
 HW schedule is strictly adhered to.
 Incomplete class work should not be given as homework.

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 General Guidelines for the Teachers

 Teachers are required to cover all the topics mentioned in the curriculum, according
to the given sequence and within the time limit of the term.
 Teachers are empowered to cover additional topics if time permits. However, these
will not be included in the examination.
 Teachers must ensure that all the learning objectives mentioned in the syllabus are
covered.
 Teachers should plan a variety of indoor activities, outdoor activities, IT- integrated
activities, group/pair work, games and visual presentations in their lessons. They
should make use of the relevant Teaching Guides for this purpose.
 A number of suggested activities and resources have been provided in the
curriculum. Teachers are advised to use them accordingly or any other appropriate
Activities/ resources after discussion with their HM/SM/Principal.
 Make it mandatory for all learners to write answers with units wherever
applicable. As units bear marks in the assessments.
 Word problems must be solved using My Maths Problem Solving Table Mat
provided in all the addendums from grade level 3 to 8, as the marks distribution
in the exams for word problems will be the same.
 Follow the set pattern of objectives in the curriculum planners for the better
implementation of the concepts and to save time.
 Before moving on to the new concepts you are advised to thoroughly go through
the objectives, content for explanation and content for practice.
 In case you are planning for conducting an ABL/PBL/IBL lessons and/or DCR
approaches you must go through the guidelines given for the specific lesson plan
and make sure that you are ready with all the resources. Plan such activities in
club lessons.
 EyeRIS will help to keep a record of your conducted lessons and share them with
the learners who did not attend a particular Maths lesson, later during the week.
 Always try to ensure that the lower performance learners are given the recap of
the previous topic/concept/lesson etc. by the higher performing learners of your
class. This will help in the brainstorming of the higher performing learners and
lower performing learners will have a recap of the previous lesson.

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 Written Work

 Worksheets and Resources provided by the Head Office must be used religiously.
 Reinforcement worksheets/ revision worksheets/tests must be approved by the
HM/SM.
 While preparing class tests a teacher should allocate justified marks to the
questions/part of questions.
 Missed work must be followed up and completed.
 Homework must be given according to the schedule given in the Academic HW
Policy. It should be reinforcement which the learner can attempt by him/herself.

Projects and Revision

 Projects must be done in class and should be completed within the timeframe given
by the teacher.
 Revisions should be planned before the Mid / Final Examinations.
 Revisions should include at least two written assignments per topic.

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 Notebook Checking Criteria
 There should be one notebook for CW/HW/Tests to maintain a smooth progression
of work.
 Notebooks must be checked within a specified time period.
 Teacher must ensure completion and checking of the notebooks.
 Incomplete work /Missed work/ Absent work and Corrections should be followed up
promptly and checked by the teacher ASAP.
 Index should be properly and neatly written in the given format and should be
regularly maintained.
 Teacher’s signatures (along with the date) and remarks should be there after
checking.
 Teacher should highlight the mistakes by underlining / circling the numbers / text.
 Do not over write on learners’ mistakes.
 Do not encourage learners to over write as well.
 Corrections should be done by the learners themselves not by the teacher.

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