Summary

Domain Numbers and Operations

Sub-Domain Rational numbers

Number Of
Instructional 10
Plans

Assign days 12

Identify, recognize, compare, arrange, and round Integers,

Standard
whole numbers, rational numbers, and decimal numbers
Identify, arrange, and round integers, whole numbers,
SLO rational numbers, and decimal numbers. Represent these
using a number line.

Revision 1

Unit Test 1

Real Life Applications

Career Description
Accounting & Rational numbers are used in calculating interest rates, tax
Finance percentages, profit/loss, and financial transactions.
Engineering Engineers use rational numbers to measure dimensions,
calculate forces, and design structures with precision.
Computer Rational numbers are used in programming for data
Science representation, algorithms, and computing accurate values.
Banking Used in loan calculations, currency exchange rates, and
interest computations.
Medical Used in dosages, medical imaging, and interpreting lab
Science results based on rational values.
Physics Physical quantities like speed, acceleration, and force often
involve rational numbers.
Architecture Architects use rational numbers in scaling models,
measuring angles, and designing blueprints.
Sports Used to calculate player statistics, team rankings, and
Analytics performance averages.
Economics Rational numbers help in pricing strategies, inflation rates,
and economic modeling.
Education Teachers use rational numbers to explain fractions, ratios,
and percentages in math lessons.
 Definition

Identification Place value

Number and
Rational numbers Ascending order
opeartion
Compare rational
Decimal numbers numbers through
symbols
Descending
Representation order
Round off
on number line
 Instructional Plan 01
Skill Objectives Duratio
n
1.1.1. Identify and define rational numbers, recognizing them as 40 min
numbers expressible in the form p/q, where p and q are integers
and q is not equal to zero.

Demonstrate understanding by correctly classifying at least 90%

of given numbers as rational, providing the appropriate p/q
representation for each rational number identified.
Resources: Textbook, PG, lesson plan, markers, prepared chart, etc.

Ratin
Date
g

Stages Strategies /Activities Time

InitiationGreetings! To motivate the students towards the topic, ask 5 min

(Greeting the following questions.
and 1. What are whole numbers and Natural numbers? (whole
Previous numbers start from 0 while natural numbers start from
knowledge) 1)
2. Are there any other numbers as well? (yes, rational
number etc.)
3. Does anyone know use of negative integers?
4. Is zero a negative or a positive number? (zero is neither
positive nor negative , it is a neutral integer)
Based on students’ knowledge and response, announce the
topic (rational numbers)
Developme Activity-1 (Teacher presentation): Display a preprepared 20
ntal chart on board having following information on it. min
1. Rational Numbers: A rational number is a type of
number that can be expressed as the ratio of two
integers. Examples:3/4 (three-fourths), 22/7 (twenty-
two-sevenths),1/2 (one-half) etc.

2. Types of Rational Numbers

Rational numbers can be classified into several types. Here
are the main types of rational numbers:
Positive Rational Numbers: Positive rational numbers are
greater than zero. Examples:¾ , 22/7 , ½ .

Negative Rational Numbers:

Negative rational numbers are less than zero. Examples
−3/ 4 ,−22/7 ,−1/2 etc.
Zero: Zero is a rational number that is neither positive nor
negative. Example:0

Proper Fractions:
Proper fractions are rational numbers where the numerator is
less than the denominator. Examples: ¾,½,2/3 etc.

Improper Fractions: Improper fractions are rational numbers

where the numerator is greater than or equal to the
denominator. Examples: 4 /3 , 3/2 ,5 /4
etc.

Mixed Fractions: Mixed Fractions are rational numbers that

consist of a whole number and a proper fraction. Examples:
2 , ½ ,3 ¾, 1 ¼ etc.

3. Expression of rational numbers (Fraction form): Rational

numbers can be written as fractions, with a numerator
(top number) and a denominator (bottom number).
Examples ¾ , 22/7, ½ etc.

4. Expression of rational numbers (Decimal form): Rational

numbers can be expressed as decimals, which are
numbers with a point separating the whole part from
the fractional part. Examples 0.75,3.14, 0.5
5. Terminating and non-terminating decimals:
Terminating: Finite number of digits after the decimal point.
Non-terminating: Infinite number of digits after decimal point.

Rule: A decimal is terminating if the denominator of the

fraction, when simplified, has only 2s or 5s or 2s and 5s as
prime factors. E.g 1/2 = 0.5 (terminating) ,3/4 = 0.75
(terminating) , 3/5 = 0.6 (terminating) .
Rule: A decimal is non-terminating recurring if the
denominator of the fraction, when simplified, has prime
factors other than 2s or 5s or 2s and 5s. E.g 1/3 = 0.333...
(non-terminating recurring) ,2/7 = 0.285714... (non-
terminating recurring) , 3/11 = 0.272727... (non-terminating
recurring) etc,

Activity-2 (Practice and Drill): Copy the following questions on

writing board and ask students to write their answers
individually.
1. 0.24, 4.5, 52.4 (change into fractional form)
4 22 1
2. 2, √2, , 0, 1.23, , 0.375,7, -6,
5 7 3
1.34567321... (circle the rational numbers)
8 5 7
3. 4, , , 7.242424, 9.8,0.3..., , 0.14285763..., -
5 11 6
0.73467 (categorize into terminating and non-
terminating)
Go around in the classroom and help the slow learners where
necessary guide them to arrive at the correct answers.
Activity-2: Discussion: Now ask the students to discuss the 5 min
 above questions in pairs and compare their answers as to
clear their concepts.
Conclusion Activity-3: 5 min
Exit Ticket: For the summarization of today’s topic, teacher
will write questions of exercise 2a on the board and ask
them to write answers in copy. Assess the students work, add
information where needed and give necessary feedback
(Student’s Give students time to ask any question related to the topic. 3 min
time)
Homework Written: Attempt E xe2a, Qs #1(questions related to topic) on 2 min
pg 26, of math wise 7 (2nd edition).
Unwritten: Memorize all the Terms related to Rational
numbers.
 Instructional Plan 02
Skill Objectives Durati
on
1.1.2. Accurately represent given fractional form and decimal form of 40 min
rational numbers on a number line.
Correctly place at least 8 out of 10 fractional form and decimal
form of rational numbers on a number line with appropriate
scale and labelling.
Resources: Textbook, PGs, Markers, whiteboard, duster.

Ratin
Date
g

Stages Strategies /Activities Tim

e
InitiationGreetings! 5
(Greeting As a previous knowledge test ask the following questions: min
and 1. What are rational numbers? (those numbers which can
Previous p
be written in the form of , P ,q ∈ Z∧q ≠ 0)
knowledge) q
2. Can we say that all whole numbers are rational
numbers? (Yes, all whole numbers are considered
rational numbers)
3. Can every rational number be represented on a number
line? (Yes, every rational number can be represented on
a number line)
4. What are Decimal numbers? (numbers consists of whole
parts and fractional parts)
5. Can we say that all rational numbers are decimal
numbers? (Yes. All rational numbers can be expressed as
decimal numbers).
6. Can every decimal number be represented on a number
line? (Yes, every rational number can be
expressed/represented on a number line)
Based on student’s knowledge and response announce the
topic (expressing Fraction form and decimalof rational numbers
on number line) and proceed the class further
Developme Activity-1: Teacher’s Presentation: Introduce the topic by 10
ntal giving the concept of rational numbers, number line and set of min
number used to form number line.
Parts of a Number Line:

The marks on the number line represents specific

numbers.
Take some of the rational numbers as example (2/3, 4/5, 9/6)
and 2.5 and 9,8and represent them on number line by taking
student responses and equally encourage students on their
participation.
 Activity-2: Group work: Divide students into group of three 15
and solve the following two questions each group in their min
copies.
2 2 5
Group A: Express the numbers on number line. , ,
2 7 2
11 −1 ,∧16
Group B: Express , on
12 2 6
number line.
Group C: show 3⅔, -6/3, 8/5 on number line.
Group D: represent each of the following rational numbers on
number line.
0, 4, -9/3
Group E: 5/3, 1/9, 2/4 express on number line.
Group A: Express the following decimal numbers on number
line.
Group B: Express 1.25, -1.222. 2.56 on number line.
Group C: show 0.5 -0.03, 8.5 on number line.
Group D: represent each rational numbers on number line. 0,
4, -3 and -4.6
Group E: 1.66, 1.27, 0.02 express on number line.

Go around the class, visit each group guide the students to

represent the given numbers on number line. Assess their work
in copy and give feedback where necessary.
Conclusion Activity-3: Summarize by exit ticket Written: Write the 5
following numbers in your copy and show them on the number min
line. a.-1.5 b. 0.9 c. 2.1 d. -3 e. -2.7
in copy

Students’ Give students opportunity to ask any questions related to the 3

time topic. min
Homework Written; Ask students to solve exercise 2a (Q. 4)and Ex#2b Q3 2
pg 26 ,28 from math wise 7(2nd edition). Unwritten: Explain min
parts of number line.
 Instructional Plan 03
Skill Objectives Durati
on
1.1.3. Use symbols <, >, =, ≤ and ≥ to compare fractional and 40 min
decimal form of rational numbers.
Resources: Textbook, PGs, LP, duster, markers, whiteboard etc.

Ratin
Date
g

Stages Strategies /Activities Tim

e
Initiation Greetings! 5
(Greeting Ask the following questions as a PK test. min
and Previous  What are rational numbers? (those can be expressed as
knowledge) p/q where p, q ∈ Z∧¿ q is not equal to 0
2 4 4
 Which fraction is larger or ? ( is greater
3 5 5
2
than )
3
 How many rational numbers are there between two
rational numbers i.e. -1 and 1? (infinite)
 Which decimal number is greater 0.5 or -0.6? (0.5)
 Which fraction is larger 2/3 or 4/5? (4/5)
 How many rational numbers are there between two
rational numbers. i.e. -1 and 1? (The number of rational
numbers between two rational numbers is infinite)
Based on students understanding and knowledge announce
the topic (comparison of fractions and decimals).
Developme Activity-1: Discussion: Begin by reviewing the concept of 15
ntal rational numbers and their representation on a number line. min
Discuss the meaning of each symbol with examples. For
instance, discuss how ">" means "greater than" "<" means
"less than," and so on. Draw a number line on the whiteboard
and mark several rational numbers.

Compare two numbers and ask students to identify which

symbol (<, >, =, ≤, ≥) should be used. Discuss the reasoning
 behind their choices as a class. Gradually increase the
complexity of the examples, involving both positive and
negative rational numbers. Real-life examples to illustrate the
use of these symbols in everyday situations. E.g
Tahir has $15 to spend on a new video game.
If the game costs $20, what can Tom say about the price? Ans:
$20 > $15 (The price is greater than Tahir's budget.)
If a store has a sale where all shirts are $15.99 and you find a
shirt for $15.99, what can you say about the price? Ans:
$15.99 =$15.99 (The price is equal to $15.99.).
If a store guarantees that all shirts will cost at least $15.99
and you find a shirt for $16.50, what can you say about the
price? Ans: $16.50 ≥$15.99 (The price is greater than or equal
to $15.99.)

Activity-2: Individual Work: 10

Give each group a set of questions with rational numbers and min
symbols (<, >, =, ≤, ≥). Instruct students to compare rational
numbers with the help of correct symbols and explain their
choices in copy.
1 1
(1) … …
2 3
−1 1
(2) … …−
2 3
−9 5
(3) … …−
13 3
9 5
(4) ……
13 3
9 9
(5) ……
13 13
(6) 4.2 ….4.5
(7)2.11 ….2.12
(8) 1.9 …. 2.1
(9) 4.5 …4.2
(10) 4.2 ….4.5
(11) 2.11….2.11
Conclusion Exit Ticket: Teacher will ask questions randomly Which of the 5
given rational numbers is greater? min
5 3
1. ,−
9 9
−7 9
2. ,−
5 5
3 4
3. ,
4 5
1 2
4. ,
3 5
0.25 and 0.3 1.5 and 0.75 and 0.7 -2.4 and -
1.50 2.39

Students’ Give students time to ask any questions related to the topic 3
time min
Homework Unwritten: What are like and unlike fractions. How we can 2
compare like and unlike fractions min
 .

.
 Instructional Plan 04
Skill Objectives Durati
on
1.1.4 Accurately identify the place value of any digit in a rational 40 min
number (decimal or fraction), regardless of its position (e.g.,
tenths, hundredths, thousandths, etc.)
Resources: Textbook, PGs, LP, Place value chart, duster, markers, whiteboard etc.

Ratin
Date
g

Stages Strategies /Activities Time

Initiation Greetings! 5 min

(Greeting Ask the following questions as a PK test.
and  What do you mean by place value? (The place value is
Previous the position of each digit in a number).
knowledge)  What is the place value of 2 in the number 425? (tens)
 What is the place value of 2 in the number 4.25?
(tenths)
Based on students understanding and knowledge announce
the topic (place value).
Developm Activity-1: Teacher’s Presentation 10
ental Based on students understanding in the PK test just start the Min
lesson by reviewing place value concepts for whole numbers.
Remind students of the significance of each place (ones, tens,

hundreds, etc.).

Discuss the importance of understanding place value in

rational numbers for accurate representation and comparison.
Use the whiteboard to model representing a decimal number
 (e.g., 0.75 and 750) using place value concept.
Discuss the role of the decimal point and how it separates the
whole number part from the decimal part.
Introduce fractional place value by representing a simple
fraction (e.g., 3/5) into decimal. Guide students in identifying
the place value of digits in decimals and fractions through
interactive examples.
Activity-2: Team work 15
Practice the following both decimals and fractions. min
What number is in the ones place?
3.4 , 12.9, 7.1
What number is in the tenths place?
4.25 , 9.67, 2.53
What number is in the hundredths place?
3.142 , 9.876 , 1.234
What are place value of the following fractions?
3 3
Ans:(three quarters) , 2 Ans: 2 (whole number part)3/6
4 6
1
(three sixths) , 5/8 Ans: (five eighths), 1 Ans:1 (whole number
2
part) 1/2 (one half)
Divide the class into two teams. Call out a number, and the
first student from each team who correctly identifies its place
value (e.g., "The tenths place digit in 0.25 is 2") gets a point
for their team.
Continue until all the numbers have been called out. The team
with the most points wins.
Conclusion Activity-3: exit ticket activity 5 min
Briefly summarize the key points covered in the lesson.
Ask students to share what they learned about place value of
rational numbers. Provide a short exit ticket activity, such
as having students write down one thing, they found
challenging and one thing they found easy about the lesson
Students’ Give students time to ask any questions related to the topic 3 min
time
Homework Written: Ask students to solve Qs 5 of exercise 2a pg= 26 from 2 min
their math wise 7 (2nd edition).
Unwritten: Identify the place value of fractions and decimals.

WORKSHEET
1. Underline the digit in thousandths place.
A. 756.218 B. 3.672 C. 821.053 D. 46.809

2. Underline the digit in hundredths place.

A. 2.70 B. 13.586 C. 562.1 D. 309.14

3. Underline the digit in tenths place.

A. 197.8 B. 823.40 C. 261.349 D. 594.1
1. Underline the digit in ones place.
A. 729.74 B. 962.5 C. 80.402 D. 5.3

2. Underline the digit in tens place.

 A. 123.56 B. 12.76 C. 345.78 D. 349.65
3. Underline the digit in hundredths place.
A. 12.456 B. 89.098 C. 45.123 D. 123.678
 Instructional Plan 05
Skill Objectives Durati
on
1.1.5 Arrange whole numbers, integers, rational numbers, and decimal 40 min
numbers in ascending order and descending order.
Resources: Textbook, PGs, LP, markers, duster, DLP Week 4 Monday, whiteboard
etc.

Date Rating

Stages Strategies /Activities Time

InitiationGreetings! 5 min
(Greeting As a previous knowledge test ask the following questions.
and  What do you mean by ascending and descending order
Previous of numbers? (smallest to greatest)
knowledge)  Can you write the pattern rule for arranging numbers in
ascending order?
Based on students’ previous knowledge and responses
announce the topic (whole numbers, integers, rational
numbers and decimal numbers in ascending/descending
order)
Developme Activity-1: Teacher’s Presentation 10
ntal Begin with a brief review of different types of numbers – min
whole numbers, integers, rational numbers, and
decimals.
Definition:
Ascending order means arranging numbers or values from
smallest to largest and the pattern rule followed in ascending
order is addition and multiplication.
Steps to Arrange Decimals in Ascending Order:
1. Compare the whole number parts of the decimals.
2. If the whole number parts are the same, compare the
tenths.
3. If the tenths are the same, compare the hundredths.
4. Continue comparing the decimal parts until you find a
difference.
1 2 3 4
Example 1: 2,4,6,8 Example 2: , , , etc.
7 7 7 7
Give more examples to make the students understand about
the concept.
Activity-2: Group work 15
Divide the students into groups and distribute the following min
numbers to each group, ensuring a mix of whole numbers,
integers, rational numbers, and decimals.
Group A: Whole Numbers and Integers (Either positive ,
negative or zero)

#Example 1: 5, 2, 8, 1, 9 Ascending Order: 1, 2, 5, 8, 9

 Example 2: 10, 40, 20, 30 Ascending Order: 10, 20, 30, 40
Example 3:-3, 2, -1, 4, 0 Ascending Order: -3, -1, 0, 2, 4
Example 4: 10, -5, 5, -10 Ascending Order: -10, -5, 5, 10
Group B: Rational numbers are numbers that can be
expressed as the ratio of two integers.
Example 1: 1/2, 1/4, 3/4, 1/3 Ascending Order: 1/4, 1/3,
1/2, 3/4
Example 2: 2 1/2, 1 3/4, 3 1/4, 2 ¾ Ascending Order: 1
3/4, 2 1/2, 2 3/4, 3 1/4
Group C: Decimals are numbers with a fractional part
separated by a decimal point.
Example 1: 4.3, 4.1, 4.2, 4.4 Ascending Order: 4.1, 4.2,
4.3, 4.4
Example 2:2.45, 2.5, 2.4, 2.55 Ascending Order: 2.4, 2.45,
2.5, 2.55
Solve exercise # 2a Q2 in copies.
Instruct students to work in peer to arrange the numbers in
ascending/descending order.
Encourage students to discuss their reasoning for ordering the
numbers. Visit each group and help students where
necessary, assess the students and provide necessary
feedback.
Conclusion Activity-3: Students’ Presentation 5 min
Summarize the today’s topic by randomly calling any 4
students and ask them the following questions:
 What was our today’s topic?
 If the rational numbers are given in the form of like
fractions what rule would be followed as to arrange the
numbers in increasing order?
 In case of rational numbers (unlike fractions) what rule
would be applied to arrange the numbers in decreasing
order?
Assess the students again and provide feedback accordingly.
Students’ Give students time to ask any questions related to the topic 3 min
time
Homework Written: Write the following numbers in ascendingand 2 min
descending order order.
6 −3 3 3 −3 4
1. , 4, 0, , , 1 2. , 4, 2, , ,8
7 4 4 5 7 6
.

Whole Numbers:
Whole numbers are non-negative numbers that do not have any fractional or
decimal parts. They start from zero and include all positive integers (1, 2, 3, ...)
and zero itself.
Integers:
Integers are the set of whole numbers along with their negatives and zero. This
set includes all positive whole numbers (1, 2, 3, ...), zero, and all negative
whole numbers (... -3, -2, -1).
Rational Numbers:
Rational numbers are numbers that can be expressed as a fraction of two
integers, where the denominator is not zero. This includes integers and
fractions where the numerator and denominator are integers. Rational
numbers can be finite (like 0.5) or repeating decimals (like 0.333...).
Decimals:
Decimals are numbers that express parts of a whole. They can be rational or
irrational. Rational decimals are finite or repeating decimals that can be
expressed as fractions (e.g., 0.5, 0.75, 1.25). Irrational decimals cannot be
expressed as fractions and have non-repeating, non-terminating decimal
expansions (e.g., pi ≈ 3.14159...).
Jigsaw Method:
In this technique, material or work is divided among each member of the
group. Every individual has a portion of the required task, and no one has
everything that is needed to complete the task. Teacher usually uses this
method to divide an assignment so that each group member takes a part.
Students will read and think on the concept and will try to relate with the daily
life experiences. Then they will move to the expert group. In expert group each
member will participate and will discuss with each other and will check their
understanding with the help of peers. After a thorough discussion in the expert
group, they will come to their previous groups and will present their part to the
whole group. Group members need each other to obtain the full experience.

Instructional Plan 06
Skill Objectives Duration
1.1.6 Round Off whole numbers and integers to a specified degree of 40 min
accuracy.
Resources: Textbook, PGs, LP, duster, markers, whiteboard etc.

Date Rating

Stages Strategies /Activities Tim

e
InitiationGreetings! Ask the following questions to initiate the class. 5
(Greeting  What do you mean by rounding off? (process of min
and approximating of numbers into certain degree of
Previous accuracy)
knowledge)  What will be the correct answer if we round off 74 to
nearest 10? (70)
Based on students understanding and knowledge announce
the topic (Round Off whole numbers, integers, rational
numbers, and decimals).
Developme Activity-1: Teacher’s Presentation Define round off: The 10
ntal process of approximating of numbers into certain degree of min
accuracy is called round off.
Steps to round off numbers:
Step 1: Identify the place value to which you want to round
 off the number.
Step 2: Look at the digit to the right of the place value you
identified in 1.
Step 3: Apply the Rounding Rule:
a. If the digit is 0-4, round down (drop the digit).
b. If the digit is 5-9, round up (add 1 to the digit).
Introduce the topic by giving clear concept of round off of
whole numbers, integers, rational and decimal numbers.
Share the following main points regarding Round Off whole
numbers, integers, rational numbers, and decimals numbers
with students.
 Remind students that rounding whole numbers and
integers involves determining the closest multiple of 10,
100, 1000, etc.
 Explain that rational numbers include fractions and mixed
numbers.
 Emphasize rounding to the nearest whole number first
before rounding to specific decimal places.
 Discuss rounding decimal numbers by giving concepts of
tenths, hundredths, and thousandths.
Activity-2: Group work Divide students into 3 groups (group 15
population depends on class strength). Distribute blank chart min
among the groups and assign them the following task.
Group Red: Round the following numbers to nearest tens.
228, 862, 811,589,678, 197,917,648, 891 and 209
Group Blue: Round the following numbers to nearest
hundreds.
228, 862, 811,589,678, 197,917,648, 891 and 209
Group Yellow: Round the following numbers to thousands.
2228, 8862, 8811,5589,6678, 1197,9917,6648, 2891 and
3209
Visit each group observe students work and give assistant
where necessary (especially focus the slow learners) and give
feedback when needed.
Conclusion Activity-3: Students’ Presentation: Call each group one by 5
one and give them chance to present their work with the min
whole class. Ask rest of the students to note important points
whereas give feedback if required.
Students’ Give students time to ask any questions related to the topic 3
time min
Homework Written: Ask students to round off the following numbers to 2
nearest tens, hundreds and thousands. 52358, 87543, 55611, min
80111, 78567
Unwritten: Define round off and remember steps of round off.
 Instructional Plan 07
Skill Objectives Durati
on
1.1.6 Round (off) rational numbers and decimal numbers to a required 40 min
degree of accuracy, significance, or decimal places (up to 3
decimal places)
Resources: Textbook, PGs, LP, duster, markers, whiteboard etc.

Dat
Rating
e

Stages Strategies /Activities Tim

e
InitiationGreetings! Ask the following questions to initiate the class. 5
(Greeting  What do you mean by rounding off? min
and  What will be the correct answer if we round off 7.40 to 1
Previous decimal place?
knowledge)Based on students understanding and knowledge announce
the topic (Round Off rational numbers, and decimals).
Developme Activity-1 Teacher’s Presentation Define round off: The 10
ntal process of approximating of numbers into certain degree of min
accuracy is called round off.
Steps to round off numbers:
Step 1: Identify the place value to which you want to round
off the number.
Step 2: Look at the digit to the right of the place value you
identified in 1.
Step 3: Apply the Rounding Rule
a. If the digit is 0-4, round down (drop the digit).
b. If the digit is 5-9, round up (add 1 to the digit).
Share the following main points regarding Round Off whole
numbers, integers, rational numbers, and decimals numbers
with students.
 Remind students that rounding whole numbers and
integers involves determining the closest multiple of 10,
100, 1000, etc.
 Explain that rational numbers include fractions and mixed
numbers.
 Emphasize rounding to the nearest whole number first
before rounding to specific decimal places.
 Discuss rounding decimal numbers by giving concepts of
tenths, hundredths, and thousandths.
Activity-2: Group work Divide students into groups (group 15
population depends on class strength). Distribute blank chart min
among the groups and assign them the following task.
Group Red: Round the following numbers to 1 decimal place
2.28, 8.62, 8.11,5.89,6.78, 1.91,9.17,6.48, 8.91 and 2.09
Group Blue: Round the following numbers to 2 decimal places.
2.287, 8.625, 8.161, 5.890, 6.787 , 1.976, 9.177, 6.480, 8.916
and 2.095
 Group Yellow: Round the following numbers to 3 decimal
places.
2.2287, 8.8625, 8.8111 ,5.5896, 6.6783, 9.9174, 6.6485,
2.8916 and 3.2099
Visit each group observe students work and give assistant
where necessary (especially focus the slow learners) and give
feedback when needed.
Conclusion Activity-3: Summarization Call each group one by one and 5
give them chance to present their work with the whole class. min
Ask rest of the students to note important points. Assess their
work and give feedback accordingly.
Students’ Give students time to ask any questions related to the topic 3
time min
Homework Written: Ask students to round off the following numbers to 3 2
decimal places. min
5.2358, 8.7543, 5.5611, 8.0111, 7.8567, 1.1111, 2.2222,
3.3333 and 4.4444
Unwritten: Identify one, two and three decimal places and
remember steps of round off.

Instructional Plan 8 Revision

Skill Objectives Durati
on
Classify, compare, and order integers, whole numbers, 40 min
rational numbers, and decimals, applying their
understanding of place value and representing them on a
number line.
 Demonstrate an understanding of rounding techniques for
integers and decimals applying them appropriately in various
contexts.
Resources: Textbook, PGs, LP, duster, markers, whiteboard etc.

Dat
Rating
e

Stages Strategies /Activities Time

InitiationGreetings! 5 min
(Greeting Ask the following questions to initiate the class.
and What is the difference between rational numbers and
Previous decimal numbers? (Rational numbers are numbers that can
knowledge)be expressed as a fraction of two integers, where the
denominator is not zero while decimal numbers are numbers
expressed in the decimal system)
Developme Activity-1: Jigsaw Method Divide the class into four 25min
ntal groups and give one question to each group member.
Question#1 Identifying and arranging integers and whole
numbers.
Question#2 Rounding integers, whole numbers, and decimal
numbers.
 Question#3 Representing numbers using a number line.
Question#4 Identify and write the place-value for different
types of numbers.
Now ask the student to make a group who has received Qs
1, 2, 3 and 4 separately and the name of those groups would
be expert groups. In the expert groups the students will
deeply study, discuss their question and become experts on
their assigned topic. After given time ask students to go
back to their parent group and each expert member will
explain his/her topic and rest of the students will listen and
write down important points.
Conclusion Activity 3: Summarize the today’s topic by taking group 5 min
presentations. Call one member of each group to present his
understanding with rest of the students. Assess their work
and give feedback accordingly.
Students’ Give students time to ask any questions related to the topic 3 min
time
Homework Written: Ask students to practice exercise # 2 min
2a(Qs=1;a,b,d.Qs=2,Qs=4,Qs=5) pg=26 and
2d(Qs=1,Qs=2,Qs=3,Qs=4,Qs=7) pg=35-36 of their
math wis book 7 (2nd edition)
Unwritten: Revise all the main concepts of the units.
 Instructional Plan 12 (Unit Test –
Total Marks: 20)

Dat
Rating
e

Q# 1: Encircle the correct answer from the given options.

1. The product of two rational numbers is equal to:
a. Rational number c. Decimal number
b. Irrational number d. None of these
2. When two numbers with unlike signs (one is positive and another negative)
are multiplied, the product is always.
a. Positive c. both
b. Negative d. None of these
3. If the denominator of a rational number in standard form has no prime
factors other than 2, 5 or 2 and 5, then and only then is the rational
numbers a
a. Terminating decimals c. Recurring decimals
b. Nonterminating decimals d. None of these
2
4. On a number line 1 lies between
3
a. 2 and 3 c. 0 and 1
b. 1 and 2 d. 3 and 4

5. Which of the following is a rational number?

d. 0.123333 …
a. 3.141596 … … … . c. 1.618034 … … … .
b. 2.718281 … … … .
e. … …
6. Which of the following is the correct arrangement of rational number in
ascending order?
1 −1 −3 5 −3 −1 5 1
a. , , , c. , , ,
2 2 2 2 2 2 2 2
−1 −3 1 5 −3 −1 1 5
b. , , , d. , , ,
2 2 2 2 2 2 2 2

7. When there is no sign before a number, the number is

a. Positive c. Both
b. Negative d. None of these
8. √ 2 and π are
a. Rational numbers c. Natural numbers
b. Irrational numbers d. None of these

Q#2: Solve the following questions.

6 3 1 −1
a) Plot the rational numbers , 2 ,−3 ,
7 4 2 10
(4 marks)
b) Express the given rational numbers in ascending order.
(6 marks)
1 22 13 11 13 8
, , , , ,
5 10 10 25 2 25
c) Express the following fractions as decimals.
(2 marks)
2
d)
5
3
e) −11
4
−3
f)
4

3
g) 11
4