Mathematics – WLP – Step 7: STEP Schools

Mathematics – Weekly Lesson Plan – Step 7

AY 25-26
____________________________________________________________________
As per the Academic Standards Policy Document 2025-2026, there are a total of 15 active
teaching weeks in the first term, and a total of 13 active teaching weeks in the second term.

Term-wise Breakup
Term 1 – 15 weeks (105 lessons)
Weeks Topics
Week 1 • Introduction
Week 2-3 • Chapter 1: Real Numbers and Approximation • PBL Week 2-3
Week 4-5 • Chapter 2: Direct and Inverse Proportion
Week 5-6 • Chapter 3: Application of Mathematics in Practical Situations
Week 7-8 • Chapter 4: Sets
Week 9 • Chapter 5: Number Patterns
Week 10-11 • Chapter 6: Simplification and Expansion
Week 12-13 • Chapter 7: Expansion and Factorization of Quadratic Expressions
Week 14-15 • Chapter 8: Linear Equations and Coordinate Geometry
Term 2 – 13 weeks (91 lessons)
Weeks Topics
Week 1-2 • Chapter 9: Time and Speed
Week 3-5 • Chapter 10: Triangles, Quadrilaterals and Polygons
Week 6-8 • Chapter 13: Averages of Statistical Data • PBL Week 6-7
Week 8-9 • Chapter 14: Probability
Week 10 • Chapter 11: Symmetry
Week 11-13 • Chapter 12: Mensuration: Perimeter, Area, Surface Area and Volume
* The Introduction may include revision of key concepts from the previous academic year,
discussion on holidays’ homework, a summary of key concepts and topics to cover in the
current academic year and/or a build-up to the first topic.

* All Chapters listed above are from “Oxford New Syllabus Mathematics Book for Grade 7
(Updated 7th Edition)”

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 Mathematics – WLP – Step 7: STEP Schools

Term 1

Term 1 - Week 1
Unit Learning Objectives Suggested Resources Suggested Strategies

1. Review Numbers, HCF, LCM, Basic Algebra, • Oxford New Syllabus • Class discussion
Rate, Ratio, Time, Speed, Linear equations Mathematics Book 1
Introduction

and inequalities, Functions and Linear (updated 7th Edition)

graphs, Percentages, Number patterns and
Statistical Data Handling • Holidays’ homework
2. Review holidays’ homework
Vocabulary: Numbers, HCF, LCM, algebra, rate, ratio, time, speed, linear equations, linear inequalities,
functions, linear graphs, percentage, number patterns, statistical data handling

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False

Term 1 - Week 2
Unit Learning Objectives Suggested Resources Suggested Strategies

1. Recall the concept of whole numbers, • Textbook (Pg. 2 – 14, 25) • Class discussions
Chapter 1: Real Numbers and Approximation

odd numbers, even numbers, − Worked Example 1 (Pg. • Show Me

composite numbers and prime 2) • Hard and easy
numbers − Practice Now 2a & 3 • Quiz
2. Recall the concept of factors, (Pg. 6) • KWHL chart
multiples, HCF and LCM − Practice Now 4 (Pg. 8) • Think-Pair-Share
3. Convert improper fractions to mixed − Exercise 1A (Questions • Another, another,
numbers, mixed numbers to improper 1, 3, 5-11, 14) another
fractions and fractions to decimal − Review Exercise 1 • Mathematics
numbers. (Questions 1, 2, 6) stories
• Analogies

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 Mathematics – WLP – Step 7: STEP Schools

4. Understand the concept of rational

numbers and use BODMAS to solve
fractions
5. Simplify fractions by cancelling
common factors
6. Add, subtract, multiply and divide
simple and mixed fractions by integers
and fractions, writing answers in its
simplest form
7. Use symbols “<”, “>” and “=” to
compare decimals, integers and
fractions
8. Illustrate the position of positive and
negative real numbers on a number
line
9. Order positive and negative integers,
fractions and decimal numbers in
ascending and descending order (with
or without number line)
Vocabulary: whole numbers, even numbers, odd numbers, prime numbers, composite numbers, Sieve
of Eratosthenes, index notation, square root, cube root, perfect squares, perfect cubes, estimate, factors,
prime factorization, Highest common factor (HCF), Lowest common multiple (LCM)

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, Classroom practice and presentation

Lead Subject
PBL Project Objectives Covered Intended Process
(Supporting Subjects)

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 Mathematics – WLP – Step 7: STEP Schools

Add, subtract, multiply Apply the concept of real

and divide simple and numbers and
mixed fractions by approximation to
integers and fractions, compare prices and
Science
A project on Kitchen writing answers in its nutritional values
(Mathematics,
Garden in School simplest form
English & Geography)
Use symbols “<”, “>”
and “=” to compare
decimals, integers and
fractions

Term 1 - Week 3
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Recall the concept of place value for • Textbook (Pg. 15 – 26) • Class discussions
decimals and integers − Worked Example 7 (Pg. • Show Me
Chapter 1: Real Numbers and

2. Round off any number to the required 15) • Hard and easy
degree of accuracy − Practice Now 7 (Pg. 16) • Quiz
Approximation

3. Estimate answers to problems − Exercise 1B (Questions 1, • Think-Pair-Share

involving currency exchange, to a 2, 4) • Another, another,
reasonable degree of accuracy − Exercise 1C (Questions 1, another
3, 4, 9, 10, 11, 12) • Mathematics
− Review Exercise 1 stories
(Questions 3, 4, 14) • Analogies
Vocabulary: whole numbers, even numbers, odd numbers, prime numbers, composite numbers, Sieve
of Eratosthenes, index notation, square root, cube root, perfect squares, perfect cubes, estimate, factors,
prime factorization, Highest common factor (HCF), Lowest common multiple (LCM)

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Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 7: STEP Schools

Assessment Strategies: Effective questioning, Self-assessment, Peer check, Open ended questions, Quiz,
True/False, Classroom practice and presentation, What’s the same? What’s different?, Convince me

Lead Subject
PBL Project Objectives Covered Intended Process
(Supporting Subjects)

Add, subtract, multiply Apply the concept of real

and divide simple and numbers and
mixed fractions by approximation to
integers and fractions, compare prices and
Science
A project on Kitchen writing answers in its nutritional values
(Mathematics,
Garden in School simplest form
English & Geography)
Use symbols “<”, “>”
and “=” to compare
decimals, integers and
fractions

Term 1 - Week 4
Suggested
Unit Learning Objectives Suggested Resources
Strategies
1. Develop an understanding of Direct • Textbook (Pg. 28 – 35) • Class discussions
Chapter 2: Direct and Inverse Proportion

Proportion − Worked Example 2 (Pg. • Show Me

𝑦
2. Recognize that the rate 𝑥 is constant 31) • Hard and easy

in direct proportion − Practice Now 2 (Pg. 32) • Quiz

𝑦2
3. Recognize that the ratios 𝑦1 𝑎𝑛𝑑 𝑥1
𝑥2 − Exercise 2A (Questions 1, • Think-Pair-Share
2, 4, 6, 7) • KWHL chart
are equal in direct proportion
− Worked Example 3 (Pg. • Mathematics
4. Solve simple word problems involving
34) stories
direct proportion
− Practice Now 3 (Pg. 35) • Analogies

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 Mathematics – WLP – Step 7: STEP Schools

5. Represent direct proportion in

algebraic form
6. Recognize that if y is directly
proportional to x, the graph of y
against x is a straight line that passes
through the origin
7. Solve problems pertaining to two
directly proportional quantities using
unitary method and proportion
method
8. Develop an understanding of Inverse
Proportion
9. Recognize that the product xy is
constant in inverse proportion
𝑦2 𝑥1
10. Recognize that the ratios 𝑦1 𝑎𝑛𝑑 𝑥2

are equal in inverse proportion

Vocabulary: direct proportion, inverse proportion, hyperbola

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, What’s the same? What’s different?, Convince me

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Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 7: STEP Schools

Term 1 - Week 5
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Solve simple word problems involving • Textbook (Pg. 36-37) • Class discussions
Chapter 2: Direct and Inverse

inverse proportion using unitary − Exercise 2B (Questions 1, • Show Me

method and proportion method 2, 3, 4, 5) • Hard and easy
Proportion

2. Represent inverse proportion in − Review Exercise 2 • Quiz

algebraic form (Question 1) • Think-Pair-Share
3. Solve problems pertaining to • KWHL chart
connecting two inversely proportional • Another, another,
quantities another
1. Develop and understanding of profit • Textbook (Pg. 39 – 41) • Mathematics
Chapter 3: Application of Mathematics

or gain and loss and calculate these by − Worked Example 1 (Pg. stories
subtracting selling price from cost 39) • Analogies
in Practical Situations

price and vice versa − Worked Example 2 & 3

2. Express profit or loss as a percentage (Pg. 40)
of the cost price − Practice Now 2 & 3 (Pg.
40)
− Exercise 3A (Questions 1,
2, 3, 4)
Vocabulary: direct proportion, inverse proportion, hyperbola

Vocabulary: discount, tax, ushr, profit, loss, percentage, loss percentage, commission, sale price, marked
price

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Quiz, True/False,
Classroom practice and presentation, What’s the same? What’s different?, Convince me

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Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 7: STEP Schools

Term 1 - Week 6
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Understand the concepts of • Textbook (Pg. 42 – 52) • Class discussions

Chapter 3: Application of Mathematics in

discount, taxation, commission, − Worked Example 4 & 5 (Pg. 42) • Show Me

zakat and ushr − Practice Now 4 & 5 (Pg. 42) • Think-Pair-Share
2. Calculate GST and total amount − Practice Now 7 (Pg. 45) • Another, another,
Practical Situations

to be paid after adding GST − Worked Example 8 (Pg. 46) another

3. Calculate the tax payable for a − Practice Now 8 (Pg. 46) • Mathematics
chargeable income − Worked Example 13 (Pg. 48) stories
4. Solve problems pertaining to − Practice Now 11 (Pg. 49) • Analogies
property tax, commission, zakat − Exercise 3B (Questions 1, 3, 4,
and ushr 5, 6, 8, 9, 10, 11, 12)
− Review Exercise 3 (1, 3, 5, 6, 8)
Vocabulary: discount, tax, ushr, profit, loss, percentage, loss percentage, commission, sale price, marked
price

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, Classroom practice and presentation

Term 1 - Week 7
Suggested
Unit Learning Objectives Suggested Resources
Strategies
1. Recall the concept of Sets and the • Textbook (Pg.54 – 60, • Class discussions
symbols used for describing sets and set 72) • Show Me
Chapter 4: Sets

elements (is an element of, is not an − Worked Example 1 • Hard and easy
element of, number of elements in a set) (Pg. 54) • Think-Pair-Share
2. List the elements of a set in set notation − Practice Now 1 (Pg. • Another, another,
3. Represent sets using a Venn diagram 55) another

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 Mathematics – WLP – Step 7: STEP Schools

4. Explore the rules for drawing a Venn − Practice Now 2 (Pg. • Mathematics
diagram 57) stories
5. Recognize the concept of a universal set − Exercise 4A (Questions • Analogies
6. Recognize the concept of the 1, 2, 4, 5, 6, 10, 13, 16)
complement of a set − Review Exercise 4
7. Find the elements of the universal set and (Questions 1, 2, 5)
the complement of a set
8. Develop an understanding of subsets and
proper subsets
9. Represent a subset and a proper subset
using set notation
10. Find whether a set is a subset or a proper
subset of another set
11. List all the subsets and proper subsets of
a given set
Vocabulary: sets, Venn diagram, set notation, empty set, equal sets, universal set, complement of a set,
subset, proper subset, null set, union

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Classroom practice and presentation, What’s the same? What’s different?

Term 1 - Week 8
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Develop an understanding of union • Textbook (Pg. 61 – 72) • Class discussions

and intersection of sets − Worked Example 3 (Pg. 61) • Show Me
Chapter 4: Sets

2. Memorize the way to denote the − Practice Now 4 (Pg. 61) • Hard and easy
union of sets − Worked Example 4 (Pg. 62) • Quiz
− Practice Now 5 (Pg. 63) • Think-Pair-Share
− Worked Example 5 (Pg. 63)

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 Mathematics – WLP – Step 7: STEP Schools

3. Identify the elements in the union − Practice Now 6 (Pg. 64) • Another, another,
of sets, and represent them using a − Exercise 4B (Questions 1, 3, another
Venn diagram 5, 6, 7, 9, 10, 11, 13, 15, 16, • Mathematics
4. Understand De Morgan’s Laws. 17, 18, 19, 20) stories
− Review Exercise 4 • Analogies
(Questions 1-6)
Vocabulary: sets, Venn diagram, set notation, empty set, equal sets, universal set, complement of a set,
subset, proper subset, null set, union

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Quiz,
True/False, Classroom practice and presentation, What’s the same? What’s different?, Convince me

Term 1 - Week 9
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Recall the concept of a ‘Number • Textbook (Pg. 75 – 80) • Hard and easy
Sequence’ and the ‘nth term’ of a − Worked Example 1 (Pg. • Quiz
sequence 75) • KWHL chart
2. Recall recognizing simple patterns − Practice Now 1 (Pg. 75) • Think-Pair-Share
Chapter 5: Number Patterns

from different number sequences − Worked Example 2 (Pg. • Another, another,

3. Find terms of number 76) another
patterns/sequences from general − Practice Now 2 (Pg. 76) • Mathematics
terms (nth term) − Practice Now 3 (Pg. 77) stories
4. Deduce the General term formula for a − Worked Example 4 (Pg. • Analogies
given number pattern/sequence 88)
5. Solve real-life problems involving − Exercise 5A (Questions 1-
number patterns and sequences 12)
6. Develop an understanding of the − Review Exercise 5
Fibonacci sequence (Questions 1)

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 Mathematics – WLP – Step 7: STEP Schools

Vocabulary: number sequence, nth term (general term)

Assessment Strategies: Effective questioning, Self-assessment, Peer check, Open ended questions, Quiz,
True/False, Classroom practice and presentation, What’s the same? What’s different?, Convince me

Term 1 - Week 10
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Recall the concepts of variables, • Textbook (Pg. 82-90) • Class discussions

constants, equations, like terms, − Worked Example 3 (Pg. 85) • Show Me
Chapter 6: Simplification and Expansion

unlike terms, inequality, − Practice Now 3 (Pg. 85) • Hard and easy
polynomial, monomial, binomial, − Worked Example 4 (Pg. 86) • Think-Pair-Share
trinomial − Practice Now 4 (Pg. 86) • Another, another,
2. Expand and Simplify linear − Worked Example 6 (Pg. 87) another
algebraic expressions (with − Worked Example 7 (Pg. 88) • Mathematics
fractional coefficients) by using − Exercise 6A (Questions 1, 2, stories
Distributive Law, LCM of 3, 5, 6) • Analogies
denominators and BODMAS
3. Multiply algebraic polynomials and
binomials with monomials using
distributive law
Vocabulary: variables, constant, algebraic identities, common factors, factorization, simplification

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, What’s the same? What’s different?, Convince me

11
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 Mathematics – WLP – Step 7: STEP Schools

Term 1 - Week 11
Suggested
Unit Learning Objectives Suggested Resources
Strategies

(Continued) • Textbook (Pg. 91) • Hard and easy

Chapter 6: Simplification

− Review Exercise 6 • KWHL chart

and Expansion

(Questions 1-6) • Think-Pair-Share

Vocabulary: variables, constant, algebraic identities, common factors, factorization, simplification

Assessment Strategies: Effective questioning, Peer check, Open ended questions, Quiz, True/False,
Classroom practice and presentation, What’s the same? What’s different?, Convince me

Term 1 - Week 12
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Recall the concept of quadratic • Textbook (Pg. 93-106, • Class discussions

Chapter 7: Expansion and Factorization of

expressions and linear expressions 115) • Show Me

2. Recognize the general form of a − Practice Now 1 (Pg. 95) • Think-Pair-Share
Quadratic Expressions

quadratic expression in one variable − Practice Now 2 (Pg. 112) • Another, another,
3. Recall the concept of like terms and − Worked Example 1 (Pg. another
unlike terms to carry out addition and 98) • Mathematics
subtraction of quadratic expressions − Exercise 7A (Questions 1- stories
4. Find the negative of a quadratic 8) • Analogies
expression − Review Exercise 7
5. Expand and simplify simple quadratic (Questions 1, 2, 6, 7)
expressions

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 Mathematics – WLP – Step 7: STEP Schools

6. Calculate the product of algebraic

terms in one variable
7. Recall the Distributive Law to expand
and simplify quadratic expressions of
the form a(b + c)
8. Expand and simplify quadratic
expressions of the form (a + b)(c + d)
Vocabulary: algebraic expression, linear expression, quadratic expression, distributive law, factorization,
expansion, simplification, multiplication frame, mid-term breaking

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check,
True/False, Classroom practice and presentation, What’s the same? What’s different?, Convince me

Term 1 - Week 13
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Recall the concept of factorization of • Textbook (Pg. 107-115) • Class discussions

Chapter 7: Expansion and Factorization of Quadratic

algebraic expressions − Practice Now 11 (Pg. 108) • Show Me

2. Do factorization of algebraic − Practice Now 12 (Pg. 111) • Hard and easy
expressions by extracting common − Worked Example 8 (Pg. • KWHL chart
factors from all the terms in the 111) • Think-Pair-Share
expressions which is the reverse of − Exercise 7B (Questions 1- • Another, another,
Expressions

expansion 7) another
3. Factorize quadratic expressions of the − Review Exercise 7 • Mathematics
form ax2 + bx + c using a multiplication (Questions 3, 4, 5, 8, 9) stories
frame (mid-term breaking) • Analogies
4. Verify the correctness of the
factorized quadratic expression by
expanding the product of factors

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 Mathematics – WLP – Step 7: STEP Schools

5. Recognize that not all quadratic

expressions can be factorized using
multiplication frame (mid-term
breaking)
Vocabulary: algebraic expression, linear expression, quadratic expression, distributive law, factorization,
expansion, simplification, multiplication frame, mid-term breaking

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, What’s the same? What’s different?, Convince me

Term 1 - Week 14
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Recall the concept of an ‘Equation’ • Textbook (Pg. 117-125, 138) • Class discussions
Chapter 8: Linear Equations
and Coordinate Geometry

and the ‘Solution of an Equation’ − Practice Now 1 (Pg. 118) • Show Me

2. Recall the concepts of an ‘ordered − Practice Now 4 (Pg. 120) • Hard and easy
pair’, ‘Cartesian plane’ – including its − Practice Now 5 (Pg. 124) • Quiz
components: origin, x-axis and y-axis, − Exercise 8A (Questions 1-5) • Think-Pair-Share
‘function’ − Review Exercise 8 • KWHL chart
3. Plot points on a Cartesian scale (Question 1) • Analogies
Vocabulary: equation, inequality, balance method, formulae, ordered pair, Cartesian plane, origin, x-
axis, y-axis, function machine, functions, gradient, slope, steepness, horizontal line, vertical line

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, Classroom practice and presentation

14
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Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 7: STEP Schools

Term 1 - Week 15
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Write equations of horizontal and • Textbook (Pg. 126-138) • Class discussions

vertical lines and draw graphs of − Practice Now 6 (Pg. 127) • Show Me
Chapter 8: Linear Equations and Coordinate Geometry

horizontal and vertical lines using their − Worked Example 3 (Pg. • KWHL chart
equations 134) • Think-Pair-Share
2. Plot graphs of linear equations with − Practice Now 8 (Pg. 135) • Another, another,
slopes − Exercise 8B (Questions 1-6) another
3. Recognize that the gradient of a straight − Review Exercise 8 • Mathematics
line can be positive (if a line slopes (Question 2) stories
upwards from left to right) or negative • Analogies
(if a line slopes downwards from left to
right)
4. Understand that a linear equation in
one variable is of the form 𝑎𝑥 + 𝑏 = 0
and linear equation is a straight line
𝑎𝑥 + 𝑏𝑦 = 𝑐
5. Find values of 𝑥 and 𝑦 from the graphs
Vocabulary: equation, inequality, balance method, formulae, ordered pair, Cartesian plane, origin, x-
axis, y-axis, function machine, functions, gradient, slope, steepness, horizontal line, vertical line

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, What’s different?, Convince me

15
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Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 7: STEP Schools

Term 2

Term 2 - Week 1
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Recall the conversion between 12- • Textbook (Pg. 141-143) • Class discussions
hour clock and 24-hour clock − Worked Example 1 (Pg. 142) • Show Me
2. Calculate the arrival time or − Practice Now 1 (Pg. 142) • Hard and easy
departure time or journey time in − Worked Example 2 (Pg. 142) • Quiz
Chapter 9: Time and Speed

12-hour or 24-hour format on the − Practice Now 2 (Pg. 142) • Think-Pair-Share

same day or the next day or the − Exercise 9A (Questions 1-8) • Mathematics
previous day stories
3. Recall the formula for calculating • Analogies
‘speed’
4. Convert between different units of
speed
5. Solve word problems involving
average speed, time and distance
Vocabulary: 12-hour clock, 24-hour clock, speed, distance, time, average speed, constant speed

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, What’s the same? What’s different?, Convince me

16
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Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 7: STEP Schools

Term 2 - Week 2
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Recall the formula for calculating • Textbook (Pg. 144-151) • Class discussions
‘speed’ − Worked Example 3 (Pg. 144) • Show Me
2. Convert between different units of − Practice Now 3 (Pg. 144) • Hard and easy
Chapter 9: Time and Speed

speed − Worked Example 4 (Pg. 145) • Quiz

3. Solve word problems involving − Practice Now 5 (Pg. 145) • Think-Pair-Share
average speed, time and distance − Worked Example 6 (Pg. 147) • KWHL chart
− Practice Now 6 (Pg. 147) • Analogies
− Exercise 9B (Questions 1-10)
− Review Exercise 9 (Questions
1-6)
Vocabulary: 12-hour clock, 24-hour clock, speed, distance, time, average speed, constant speed

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, Classroom practice and presentation, Convince me

Term 2 - Week 3
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Recall that the sum of interior • Textbook (Pg. 153-162, 170, • Class discussions
Quadrilaterals and Polygons

angles of a triangle is 180˚ and the 191-192) • Show Me

Chapter 10: Triangles,

two basic properties of a triangle − Practice Now 1 (Pg. 155) • Hard and easy
2. Recognize the relationship − Worked Example 3 & 4 (Pg. • Quiz
between the exterior angles and 156) • Think-Pair-Share
the interior opposite angles of a − Exercise 10A (Questions 1-9) • Another, another,
triangle another

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 Mathematics – WLP – Step 7: STEP Schools

3. Use the aforementioned concepts − Worked Example 6 & 7 (Pg. • Mathematics

to calculate unknown angles in a 160) stories
triangle − Worked Example 10 (Pg. 162) • Analogies
4. Construct triangles using rulers, − Exercise 10B (Question 1)
protractors and compass. − Review Exercise 10
(Questions 1-3)
Vocabulary: equilateral triangle, isosceles triangle, scalene triangle, acute-angled triangle, right-angled
triangle, obtuse-angled triangle, quadrilateral, diagonal, polygon, simple polygon, convex polygon,
concave polygon, regular polygon, centre, circumference, radius, diameter, semicircle, chord, arc, minor
arc, major arc, segment, minor and major segment

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check,
Classroom practice and presentation, What’s the same? What’s different?, Convince me

Term 2 - Week 4
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Recall that the sum of interior • Textbook (Pg. 163-171, 192- • Class discussions
Chapter 10: Triangles, Quadrilaterals and Polygons

angles of a quadrilateral is 360˚ 193) • Hard and easy

2. Recall properties of special − Investigation (Pg. 163) • Quiz
quadrilaterals − Worked Example 11 (Pg. 166) • KWHL chart
3. Solve for unknown angles in − Practice Now 3 (Pg. 166) • Think-Pair-Share
different special quadrilaterals − Worked Example 13 (Pg. 168) • Another, another,
4. Recall the concepts of a polygon, − Practice Now 5 (Pg. 168) another
simple polygon, convex polygon, − Exercise 10B (Questions 2, 3, • Mathematics
concave polygon, regular and an 4, 5, 7, 8, 10, 11, 12, 13, 14, stories
irregular polygon 15)
5. Remember the formula for the sum − Review Exercise 10
of interior angles of an n-sided (Questions 5-7)
polygon

18
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Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 7: STEP Schools

6. Remember the sum of exterior

angles of any polygon as 360˚
7. Solve problems pertaining to any n-
sided regular polygon
Vocabulary: equilateral triangle, isosceles triangle, scalene triangle, acute-angled triangle, right-angled
triangle, obtuse-angled triangle, quadrilateral, diagonal, polygon, simple polygon, convex polygon,
concave polygon, regular polygon, centre, circumference, radius, diameter, semicircle, chord, arc, minor
arc, major arc, segment, minor and major segment

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, Classroom practice and presentation,

Term 2 - Week 5
Suggested
Unit Learning Objectives Suggested Resources
Strategies

8. Recall the concepts of a polygon, • Textbook (Pg. 172-193) • Class discussions

simple polygon, convex polygon, − Investigation (Pg. 175) • Show Me
Chapter 10: Triangles, Quadrilaterals and Polygons

concave polygon, regular and an − Worked Example 16 (Pg. 177) • Hard and easy
irregular polygon − Practice Now 6 (Pg. 178) • Quiz
9. Remember the formula for the sum − Worked Example 18 (Pg. 190) • Think-Pair-Share
of interior angles of an n-sided − Exercise 10C (Questions 1-8) • KWHL chart
polygon − Worked Example 20 (Pg. 184)
10. Remember the sum of exterior − Practice Now 10 (Pg. 186)
angles of any polygon as 360˚ − Exercise 10D (Questions 1, 2,
11. Solve problems pertaining to any n- 5, 6, 7)
sided regular polygon
− Review Exercise 10
12. View translation as an isometric
(Questions 9, 11, 13)
transformation
13. Translate objects using translation
vectors

19
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 7: STEP Schools

14. Recognize the elements of a circle

i.e. centre, circumference, radius,
diameter, semicircle, chord, arc,
minor arc, major arc, segment,
minor and major segment
15. Develop an understanding of the 5
properties of circles
16. Use properties of circles to solve
questions
Vocabulary: equilateral triangle, isosceles triangle, scalene triangle, acute-angled triangle, right-angled
triangle, obtuse-angled triangle, quadrilateral, diagonal, polygon, simple polygon, convex polygon,
concave polygon, regular polygon, centre, circumference, radius, diameter, semicircle, chord, arc, minor
arc, major arc, segment, minor and major segment

Assessment Strategies: Effective questioning, Self-assessment, Peer check, Open ended questions, Quiz,
True/False, Classroom practice and presentation, What’s the same? What’s different?, Convince me

Term 2 - Week 6
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Recall how to represent data using • Textbook (Pg. 226-238) • Show Me

Chapter 13: Averages of Statistical Data

pictograms, bar graphs, pie charts − Worked Example 1 (Pg. 228) • Hard and easy
and line graphs − Practice Now 1 (Pg. 232) • Quiz
2. Differentiate between histograms − Worked Example 2 (Pg. 231) • Think-Pair-Share
and bar graphs − Practice Now 2 (Pg. 236) • Another, another,
3. Develop an understanding of how − Exercise 13A (Questions 1-6) another
to present grouped and ungrouped • Mathematics
data using histograms stories
4. Construct histograms using • Analogies
frequency tables

20
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 7: STEP Schools

Vocabulary: histogram, frequency, frequency table, mean, median, mode, grouped data, ungrouped
data

Assessment Strategies: Effective questioning, What else do we know, Peer check, Open ended questions,
True/False, Classroom practice and presentation, What’s the same? What’s different?, Convince me

Lead Subject
PBL Project Objectives Covered Intended Process
(Supporting Subjects)

Present grouped and Students will research

ungrouped data using and use statistics to
histograms and plot a graph on effects
A project on Increase Urdu (Mathematics &
frequency tables of increased screen
Screen time for kids ICT)
time on sleep cycles
and decreased cognitive
skills

Term 2 - Week 7
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Calculate the average as • Textbook (Pg. 239-267) • Class discussions

Chapter 13: Averages of

mean, median and mode of − Exercise 13A (Questions 7-10) • Show Me

Statistical Data

grouped data − Practice Now 3 (Pg. 242) • Hard and easy

− Worked Example 3 (Pg. 243) • Quiz
− Practice Now 4 & 5 (Pg. 244) • Mathematics
− Practice Now 6 (Pg. 245) stories
− Exercise 13B (Questions 1-10)
Vocabulary: histogram, frequency, frequency table, mean, median, mode, grouped data, ungrouped
data

21
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 7: STEP Schools

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, Classroom practice and presentation

Lead Subject
PBL Project Objectives Covered Intended Process
(Supporting Subjects)

Calculate the average Students will research

as mean, median and and use statistics to
mode of grouped data plot a graph on effects
A project on Increase Urdu (Mathematics &
of increased screen
Screen time for kids ICT)
time on sleep cycles
and decreased cognitive
skills

Term 2 - Week 8
Suggested
Unit Learning Objectives Suggested Resources
Strategies

2. Practice drawing histograms to • Textbook (Pg. 248-250) • Class discussions

Chapter 13: Averages of Statistical

illustrate data − Review Exercise 13 • Show Me

3. Read data illustrated by frequency (Questions 1-4) • Hard and easy
polygon and complete frequency • Quiz
Data

tables • KWHL chart

4. Practice calculating the average as • Think-Pair-Share
mean, median and mode of • Another, another,
grouped data another
1. Recall the concept of probability • Textbook (Pg. 252-256, 258) • Mathematics
Chapter 14:
Probability

involving single events − Worked Example 1 (Pg. 252) stories

2. Calculate probability from pie − Practice Now 1 (Pg. 252) • Analogies
charts − Worked Example 2 (Pg. 253)

22
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 7: STEP Schools

− Worked Example 3 (Pg. 254)

− Exercise 14A (Question 3)
− Review Exercise 14
(Questions 4)
Vocabulary: histogram, frequency, frequency table, mean, median, mode, grouped data, ungrouped
data

Vocabulary: impossible, certain, complement, complementary

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Quiz, True/False,
Classroom practice and presentation, What’s the same? What’s different?, Convince me

Term 2 - Week 9
Suggested
Unit Learning Objectives Suggested Resources
Strategies
1. Recognize that the probability of • Textbook (Pg. 255-258) • Class discussions
an impossible event is 0, and the − Worked Example 4 (Pg. 255) • Show Me
Chapter 14: Probability

probability of a certain event is 1 − Practice Now 3 (Pg. 255) • Hard and easy
2. Develop and understanding of a − Exercise 14A (Questions 1, 2, • KWHL chart
complement of an event and 4-13) • Think-Pair-Share
complementary events − Review Exercise 14 • Another, another,
3. Express probabilities of different (Questions 1, 2, 3, 5, 6) another
single events

Vocabulary: impossible, certain, complement, complementary

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, True/False,

Classroom practice and presentation, What’s the same? What’s different?, Convince me

23
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 7: STEP Schools

Term 2 - Week 10
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Develop an understanding of Line • Textbook (Pg. 197-203) • Class discussions

of symmetry (or Axis of symmetry − Investigation (Pg. 198) • Show Me
or Line of reflection or Axis of − Investigation (Pg. 200) • Hard and easy
Reflection) − Exercise 11A (Questions 1-3) • Quiz
2. Recognize that for a symmetrical − Review Exercise 11 (Question • KWHL chart
object, the two halves are 1) • Think-Pair-Share
reflections (mirror images) of each • Another, another,
Chapter 11: Symmetry

other another
3. Recognize that an object may have • Mathematics
more than one line of symmetry stories
4. Draw mirror images of • Analogies
objects/figures about a given line
of symmetry
5. Draw the line of symmetry for a
given object/figure
6. Develop an understanding of
rotational symmetry and center of
rotation
Vocabulary: symmetry, line of symmetry, axis of symmetry, reflection, line of reflection, axis of
reflection, mirror images, rotational symmetry, center of rotation

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False

24
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 7: STEP Schools

Term 2 - Week 11
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Convert between different units • Textbook (Pg. 205-215) • Class discussions

(powers of one and two) (e.g. − Worked Example 1 (Pg. 205) • Show Me
𝑚2 𝑡𝑜 𝑐𝑚2 𝑎𝑛𝑑 𝑚2 𝑡𝑜 𝑚𝑚2 etc.) − Practice Now 1 (Pg. 206) • Hard and easy
2. Recall the formulae to calculate − Worked Example 3 (Pg. 206) • KWHL chart
perimeter and area of a circle − Worked Example 6 (Pg. 208) • Think-Pair-Share
Chapter 12: Mensuration: Perimeter, Area, Surface Area and Volume

3. Solve word problems pertaining to − Practice Now 4 (Pg. 209) • Another, another,
the perimeter and area of shaded − Worked Example 7 (Pg. 209) another
regions involving basic plane − Practice Now 5 (Pg. 213) • Mathematics
figures − Exercise 12A (Questions 1-4) stories
4. Convert between different units of • Analogies
3 3 3
volume (e.g. 𝑐𝑚 , 𝑚 and 𝑚𝑚 )
5. Develop an understanding of a
uniform cross-section
6. Recognize and describe a prism
7. Name different types of prisms
8. Differentiate between a right prism
and an oblique prism
9. Remember the formula for
calculating the volume of a prism
10. Remember the formula for
calculating the surface area of a
prism
11. Solve word problems pertaining to
the volume and surface area of
prisms
Vocabulary: circle, semi-circle, parallelogram, trapezium, cube, cuboid, volume, surface area, prism, right
prism, oblique prism, cross-section, cylinder, open cylinder, closed cylinder

25
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 7: STEP Schools

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, True/False,

Classroom practice and presentation, What’s the same? What’s different?, Convince me

Term 2 - Week 12
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Recognize and describe a cylinder • Textbook (Pg. 216-221) • Class discussions

Chapter 12: Mensuration: Perimeter, Area, Surface Area

2. Recognize that a cylinder is like a − Worked Example 11 (Pg. 218) • Show Me

prism but is not a prism − Practice Now 7 (Pg. 218) • Hard and easy
3. Explore the key feature of any − Worked Example 12 (Pg. 219) • Quiz
polygon (i.e. it must have a finite − Practice Now 8 (Pg. 220) • Think-Pair-Share
number of sides), and the fact that − Exercise 12B (Questions 1- • Mathematics
and Volume

a circle is not a polygon 13) stories

4. Recall the formulae to calculate the • Analogies
volume and surface area of
cylinders
5. Solve word problems pertaining to
the volume and surface area of
cylinders
Vocabulary: circle, semi-circle, parallelogram, trapezium, cube, cuboid, volume, surface area, prism, right
prism, oblique prism, cross-section, cylinder, open cylinder, closed cylinder

Assessment Strategies: Self-assessment, Peer check, Open ended questions, Quiz, True/False, Classroom
practice and presentation, What’s the same? What’s different?, Convince me

26
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
 Mathematics – WLP – Step 7: STEP Schools

Term 2 - Week 13
Suggested
Unit Learning Objectives Suggested Resources
Strategies

1. Remember and use the formula for • Textbook (Pg. 223-224) • Class discussions
Chapter 12: Mensuration: Perimeter,

− Review Exercise 12 • Show Me

Area, Surface Area and Volume

calculating the volume of a cylinder

2. Recognize an open cylinder and a (Questions 1-9) • Hard and easy
closed cylinder • Quiz
3. Remember the formula for calculating • KWHL chart
the surface area of a closed cylinder • Think-Pair-Share
and an open cylinder • Another, another,
4. Solve word problems pertaining to the another
volume and surface area of cylinders
Vocabulary: circle, semi-circle, parallelogram, trapezium, cube, cuboid, volume, surface area, prism, right
prism, oblique prism, cross-section, cylinder, open cylinder, closed cylinder

Assessment Strategies: Effective questioning, What else do we know, Self-assessment, Peer check, Open
ended questions, Quiz, True/False, Classroom practice and presentation

27
This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.