MATHEMATICS LESSON PLAN
GRADE 7
TERM 2: April - June
DURATION:
1 Hour
1. TOPIC: COMMON FRACTIONS: Ordering, comparing and simplifying
fractions (Lesson 1)
2. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson learners should be able to:
 Compare and order common fractions, including specifically tenths
and hundredths and extends to thousandths.
3. RESOURCES:
4. PRIOR KNOWLEDGE:
Textbooks, DBE Workbook 1


Comparing common fractions
Equivalent fractions
6. INTRODUCTION (Suggested time: 10 Minutes)
1. Complete the following by making the fractions equal.
2
*
=
6 12
6
*
b)
=
22 11
20
*
c)
=
25 100
a)
2. Complete the pattern.
a)
3 9 27
; ;
;__ ;__;__
4 12 36
b)
9 18 36
;
;
;__;__;__
11 22 44
c)
1 5 25
;
;
;__;__;__
7 35 175
7.LESSON PRESENTATION/DEVELOPMENT(Suggested time: 20 minutes)
Teaching activities
Divide learners into groups and present activities based on multiplication
of whole numbers
Example 1
Replace the * with < or > or = to make the statement true
4
6
4
6
*
=
<
5
7
5
7
72 5
72
5
b)
*
=
>
100 10
100
10
7
7
900
900
c)
*
=
<
8 1000
8
1000
a)
Example 2
Write these fractions in an ascending order
a)
13
1 25 4 26 14 25 16
1 4 25 13
;
;
; =
;
;
;
=
; ;
;
14
2 28 7 28 28 28 28
2 7 28 14
Learning activities
(Learners are expected to:)
 discuss in groups and
give feedback

share their solutions with
the whole class.
b)
19
7 25
750 5
190 700 250 750 500
;
;
;
;
=
100 10 100 1000 10 1000 ; 1000 ; 1000 ; 1000 ; 1000
19 25 5 7 750
=
100 ; 100 ; 10 ; 10 ; 1000
ACTIVITY (Small groups)
1. Replace the * with < or > or =
11
*
12
3
b)
*
4
5
c)
*
8
a)
2.
Rewrite the following fractions so that they all have the same
denominator and then arrange the fractions in an ascending
order.
4 1 3
; ;
5 2 4
3
11
b)
;
;
4
12
a)
c)
5
6
13
20
2
3
7 19
;
10 20
5 2 7
;
;
6 3 8
;
50 2 20 7 6
; ;
; ;
1000 10 1000 10 100
8. CLASSWORK(Suggested time: 15 minutes)

DBE Workbook1: page 74 , No. 1 (a) – (c) and page 75 No. 3 (a – e)
9. CONSOLIDATION/CONCLUSION& HOMEWORK(Suggested time: 5 minutes)
a) Emphasise that:
 Ordering means arranging in ascending or descending order and comparing two or more
fractions means to determine which one is bigger or smaller.
b) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery
of mathematics skills taught in class. Therefore, Homework should be purposeful and the principle
of ‘Less is more’ is recommended, i.e. give learners few high-quality activities that address variety
of skills than many activities that do not enhance learners’ conceptual understanding.
Carefully select appropriate activities from the Sasol-Inzalo Books, DBE workbooks and/or
textbooks for learners’ homework. The selected activities should address different cognitive levels.
 Homework DBE Workbook 1: page 74, No. 1 (d) – (f); No 2 (a) – (e)
MATHEMATICS LESSON PLAN
GRADE 7
TERM 2: April - June
DURATION:
1 Hour
5. TOPIC: COMMON FRACTIONS: Calculations using fractions (Lesson 2)
6. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson learners should be able to:
 extend addition and subtraction to fractions where one denominator is not a
multiple of the other.
7. RESOURCES:
Textbooks, DBE Workbook 1, Sasol-Inzalo Book 1
 Addition and subtraction of whole numbers
8. PRIOR KNOWLEDGE:
 Conversion of mixed numbers
 LCD
9. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate
attention. Therefore, it is recommended that you place more focus on addressing errors from
learner responses that may later become misconceptions.
6. INTRODUCTION (Suggested time: 10 Minutes)
Activity
Simplify the following:
1 3
a)
+
7 7
3
2
b)
4
4
1 4
+
2 6
5 7
d)
7 21
c)
7.LESSON PRESENTATION/DEVELOPMENT(Suggested time: 20 minutes)
Teaching activities
Worked examples
Divide learners into small groups
Simplify the following:
Example 1
1 1
3 2
+ = +
2 3
6 6
=
5
6
Example 2
2
1
1
5
6
+ 1 =
+
2
5
2
5
25
12
=
+
10
10
37
10
7
=3
10
=
Example 3
4
1
6
- 1
25
7
2
=
6
5
5
=
125
42
30
30
Learning activities
(Learners are expected to:)

discuss in their groups
and give feedback

share their solutions
with the whole class.
83
30
23
=2
30
ACTIVITY (Small groups)
=
Calculate the following:
2
3
1
+1 + 3
3
4
2
3
1
b) 8
- 2
10
6
2
5
c) 13
-5
3
13
1
1
3
d) 3 + 2 - 2
4
6
8
a) 2
8. CLASSWORK(Suggested time: 15 minutes)

DBE Workbook 1: page 81 No. 2 (a) – (f)
9. CONSOLIDATION/CONCLUSION& HOMEWORK(Suggested time: 5 minutes)
c) Emphasise that:
 When adding and subtracting of common fractions with mixed numbers, learners must
be able to convert mixed numbers to improper fractions.
 LCM (Lowest common multiple) is very important when adding and subtracting
common fractions.
d) The primary purpose of Homework is to give each learner an opportunity to demonstrate
mastery of mathematics skills taught in class. Therefore, Homework should be purposeful
and the principle of ‘Less is more’ is recommended, i.e. give learners few high-quality
activities that address variety of skills than many activities that do not enhance learners’
conceptual understanding.
Carefully select appropriate activities from the Sasol-Inzalo Books, DBE workbooks and/or
textbooks for learners’ homework. The selected activities should address different
cognitive levels.
Homework

Sasol-Inzalo book 1: page 163 no. 4 (c) - (h).
MATHEMATICS LESSON PLAN
GRADE 7
TERM 2: April - June
DURATION:
1 Hour
10. TOPIC: COMMON FRACTIONS: Multiplication of common fractions (Lesson 3)
11. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson learners should be able to:
 Find the fraction of a whole numbers
 Multiply common fractions, including mixed numbers,
to fractions where one denominator is a multiple of another.
12. RESOURCES:
not
limited
Textbooks, DBE Workbook 1
 Multiplication of whole numbers
 Converting mixed numbers to improper fractions
 Finding fractions of whole numbers
14. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate attention.
Therefore, it is recommended that you place more focus on addressing errors from learner responses
that may later become misconceptions.
13. PRIOR KNOWLEDGE:
6. INTRODUCTION (Suggested time: 10 Minutes)
Activity
Multiply the following fractions.
d) 4 ×
1
8
4
×5
25
2
f) 7 ×
9
e)
7.LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Teaching activities
Activity 1
Worked examples
Learning activities
(Learners are expected to:)
 discuss in their groups
and give feedback

Find the product of the following:
3
2
6
×
=
4
5
20
3
=
10
1
8
1
8
e) 8 × = ×
=
= 2
4
1
4
4
1
15
9
4
f) 7 × 1 =
×
2
2
5
5
135
27
1
=
=
= 13
10
2
2
d)
ACTIVITY 2 (Small groups)
Multiply the following fractions
1
3
×
6
7
4
f)
× 3
5
3
2
g)
of
5
9
1
1
h) 5 × 7
3
2
2
2
1
i) 2 × 1 × 2
5
3
4
e)
8. CLASSWORK(Suggested time: 15 minutes)

DBE Workbook1: page 84, No. 1 (a) – (f ) and page 85, No. 2 (a) – (f)
share their solutions with
the whole class.
9. CONSOLIDATION/CONCLUSION& HOMEWORK(Suggested time: 5 minutes)
e) Emphasise that:
 When simplifying fractions, the common fractions must remain equivalent.
f) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery
of mathematics skills taught in class. Therefore, Homework should be purposeful and the principle
of ‘Less is more’ is recommended, i.e. give learners few high-quality activities that address variety
of skills than many activities that do not enhance learners’ conceptual understanding.
Carefully select appropriate activities from the Sasol-Inzalo Books, DBE workbooks and/or
textbooks for learners’ homework. The selected activities should address different cognitive levels.

Homework
DBE Workbook 1: page 86, No. 1 (a) – (f); page 87 No. 2 (a) – (f)
MATHEMATICS LESSON PLAN
GRADE 7
TERM 2: April - June
DURATION:
1 Hour
15. TOPIC: COMMON FRACTIONS: Solving problems (Lesson 4)
16. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson, learners should be able to :

Solve problems in context involving common fractions and mixed numbers, including grouping,
sharing, and finding fractions of whole numbers.
17. RESOURCES:
DBE workbook 1, Sasol-Inzalo book 1, Textbooks
18. PRIOR KNOWLEDGE:


addition, subtraction and multiplication of common fractions
multiplication table up to at least 12 × 12
19. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate attention.
Therefore, it is recommended that you place more focus on addressing errors from learner responses
that may later become misconceptions.
20. INTRODUCTION(Suggested time: 10 Minutes)
Activity
a) Calculate:
b) Calculate:
(2
2
7
7
2
+ 3 ) - (1
+3 )
5
10
5
10
3
of 50
5
c) 200 cars were parked at a stadium parking lot.
4
of the cars left the parking lot after the game.
5
How many cars were left after the game?
21. LESSON PRESENTATION/DEVELOPMENT(Suggested time: 20 minutes)
Learning activities
Teaching activities
(Learners are expected to:)
ACTIVITY 1 (Pairs)
a) There are 600 learners in a school and
5
of them are in grade 7.
24
How many learners are in grade 7?
b) Jabu rode 3
3
4
Wednesday and 4
km on his bike on Monday, 4
1
5

km on
1
on Friday.
4
Calculate solutions
as pairs and present
to the class
(i) How many km has he covered all together?
(ii) If he needs to complete 15 km in the week, how many
more does he need to ride?
c) Eddie bought a pair of jeans worth R950 discounted by
1
.
3
How much did Eddie pay for a pair of jeans?
ACTIVITY 2 (Individually)
2
a) Calculate 5 of R230.
b) Sasol-Inzalo book 1. Page 165, No. 6 and 7.

Work out the
solution
MATHEMATICS LESSON PLAN
GRADE 7
TERM 2: April - June
DURATION:
1 Hour
22. TOPIC: COMMON FRACTIONS: Equivalent forms. (Lesson 5)
23. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson learners should know and be able to:



Recognize and use equivalent forms of common fractions with 1-digit or 2-digit
denominators.
Recognize equivalence between common fraction and decimal fraction forms of the same
number
Recognize equivalence between common fraction, decimal fraction and percentage forms of
the same number
24. RESOURCES:
Sasol-Inzalo book 1, DBE Workbook 1, texbooks
 Common Fractions
 Decimal Fractions
 Percentages
26. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate attention.
Therefore, it is recommended that you place more focus on addressing errors from learner responses
that may later become misconceptions.
25. PRIOR KNOWLEDGE
27. INTRODUCTION (Suggested time: 10 Minutes)
Divide learners into small groups.
ACTIVITY
Convert the following to percentages:
a)
b)
40
100
2
6
c) 2
3
4
Convert the following to percentages to common fractions:
d) 80%
e) 45%
f) 12,5%
28. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Learning activities
Teaching activities
(Learners are expected to:)

Worked Examples
Write the simple forms of 25% and 50%.
Answers:
25%
or
50% or
25
100
50
100
or 0,25 or
1
4
or 0,5 or
1
2
Work in small groups
to calculate the
answers and present
to the class
ACTIVITY 1
Write the equivalent forms of the fractions.
a)
2
4
=
b)
8
10
=
4
c) ____ =14
ACTIVITY 2
Complete the following table.
Common
fraction
1
3
2
3
Decimal
fraction
0,33
Percentage
1
33 %
3
0,66
60%
1
20
0,8
29. CLASSWORK (Suggested time: 15 minutes)
Question 1
Write the next or previous equivalent fraction for:
a)
4
5
b)
50
100
=
=
c) _____ =
50
100
Question 2
Copy and complete the below table. The first one has been done for you.
Fraction
1
5
3
5
17
20
16
50
12
25
Equivalent Fraction
2
10
Decimal
0,2
Percentage
20%
8
CONSOLIDATION/CONCLUSION & HOMEWORK(Suggested time: 5 minutes)
a) Emphasise that:
 Equivalent fractions are fractions which have the same value, even though they may look different.
b) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery of
mathematics skills taught in class. Therefore, Homework should be purposeful and the principle of
‘Less is more’ is recommended, i.e. give learners few high-quality activities that address variety of skills
than many activities that do not enhance learners’ conceptual understanding.
Carefully select appropriate activities from the Sasol-Inzalo Books,DBE workbooks and/or textbooks
for learners’ homework. The selected activities should address different cognitive levels.
Homework:

DBE Workbook 1: Page 94, No. 2.
MATHEMATICS LESSON PLAN
GRADE 7
TERM 2: April - June
DURATION:
1 Hour
30. TOPIC: AREA AND PERIMETER OF 2D SHAPES: Area and Perimeter (Lesson 6)
31. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson learners should know and be able to calculate the perimeter of
regular and irregular polygons
DBE workbook 1, Sasol-Inzalo Book 1, textbooks
32. RESOURCES:
33. PRIOR KNOWLEDGE:
 Perimeter of polygons
 addition of whole numbers and decimals
34. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate attention.
Therefore, it is recommended that you place more focus on addressing errors from learner responses
that may later become misconceptions.
35. INTRODUCTION (Suggested time: 10 Minutes)
Activity : Revise with learners the following work done in Grade 6 by asking them to:

define:
 Perimeter of a polygon: The sum of lengths of its sides or the distance along the sides of
a shape.

Define and give examples of the following polygons:
 Regular polygon: A polygon with all angles equal (equiangular) and all sides equal
(equilateral).
 Irregular polygon: A polygon that does not have all sides and all angles equal.
NOTE:
 At this stage learners should apply the definition of a perimeter to determine the perimeter of
both regular and irregular polygons.
 Small lines on the sides of polygons indicate equality.
36. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Learning activities
Teaching activities
(Learners are expected to:)
Present the following examples to learners by applying the definition of a be actively engaged during
perimeter to determine the perimeter of a polygon:
the lesson presentation by
answering questions.
Example 1: Calculate the perimeter of polygons:
2 𝑐𝑚
a)
2 𝑐𝑚
Do example 2 as an activity
in their groups and discuss
their solution with the whole
class.
2 𝑐𝑚
2 𝑐𝑚
Perimeter = 2 𝑐𝑚 + 2 𝑐𝑚 + 2 𝑐𝑚 + 2𝑐𝑚 = 8 𝑐𝑚
5 𝑐𝑚
b)
2 𝑐𝑚
2 𝑐𝑚
5 𝑐𝑚
Perimeter = 2 𝑐𝑚 + 5 𝑐𝑚 + 2 𝑐𝑚 + 5 𝑐𝑚
= 14 𝑐𝑚
Example 2: Determine the perimeter of the figure below:
a)
Perimeter = 31 + 42 + 21 + 34 = 128 𝑚𝑚
b)
1,6 𝑐𝑚
1,6 𝑐𝑚
1,6 𝑐𝑚
1,6 𝑐𝑚
Perimeter = 1,6 𝑐𝑚 + 1,6 𝑐𝑚 + 1,6 𝑐𝑚 + 1,6 𝑐𝑚 = 6,4 𝑐𝑚
NOTE: At this stage learners should apply the definition of a
perimeter to determine the perimeter of both regular and
irregular polygons.
37. CLASSWORK (Suggested time: 15 minutes)
Sasol-Inzalo Book 1: page 213 no. 1 (Do shape D, E and F)
38. CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5 minutes)
a) Emphasise that:
 Perimeter of a polygon is the sum of lengths of its sides or the distance along the sides of a shape.
 Regular polygons are polygons with all angles equal (equiangular) and all sides equal (equilateral)

Irregular polygons are polygons that do not have all angles and all sides equal.
b) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery of
mathematics skills taught in class. Therefore, Homework should be purposeful and the principle of
‘Less is more’ is recommended, i.e. give learners few high-quality activities that address variety of skills
than many activities that do not enhance learners’ conceptual understanding.
Carefully select appropriate activities from the Sasol-Inzalo Book 1, DBE workbook 1 and/or
textbooks for learners’ homework. The selected activities should address different cognitive levels.
Homework:
Sasol-Inzalo Book 1 page 213 no. 1 (Figure B and C)
DBE workbook 1 page 118 no. 1 (a) and (c)
MATHEMATICS LESSON PLAN
GRADE 7
TERM 2: April - June
DURATION:
1 Hour
39. TOPIC: COMMON FRACTIONS: Calculations using fractions (Lesson 7)
40. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson learners should be able to:
 Add and subtract common fractions, including mixed numbers, limited to
fractions with the same denominator or where one denominator is a multiple of
another.
41. RESOURCES:
Textbooks, DBE Workbook 1, Sasol-Inzalo book 1
 Addition and subtraction of whole numbers
42. PRIOR KNOWLEDGE:
 Conversion of mixed numbers
 LCD
43. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate
attention. Therefore, it is recommended that you place more focus on addressing errors from
learner responses that may later become misconceptions.
6. INTRODUCTION (Suggested time: 10 Minutes)
Activity
Add the following fractions
1 3
+
7 7
3
2
f)
+
5
5
3
2
g)
4
4
e)
7.LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Learning activities
(Learners are expected to:)
Teaching activities

discuss in their groups
and give feedback

share their solutions
with the whole class.
Examples of how to add or subtract fractions
Example 1 (Start from what learners learnt in grade 6)
2
1
1 11
6
+ 1 =
+
5
5
5
5
OR 2 + 1 + (
17
5
2
=3
5
=
Example 2
2
1
5
5
1
+ 1 =
+
2
2
4
4
10
5
=
+
4
4
15
4
3
=3
4
=
Example 3
4
1
6
- 1
25
5
2
=
6
3
3
1
1
+ )
5
5
2
=3( )
5
2
=3
5
25
10
6
6
15
=
6
3
=2
6
1
=2
2
=
ACTIVITY (Small groups)
Calculate the following:
2
1
3
+1 + 3
3
3
3
2
2
7
k) 6 + 1 + 2
3
3
15
3
1
l) 8
- 2
10
10
2
5
m) 13 - 5
4
2
1
1
3
n) 3 + 2 - 2
4
6
12
j)
2
8. CLASSWORK(Suggested time: 15 minutes)

Sasol-Inzalo book 1: page 163 no. 4 (a), (b), (f) and (g).
9. CONSOLIDATION/CONCLUSION& HOMEWORK (Suggested time: 5 minutes)
g) Emphasise that:
 When adding and subtracting of common fractions with mixed numbers; learners must
able to convert mixed numbers to proper and/or improper fractions.
 LCM (Lowest common multiple) is very important when adding and subtracting
common fractions.
h) The primary purpose of Homework is to give each learner an opportunity to demonstrate
mastery of mathematics skills taught in class. Therefore, Homework should be purposeful
and the principle of ‘Less is more’ is recommended, i.e. give learners few high-quality
activities that address variety of skills than many activities that do not enhance learners’
conceptual understanding.
Carefully select appropriate activities from the Sasol-Inzalo Books, DBE workbooks and/or
textbooks for learners’ homework. The selected activities should address different
cognitive levels.
Homework

Sasol-Inzalo book 1: page 163, No. 1 (c) , (d) , (e) and (h)