Teacher Guide - Pelangi Focus Smart Plus Maths M1

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The learning of Mathematics imparts many skills that contribute to the

development of the human mind. It trains the learner to think methodically and
rationally, analyse various types of situations, anticipate and plan, make
decisions and solve problems. Mathematics also serves as a tool that facilitates
the gaining of knowledge related to science and technology. Mathematical
skills and knowledge are indeed essential to enhance our standard and quality
of living in the modern area.
The Basic Education Core Curriculum aims to inculcate the following
five key competencies among students:
1. Communication Skill
2. Thinking Skill
3. Problem – Solving Skill
4. Applying Life Skill
5. Technological Application Skill
The learning areas in the study of mathematics are designed to enable

students to acquire mathematical skills and knowledge according to their
utmost potential. The learning areas are as follows:
 Numbers and Operations: numerical concepts and sense of

perception; real number system; properties of real numbers; operation of
numbers; ratio; percentage; problem-solving involving numbers; and
application of numbers in real life.
 Measurement: length; distance; weight; area; volume and capacity;

money and time; measuring units; estimation for measurement; trigonometric
ratio; problem-solving regarding measurement; and application of
measurement in various situations
Mathematics Mathayom 1 1
 Geometry: geometric figures and properties of one-dimensional
geometric figures; visualization of geometric models; geometric theories; and
geometric transformation through translation, reflection and rotation
 Algebra: pattern; relationship; function; sets and their operations;

reasoning; expression; equation; equation system; inequality; graph; arithmetic
order; geometric order; arithmetic series; and geometric series
 Data Analysis and Probability: determining an issue; writing

questions; determining methods of study; study; data collection,
systematization and presentation; central tendency and data distribution; data
analysis and interpretation; opinion polling; probability; application of
statistical knowledge and probability; application of probability in explaining
various situations as well as for facilitating decision-making in real life
 Mathematical Skills and Processes: problem-solving through

diverse methods; reasoning; communication; communication and presentation
of mathematical concepts; linking mathematics with other disciplines; and
attaining ability for creative thinking
Strands and Learning Standards
Strand 1: Numbers and Operations
Standard M1.1: Understand various ways numbers are represented and used
in the real world.
Standard M1.2: Understand the effects of operations on numbers and the
relationships among the operations, and use the number
operations in solving problem.
Standard M1.3: Use estimation in computation and problem-solving.
Standard M1.4: Understand number systems and apply the properties of
numbers.
Strand 2: Measurement
Standard M2.1: Understand measurement concepts, measure and estimate
quantities.
Standard M2.2: Solving measurement problems
Strand 3: Geometry
Standard M3.1: Describe and analyze characteristics and properties of two–
and three–dimensional geometric figures.
Standard M3.2: Use visualization, spatial reasoning, and geometric models
in solving problems.
Strand 4: Algebra
Standard M4.1: Understand and analyze patterns, relations, and functions.
Standard M4.2: Use expressions, equations, inequalities, graphs, or other
mathematical models to represent situations, interpret and
apply them to solve problems.
Strand 5: Data Analysis and Probability
Standard M5.1: Understand and use statistical methods to analyze data.
Standard M5.2: Use statistical methods and probability to make reasonable
predictions.
Standard M5.3: Use statistics and probability concepts in making decisions
and solving problems.
Strand 6: Mathematical Skills and Processes

Standard M6.1: Solve problems, use reasoning; use mathematical language
in communication and representation, connect
mathematical ideas to other mathematical concepts and to
other disciplines, think creatively.
For common understanding and correct interpretation, the curriculum

prescribes various codes for learning standards and indicators. One example is
shown below:
M 1.1 Gr 7/2
M Subject area of Mathematics
1.1 First subject area, Standard 1
Gr7/2 Indicator 2 for Grade (Mathayom) 7
Learners’ Quality
 Understand concepts of numbers, ratio, proportion, percentage, real
numbers expressed in exponential notation with integer indices, square root
and cube root of real numbers; can carry out operations involving integral
numbers, fractions, decimals, exponents, square roots and cube roots of real
numbers; can apply numerical knowledge in real life.
 Have knowledge and understanding of surface areas of prisms and

cylinders, and volume of prisms, cylinders, pyramids, cones and spheres; can
appropriately choose units of the various systems of measuring length, area,
and volume; and can apply knowledge of measurement in real life.
 Can construct and explain stages of constructing two-dimensional

geometric figures with compass and straight edge; can explain characteristics
and properties of three- dimensional geometric figures, i.e., prisms, pyramids,
cylinders, cones and spheres.
 Understand properties of congruence and similarities of triangles,

parallels, Pythagoras’ theorems and converse; can apply these properties for
reasoning and problem-solving; and understand geometric transformation
through translation, reflection and rotation.
 Can visualise and explain characteristics of two-dimensional and

three- dimensional geometric figures.
 Can analyse and explain relationships of patterns, situations or

problems; and can use single-variable linear equations, two-variable linear
equation systems, single-variable linear inequality, and graphs in problem-
solving.
 Can determine an issue, write questions about a problem or a

situation, determine methods of study and collect and present data by utilizing
pie charts or any other forms of presentation.
 Understand concepts of the measures of central tendency, arithmetic
mean, median, and mode of non-frequency distribution data that can be chosen
appropriately for application, as well as apply knowledge in considering
statistical data and information.
 Understand the concepts of random sampling and probability; can
apply knowledge of probability for projecting and for decision-making in
various situations.
 Can apply diverse methods for problem-solving; avail mathematical

and technological knowledge, skills and processes appropriately to solve
problems faced in various situations; can suitably provide reasoning for
decision-making and appropriately present the conclusion reached; can use
mathematical language and symbols for communication; can communicate and
present mathematical concepts accurately and clearly; can link various bodies
of mathematical knowledge; can link mathematical knowledge, principles and
processes with other disciplines; and have attained ability for creative thinking.
Yearly Teaching Plan
Mathematics Grade 7 (Mathayom 1)
11 chapters 120 hours
Learning area Duration
(hours)
1. Number Sequences and Integers 15
 Number patterns and sequences
 Integers
 Addition and subtraction of integers
 Multiplication and division of integers
 Combined operations of integers
2. Fractions 11
 Comparing fractions
 Addition and subtraction of fractions
 Multiplication and division of fractions
 Combined operations of fractions
3. Decimals 9
 Comparing decimals
 Addition and subtraction of decimals
 Multiplication and division of decimals
 Combined operations
4. Indices 16
 Indices
 Multiplication of numbers in index notation
 Division of numbers in index notation
 Raising numbers and algebraic terms in index notation to q
a power
 Negative integral indices
 Fractional indices
 Computation involving laws of indices
5. Exponential Notation 7
 Exponential notation
 Addition and subtraction in exponential notation
 Multiplication and division in exponential notation
 Combined operations using exponential notation
6. Geometrical Constructions 14
 Construction
7. Solid Geometry 9
 Cubes and cuboids
 Plan, front elevation and side elevation of 3-D
geometrical shapes
8. Linear Equations 10
 Equality
 Linear equations in one unknown
 Solution of linear equations in one unknown
9. Relations, Coordinates and Line Graphs 10
 Relations
 Coordinates
 Scales of the coordinate axes
 Line graphs
10. Probability 3
 Probability
11. Properties of Counting Numbers 16

 Properties of counting numbers
 Odd numbers and even numbers
 Prime numbers
 Factors
 Prime factors
 Multiples
 Common multiples and lowest common multiples (LCM)
 Common factors and highest common factor (HCF)
 Divisible test
Note: The hours needed for each subtopic can be changed when necessary.
The above allocated hours are just a suggestion. Total hours for this subject is
as prescribed in the basic learning time structure, while the learners must attain
the standard as prescribed in the learning standards and indicators.
Indicators and Learning Areas
Chapter 1 – Number Sequences and Integers (15 hours)
Indicator Learning Area

M4.1 Gr7/1 Analyze and describe the relationships in  Number
patterns. patterns and
sequences
M1.1 Gr7/1 Identify, give examples and compare  Integers
positive integers, negative integers, zero, fractions and
decimals.
M1.2 Gr7/1 Add, subtract, multiply and divide  Addition and

integers; apply the concepts to solve problem; judge the subtraction of
reasonableness of answers; describe the effects of integers
adding, subtracting, multiplying, and dividing integers;
 Multiplication
identify the relationship between addition and
and division of
subtraction, multiplication and division of integers.
integers
M1.2 Gr7/3 Describe the effects of exponentiation
 Combined
operations with integers, fractions and decimals.
operations of
M1.3 Gr7/1 Appropriately use estimation in various integers
situations including judging the reasonableness of
results from numeral computation.
M1.4 Gr7/1 Apply concepts and properties of integers
to solve problems.
Learning Objectives
Students will be taught to:
1. Analyse, recognise and explain given number patterns.
2. Understand, compare and arrange integers in order.
3. Understand the relation, properties and the process of addition,
subtraction, multiplication and division of integers. Aware of the
validities of the answers too.
4. Perform the computations involving any combination of addition,
subtraction, multiplication and division of integers to solve problems.
5. Use estimations to verify the answers.
Learning Outcomes
Students will be able to:
1. Analyse, recognise and explain simple number patterns.
2. Recognise, describe, find the number pattern and find any of the terms
required when given a number sequence..
3. Understand what integers including zero are.
4. Represent integers using number lines.
5. Compare two integers.
6. Arrange integers in increasing or decreasing order.
7. Use positive numbers and negative numbers.
8. Understand what addition, subtraction, multiplication and division are
and their properties.
9. Perform addition, subtraction, multiplication and division of integers.
10.Solve problems involving addition, subtraction, multiplication and
division of integers.
11.Perform computations involving any combination of addition,
subtraction, multiplication and division of integers.
12.Solve problems involving combined operations of addition, subtraction,
multiplication and division of integers.
13.Explain and aware of the validities of the answers to the operations.
14.Verify answers using estimations.
Learning Areas
 Number patterns and sequences
 Integers
 Addition and subtraction of integers
 Multiplication and division of integers
 Combined operations of integers
Teaching and Learning Activities

1st – 3rd hours (Number Patterns and Sequences)
1. Ask students to do the Flashback to help them recall certain
Mathematical concepts.
2. Explain what sequence number and term mean.
3. Explain the few common sequence numbers such as even numbers, odd
numbers, square numbers, cube numbers, triangular numbers and
Fibonacci numbers.
4. Using Example 1, explain how to obtain a term from a number
sequence.
5. Have volunteers work on Questions 1(a) and 1(b) in Test Yourself 1.1.
Discuss the methods used and the answers obtained.
6. Have students work individually on the rest of Question 1 in Test
Yourself 1.1. Check the answers with students.
7. Ask students to do Questions 1 to 3 on page 2 of the Workbook as their
homework.
8. Explain how to get the required terms using Example 2 in the Textbook.
9. Have volunteers to solve Questions 2(a) and 2(b) in Test Yourself 1.1.
Discuss the methods used and the answers obtained.
10.Have students work individually on the rest of Question 2 in Test
Yourself 1.1. Check the answers with students.
11.Ask students to do Question 4 on page 3 of the Workbook as their
homework.
4th - 5th hours (Integers)

1. Explain what integers (inclusive of positive integers, zero and negative
integers) are using Examples 3 and 4 in the Textbook.
2. Have students work individually on Questions 1 to 3 in Test Yourself
1.2. Discuss the answers with them.
3. Using Examples 5 to 9 in the Textbook, explain the use of number lines
to represent, compare and arrange integers.
5. Give a few examples of real situations that use positive and negative
numbers. Refer to the pages 9 and 10.
6. Have students work individually on Questions 10 and 11 in Test
Yourself 1.2. Discuss the answers with them.
7. Ask students to do the questions on pages 4 and 5 of the Workbook as
their homework.
6th – 8th hours (Addition and Subtraction of Integers)

1. Explain the meaning of addition and its properties using Examples 11 to
14.
their homework.
4. Explain the meaning of subtraction using Examples 15 to 18.
5. Have volunteers do Questions 7 to 11 in Test Yourself 1.3. Discuss the
methods used and answers obtained with them.
their homework.
9th – 11th hours (Multiplication and Division of Integers)

1. Explain the rules of multiplication by using Examples 19 to 21 in the
Textbook.
3. Explain the four properties of multiplication using Example 22 in the
Textbook.
4. Ask students to do Questions 1 to 3 on pages 10 and 11 of the
Workbook as their homework.
5. Using Examples 23 to 25, show how to divide integers.
6. Test a few students’ understanding of division by asking them to solve
problems in Questions 5 to 9 in Test Yourself.
7. Ask students to do the questions 4 and 5 on pages 11 and 12 of the
12th – 14th hours (Combined operations of integers)

1. Emphasize the sequence of solving problems involving combined
operations by using Examples 26 to 30 in the Textbook.
2. Randomly select a few students to show the working method to solve
the problems in Test Yourself 1.5.
3. Ask students to do the questions in subtopic 1.5 on pages 12 to 14 of the
15th hour (Conclusion)

1. Explain the mistakes shown in the Common Mistake column on page
26.
2. Ensure students understand the terms used in this chapter by referring to
the Mathematical Terms column.
3. Revise the lesson using the Quick Revision column on page 27.
4. Encourage them to try the QR Quiz on page 27 by scanning the QR
code.
5. Ask 2 students to work out the Spot the Errors on page 15 in the
Workbook and discuss with them.
6. Randomly select 5 subjective questions from the Mastery Practice in the
Textbook and have students solve them in the class. Have students work
on the rest of the questions at home.
7. Ask students to do the Enrichment Exercises in the Workbook to test
their understanding of this chapter as their homework.
Emphasized Characteristics:
1. Thinking skill
2. Problem-solving skill
3. Analysing skill
Learning Materials:
 Focus Smart Textbook Mathematics M1
 Focus Smart Workbook Mathematics M1
Learning Outcome Form
Name-Surname: ............................................................................. No. ......................................
Mathayom: .......................................................................................... Date: ................................
Chapter 1 Number Sequences and Integers

Explanation: Summary of learning outcomes
Feeling after learning this

chapter:
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Contents that you need for
teacher to explain further: ........................................................... Knowledge gained from this
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Chapter 1
Number Sequences
and Integers Contents that you like the
Application of knowledge from most in this chapter (give your
this chapter on your daily life: reason):
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Exercises that you like and want
to be selected as the
outstanding work:
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Chapter 2 – Fractions (11 hours)
Indicator Learning Area
M1.1 Gr7/1 Identify, give examples and compare positive  Comparing
integers, negative integers, zero, fractions and decimals. fractions
M1.2 Gr7/2 Add, subtract, multiply and divide fractions and  Addition and
integers as well as apply the concepts to solve problem; subtraction of
judge the reasonableness of answers; describe the effects of fractions
 Multiplication
identify the relationship between addition and subtraction,
and division of
multiplication and division of fractions and decimals.
fractions
M1.3 Gr7/1 Appropriately use estimation in various
 Combined
situations including judging the reasonableness of results
operations of
from numeral computation.
fractions
Learning Objectives
1. Understand and compare fractions.
2. Understand and perform the computations of addition, subtraction,
multiplication and division involving fractions.
subtraction, multiplication and division of fractions to solve problems.
4. Aware of the validities of the answers.
Learning Outcomes
1. Compare two fractions and mixed numbers.
2. Perform addition involving
a. fractions with common denominators
b. fractions with different denominators
c. whole numbers and fractions
d. fractions and mixed numbers
e. mixed numbers
3. Perform subtraction involving
a. fractions with common denominators
b. fractions with different denominators
c. a fraction from a whole number
d. a fraction from a mixed number
e. mixed numbers
4. Perform multiplication involving
a. a whole number and a fraction
b. fractions
c. mixed numbers
5. Perform division involving
a. fractions by whole numbers
b. fractions
c. mixed numbers
subtraction, multiplication and division of fractions.
7. Solve problems involving combined operations of addition, subtraction,
multiplication and division of fractions to solve problems.
8. Explain and aware of the validities of the answers obtained.
9. Verify answers using estimations.
Learning Areas
 Comparing fractions
 Addition and subtraction of fractions
 Multiplication and division of fractions
 Combined operations of fractions

1st – 2nd hours (Comparing Fractions)
2. Help students to recall the denominators and numerators of fractions.
3. Explain the values of fractions using a number line.
4. Explain how to compare fractions by using Examples 1 to 3.
5. Have volunteers try Questions 1 and 2 in Test Yourself 2.1. Discuss the
answers with them.
6. Ask students to do the exercises on page 18 of the Workbook as their
homework.
3rd – 4th hours (Addition and Subtraction of Fractions)

1. Using Examples 4 to 9, show students how to add various fractions.
2. Test students’ understanding by asking them to do Questions 1 to 3 in
Test Yourself 2.2 in the class.
3. Repeat the steps for subtraction by using Examples 10 to 17.
4. Test students’ understanding by asking them to do Questions 4 to 6 in
Test Yourself 2.2 in the class.
5. Ask students to do the exercises on page 19 to 24 of the Workbook as
their homework.
5th – 7th hours (Multiplication and division of fractions)
1. By using Examples 18 to 22, show how to multiply fractions.
2. Randomly choose a few students to try Questions 1 to 5 in Test
Yourself 2.3.
3. Show students the way to divide fractions using Examples 23 to 28.
Emphasize writing the divisor as its reciprocal.
4. Have students work individually Questions 6 and 7 in Test Yourself 2.3.
5. Have two volunteers try out Questions 8 and 9 in Test Yourself 2.3.
Discuss the answers with them.
6. Ask students to do the exercises of this subtopic on page 25 to 30 of the
8th – 10th hours (Combined operations of fractions)

1. Emphasize the steps to perform computation of combined operations.
2. Show students the way to perform computation of combined operations
by using Examples 29 to 33.
3. Have students work individually Questions 1 to 5 in Test Yourself 2.4.

52.
code.
6. Randomly select 5 questions from the Mastery Practice in the Textbook
and have students solve them in the class. Have students work on the
rest of the questions at home.
Emphasized Characteristics
1. Thinking skill
3. Analysing skill
Learning Materials
Name-Surname: ............................................................................. No. ......................................
Mathayom: .......................................................................................... Date: ................................
Chapter 2 Fractions

chapter:
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Chapter 2
Fractions Contents that you like the
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................................................................ Exercises that you like and want ...........................................................
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outstanding work:
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Chapter 3 – Decimals (9 hours)
Indicators Learning Areas

M1.1 Gr7/1 Identify, give examples and compare positive  Comparing
integers, negative integers, zero, fractions and decimals. decimals
M1.2 Gr7/2 Add, subtract, multiply and divide fractions  Addition and
and integers as well as apply the concepts to solve problem; subtraction of
judge the reasonableness of answers; describe the effects of decimals
 Multiplication
identify the relationship between addition and subtraction,
and division of
multiplication and division of fractions.
decimals
M1.3 Gr7/1 Appropriately use estimation in various
 Combined
situations including judging the reasonableness of results
operations of
from numeral computation.
decimals
Learning Objectives
1. Understand and compare decimals.
2. Understand and perform the computations of addition, subtraction,
multiplication and division involving decimals.
subtraction, multiplication and division of decimals to solve problems.
4. Aware of the validities of the answers.
Learning Outcomes
1. Compare decimals.
2. Perform addition, subtraction, multiplication and division involving
decimals.
subtraction, multiplication and division of decimals.
4. Solve problems involving combined operations of addition, subtraction,
multiplication and division of decimals to solve problems.
5. Explain and aware of the validities of the answers obtained.
6. Verify answers using estimations.
Learning Areas
 Comparing decimals
 Addition and Subtraction of decimals
 Multiplication and division of decimals
 Combined operations of decimals

1st hour (Comparing Decimals)
2. Explain the values of decimals using a number line.
3. Explain how to compare fractions by using Example 1.
4. Have volunteers try Question 1 in Test Yourself 3.1.
5. Ask students to do the exercises on page 38 of the Workbook as their
homework.
2nd – 3rd hours (Addition and Subtraction of Decimals)
1. Using Examples 2 to 5, show students how to add and subtract
decimals.
2. Remind students to align the numbers vertically to their place values.
3. Test the students’ understanding by asking them to do Questions 1 to 6
in Test Yourself 3.2. Discuss the answers with them.
4. Ask students to do the exercises on pages 39 to 41 of the Workbook as
their homework.
4th – 6th hours (Multiplication and Division of Decimals)

1. Show students how to multiply and divide decimals by 0.1, 0.01, 0.001,
10, 100 and 1000. Use Examples 6, 7, 10 and11.
2. By using Examples 9 to 15, show how to multiply and divide decimals.
3. Randomly choose a few students to try Questions 1 to 8 from Test
Yourself 3.3.
4. Have three volunteers try Questions 9 to 10 in Test Yourself 3.3.
7th – 8th hours (Combined Operations of Decimals)

1. Emphasize the steps to perform computation of combined operations.
2. Show students the way to perform computation of combined operations
by using Examples 16 to 18.
3.4.
4. Ask students to do the exercises of this subtopic on pages 45 and 46 of
the Workbook as their homework.
1. Explain the mistakes shown in the Common Mistakes column on page
68.
code.
6. Randomly select 5 from the Mastery Practice in the Textbook and have
students solve them in the class. Have students work on the rest of the
questions at home.
1. Thinking skill
3. Analysing skill
Learning Materials
Name-Surname: ............................................................................. No. ......................................
Mathayom: .......................................................................................... Date: ................................
Chapter 3 Decimals

chapter:
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Chapter 3
Decimals
Contents that you like the
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outstanding work:
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Chapter 4 – Indices (16 hours)

M1.1 Gr7/2 Understand the concepts of  Indices
exponentiation with integer exponent and express
numbers using scientific notation.
M1.2 Gr7/4 Describe the effects of exponentiation  Multiplication
operations with integers, fractions and decimals. of numbers in
index notation
 Division of
numbers in
index notation
 Raising
numbers and
algebraic
terms in index
notation to a
power
 Negative
integral
indices
 Fractional
indices
 Computation
involving laws
of indices
Learning objectives
1. Understand the concept of integral indices.
2. Perform computations involving multiplication and division of integral
indices.
3. Raise numbers and algebraic terms in integer indices to a power.
4. Understand negative integral indices.
5. Understand fractional indices.
6. Perform computation involving combined operations of multiplication
and division of integral indices.
Learning Outcomes
1. Express repeated multiplication as an and vice versa.
2. Find the value of an.
3. Express numbers in index notation.
4. Perform computations involving multiplication of
a. numbers and algebraic terms in index notation with the same
base.
b. numbers and algebraic terms in index notation with different
bases.
5. Perform computation involving division of numbers and algebraic terms
expressed in index notation with the same base.
6. Simplify numbers and algebraic terms expressed in index notation raised
to a power.
7. Perform computation involving multiplication and division of numbers
and algebraic terms expressed in index notation with different bases
raised to a power.
8. Perform computation involving combined any of the operations of
multiplication, division and raised to a power on numbers and algebraic
terms.
9. State a-n = 1/(an) and vice versa.
10.Perform computations involving negative indices and algebraic terms.
11.State a(1/n) as n a and vice versa.
12.Find the value a(1/n).
13.Perform computation involving multiplication, division and raised to a
power or combined operations on several numbers expressed in index
notation.
Learning Areas
 Indices
 Multiplication of numbers in index notation
 Division of numbers in index notation
 Raising numbers and algebraic terms in index notation to a power
 Negative integral indices
 Fractional indices
 Computation involving laws of indices

1st – 2nd hours (Indices)
2. Explain the meaning of index and base to students.
3. Teach them how to express repeated multiplication in index notation and
vice versa by using Examples 1 and 2.
4. Using Examples 3 and 4, show how to find the values of numbers
expressed in index notation and express numbers in index notation.
5. Test students’ understanding by having them work on the questions in
Test Yourself 4.1.
3rd – 4th hours (Multiplication of Numbers in Index Notation)
1. Show students how to multiply numbers and algebraic terms in index
notation with the same base by using Example 5.
2. Have six volunteers work out the answers for Questions 1 and 2 in Test
Yourself 4.2.
3. Then, show them how to multiply numbers and algebraic terms in index
notation with different bases by using Example 6.
4. Ask students to work in groups on Questions 3 and 4 in Test Yourself
5th – 6th hours (Division of Numbers in Index Notation)

1. Show students how to divide numbers and algebraic terms in index
notation with the same base by using Example 7.
2. Have four students to work out the answers for the questions in Test
Yourself 4.3. Discuss the answers with them.
3. Ask students to do the exercises of this subtopic on page 52 of the
7th – 9th hours (Raising Numbers and Algebraic Terms in Index Notation
to a Power)
1. Show students how to simplify numbers and algebraic terms expressed
in index notation raised to a power by using Example 8.
2. Have students work on Questions 1 and 2 in Test Yourself 4.4. Discuss
the answers with them.
3. Show students how to simplify multiplication and division of numbers
and algebraic terms expressed in index notation raised to a power by
using Examples 9 and 10.
4. Have students work on Questions 3 to 6 in Test Yourself 4.4. Discuss
the answers with them.
5. Write Questions 7(f) and 8(e) in Test Yourself 4.4 on the board and
have two students work on them. Discuss with them how to perform
computation on combined operations.
6. Have students work on the rest of the questions individually.
7. Ask students to do the exercises of this subtopic on pages 52 to 54 of
10th – 11th hours (Negative Integral Indices)

1. Show how to state a-n to 1/(an) and vice versa. Use Examples 13 and
14.
2. Using Examples 15 and 16, show students how to perform
computation of combined operation involving negative indices on
numbers and algebraic terms.
3. Test students’ understanding by asking them to work on Questions 1 to
4 in Test Yourself 4.5.
12th – 13th hours (Fractional Indices)

1. Show how to state a1/n as n a and vice versa, using Examples 17 and
18 in the Textbook.
2. Have students try out Questions 1 and 2 in Test Yourself 4.6.
3. Show students how to find the value of a1/n and state am/n. Use
Example 19.
4. By using Examples 20 and 21, guide students on how to perform
computation on combined operations involving fractional indices on
numbers and algebraic terms.
5. Guide them to find value of a1/n.
6. Have students try out Questions 3 to 8 in Test Yourself 4.6.
14th – 15th hours (Computation Involving Laws of Indices)
1. Remind students the laws of indices.
2. Guide them to do computation involving combined operations of
numbers and algebraic terms in index notation by using Examples 23
to 25.
3. Have students try out the questions in Test Yourself 4.7.

96.
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1. Thinking skill
3. Analysing skill
Learning Materials
Name-Surname: ............................................................................. No. ......................................
Mathayom: .......................................................................................... Date: ................................
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outstanding work:
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Chapter 5 – Exponential Notation (7 hours)

M1.1 Gr7/2 Understand the concepts of  Exponential
exponentiation with integer exponent and express notation
numbers using scientific notation.
M1.2 Gr7/3 Describe the effects of exponentiation  Addition and

operations with integers, fractions and decimals. subtraction in
M1.2 Gr7/4 Multiply and divide two quantities with exponential
exponents where they have the same base and integer notation
exponents.  Multiplication
and division in
exponential
notation
 Combined
operations
using
exponential
notation
Learning Objectives
1. Understand the concept of exponential notation.
2. Perform computations involving addition, subtraction, multiplication
and division of numbers using exponential notation.
3. Perform computations involving combined operations of addition,
subtraction, multiplication and division of numbers using exponential
notation to solve problems.
Learning Outcomes
1. Understand and write numbers using exponential notation.
2. Perform computation involving addition and subtraction of numbers
using exponential notation.
3. Perform computation involving multiplication and division of numbers
using exponential notation.
4. Perform computations involving any combination of addition,
subtraction, multiplication and division of numbers using exponential
notation.
5. Solve problems involving combination of addition, subtraction,
multiplication and division of numbers using exponential notation.
Learning Areas
 Exponential notation
 Addition and subtraction in exponential notation
 Multiplication and division in exponential notation
 Combined operations using exponential notation

1st hour (Exponential Notation)
2. Explain to students what exponential notation is, by using Examples 1 to
3.
3. Test students’ understanding by having them to work individually on
Test Yourself 5.1.
2nd – 3rd hours (Addition and Subtraction in Exponential Notation)
1. Guide students to add and subtract numbers in exponent notation using
Examples 4 to 7. Remind them that the numbers in exponent notation
that have the same power of base 10 can be added or subtracted directly.
2. Test their understanding using the questions in Test Yourself 5.2.
4th – 5th hours (Multiplication and Division in Exponential Notation)

1. Guide students to multiply and divide numbers in exponent notation
2. Test their understanding using questions in Test Yourself 5.3.
6th hour (Combined Operations Using Exponential Notation)

1. Remind students the steps to perform computation involving combined
operations.
2. Using Examples 10 and 11, show the steps in detail.
3. Have students work out the questions in Test Yourself 5.4 individually.

103.
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1. Thinking skill
3. Analysing skill
Learning Materials
Name-Surname: ............................................................................. No. ......................................
Mathayom: .......................................................................................... Date: ................................
Chapter 5 Exponential Notation


chapter:
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Chapter 5
Exponential
Application of knowledge from Notation Contents that you like the
this chapter on your daily life: most in this chapter (give your
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outstanding work:
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Chapter 6 – Geometrical Constructions (14 hours)

M3.1 Gr7/1 Construct geometric shapes and describe  Construction
basic geometric construction.
M3.1 Gr7/2 Construct two-dimensional geometric figures

by basic geometric construction.
Objectives
1. Construct basic geometric construction.
2. Construct two-dimensional geometric figures using basic geometric
construction.
3. Explain the steps taken.
Learning Outcomes
1. Construct
a. line segments
b. triangles of given sides
c. perpendicular lines
d. angles and angle bisectors
e. triangles of given sides and angles
f. parallel lines
2. Explain the steps taken.
Learning Areas
 Construction
1st – 13th hours (Construction)
2. Introduce to students ruler, compasses and set square.
3. Teach and guide students on how to construct
a. line segments
b. triangles of given sides
c. perpendicular lines
d. angles and angle bisectors
e. triangles of given sides and angles
f. parallel lines
4. Explain each step to construct the geometrical figures as students carry
out the steps accordingly. Make sure they have a set of the tools of
their own and draw on a big piece of blank paper.
5. Use Examples 1 to 14. Have them try out the questions in Test
Yourself 6.1 as they progress. Explain the notes in the Hot Tips
columns to make them understand better.

125.
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5. Ask a student to work out the Spot the Errors on page 76 in the
1. Thinking skill
3. Analysing skill
4. Drawing skill
Learning Materials
Name-Surname: ............................................................................. No. ......................................
Mathayom: .......................................................................................... Date: ................................
Chapter 6 Geometrical Constructions


chapter:
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Chapter 6 most in this chapter (give your
Application of knowledge from Geometrical reason):
this chapter on your daily life: Constructions ...........................................................
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outstanding work:
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Chapter 7 – Solid Geometry (9 hours)

M3.1 Gr7/4 Describe three-dimensional shapes in  Cubes and
two-dimensional representations. cuboids
M3.1 Gr7/5 Identify front view, side view and top  Plan, front
view images of 3-dimensional shapes. elevation and
side elevation of
M3.1 Gr7/6 Draw or build three-dimensional shapes 3D geometrical
made from cubes given front view, side view and top shapes
view images.
Learning Objectives
1. Explain the geometrical properties of cubes and cuboids.
2. Identify two-dimensional images from the top view, front elevation
view and side view of a given three-dimensional geometrical shapes.
3. Create a three-dimensional figure when given two-dimensional images
from its top view, front elevation view and side view.
Learning Outcomes
1. Explain the geometrical properties of cube and cuboids.
2. Draw cubes and cuboids on square grids and blank paper.
3. Identify two-dimensional images from the top view, front elevation
view and side view of a given three-dimensional geometrical shapes.
Identify three-dimensional geometrical shapes composed of cube from the two-dimensional
images from the top view, front elevation view and side view of the given shapes.
Learning Areas
 Cubes and cuboids
 Plan, front elevation and side elevation of 3-D geometrical shapes

1st hour (Cubes and Cuboids)
2. Show students the characteristics of cubes and cuboids. Guide them
on how to draw these figures.
3. Test students’ understanding using Test Yourself 7.1.
2nd – 8th hours (Plan, Front Elevation and Side Elevation of 3-D
Geometrical Shapes)
1. Using some 3-D block models, explain plan, front elevation and side
elevation of the model. Ask students to draw the views on paper.
2. Using Examples 1 to 3, help students to imagine and draw the plans,
front elevations and side elevations of the figures.
3. Test their understanding by asking them to work on Questions 1 and
4. Ask students to do the exercises 1 and 2 on pages 81 and 82 of the
5. Using small cubes, compose some geometrical shapes and explain
how to imagine and draw the plans, front elevations and side
elevations of the figures with the depths indicated.
6. Explain and guide students with Examples 4 and 5 in the Textbook.
7. Test their understanding by asking them to work on Questions 3 and
8. Ask students to do the exercises 3 and 4 on pages 83 and 84 of the
143.
code.
1. Thinking skill
3. Analysing skill
4. Drawing skill
Learning Materials
 3-D blocks
 Small cubes
Name-Surname: ............................................................................. No. ......................................
Mathayom: .......................................................................................... Date: ................................
Chapter 7 Solid Geometry


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Chapter 7 most in this chapter (give your
Application of knowledge from
this chapter on your daily life:
Solid Geometry reason):
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outstanding work:
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Chapter 8 – Linear Equations (10 hours)

M4.2 Gr7/2 Write linear equations to represent  Equality
simple situations or problems.
M4.2 Gr7/1 Solve simple one-variable linear  Linear equations in

equations. one unknown
M4.2 Gr7/3 Solve word problems involving  Solutions of linear
simple one-variable linear equation; judge the equations in one
reasonableness. unknown
Learning Objectives
1. Understand and state the relationship between two quantities using the
symbol ‘=’ or ‘≠’.
2. Understand the concept of linear algebraic terms, linear algebraic
expressions and linear equations.
3. Understand and write linear equations in one unknown.
4. Perform the concept of linear equation in one unknown to solve
problems.
5. Aware of the validity of the answers.
Learning Outcomes
1. Understand and state the relationship between two quantities using the
symbol ‘=’ or ‘≠’.
2. Determine algebraic terms, linear algebraic expressions and linear
equations.
3. Write equations in one unknown for given statements and vice versa.
4. Determine if an integer is a solution of a given linear equation in one
unknown.
5. Determine the solution of a linear equation in one unknown by trial and
improvement method.
6. Solve equations in the form of
a. x + a = b
b. x – a = b
c. ax = b
x
d. =b
a
e. ax + b = c
7. Solve linear equations in one unknown.
8. Solve problems involving linear equations in one unknown.
Learning Areas
 Equality
 Linear equations in one unknown
 Solution of linear equations in one unknown

1st – 2nd hours (Equality)
2. Explain the meaning of equality using the symbol ‘=’ and ‘≠’ using
Examples 1 to 3.
3. Test their understanding by asking them to work on Questions 1 to 4 in
Test Yourself 8.1.
4. Ask students to do the questions in this subtopic on page 89 of the
3rd – 5th hours (Linear Equations in One Unknown)
1. Explain the meaning of linear algebraic term, linear algebraic
expression, linear equation and linear equation in one unknown using
Examples 4 to 7.
2. Test their understanding using Questions 1 to 4 in Test Yourself 8.2.
3. Guide students on how to write linear equations in one unknown for
given statements and vice versa. Use Examples 8 and 9.
Test Yourself 8.2.
5. Ask students to do the exercises in this subtopic on pages 89 to 91 of
6th – 9th hours (Solutions of Linear Equations in One Unknown)

1. Explain using Example 10 how to determine if a number is a solution of
a given linear equation in one unknown.
2. Have three students try Questions 1(a), 1(c) and 1(f) in Test Yourself
3. Also show them how to use trial and improvement method to determine
the solution of a linear equation with one unknown by using Example
11.
4. By using Examples 12 to 16, guide students on how to solve linear
equations in one unknown.
5. Test their understanding by having them to work out Questions 3 to 10
in Test Yourself 8.3.
6. Guide students to solve problems involving linear equations in one
unknown by using Examples 17 and 18.
7. Have seven volunteers to solve problems in Questions 11 and 12 in Test
Yourself 8.3.
162.
code.
1. Thinking skill
3. Analysing skill
Learning Materials
Name-Surname: ............................................................................. No. ......................................
Mathayom: .......................................................................................... Date: ................................
Chapter 8 Linear Equations


chapter:
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Application of knowledge from Chapter 8 most in this chapter (give your
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outstanding work:
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Chapter 9 – Relations, Coordinates and Line Graphs (10

hours)

M4.2 Gr7/4 Draw graphs on a coordinate plane to  Relations
represent the relationship of two quantities.
 Coordinates
M4.2 Gr7/5 Read and interpret graphs on a coordinate  Scales of the

plane. coordinate axes
 Line graphs
Learning Objectives
1. Understand set notation, arrow diagram, set of ordered pair and graph.
2. Understand, plotting and stating the coordinates on a Cartesian plane.
3. Understand the scales of the coordinate axes.
4. Solve problems involving coordinates.
5. Understand, construct and interpret line graphs.
Learning Outcomes
1. Understand set notation, arrow diagram, set of ordered pair and graph.
2. Understand the meaning of domain, codomain, object, image and
range of a relation.
3. State the types of relations.
4. Plot points and state the coordinates of the points, given the distances
from the y-axis and x-axis.
5. Plot points and state the distances of points from the y-axis and x-axis,
given the coordinates of the points.
6. State the coordinates of points on a Cartesian plane.
7. Mark the values on both axes by extending the sequence of the given
value on the respective axes.
8. State the scales used in the given coordinate axes.
9. Mark the values on both axes with reference to the scales given.
10.State the coordinates of a given point with reference to the scales
given.
11.Plot points given the coordinates with reference to the scales given.
12.Solve problems involving coordinates.
13.Construct line graphs.
14.Read and interpret line graphs.
Learning Areas
 Relations
 Coordinates
 Scales of the coordinate axes
 Line graphs

1st – 2nd hours (Relations)
2. Introduce set notation to students by using Example 1.
3. Have them try out Question 1 in Test Yourself 9.1.
4. Explain a relation that can be represented using an arrow diagram, a set
of ordered pair and a graph. Use Example 2 for better explanation.
6. Explain what domain, codomain, object, image and range of a relation
are using Example 3.
8. Explain the types of relation using Example 4.
9. Then, have a volunteer try out Question 4 in Test Yourself 9.1.
10.Ask students to do the exercises in this subtopic on pages 99 to 102 of
3rd – 4th hours (Coordinates)

1. Explain the axes in a Cartesian plane by using Example 5.
2. Have two volunteers try out Question 1 Test Yourself 9.2.
3. Guide students to plot points and state the coordinates of the points and
state the distances of points from the axes in various situations. Use
Examples 6 and 7 as examples.
4. Test students’ understanding by asking them to work out Questions 2
and 3 in Test Yourself 9.2.
5. Explain the differences of coordinates in different quadrant of a
Cartesian plane. Use Examples 8 and 9.
6. Then, have students work Questions 4 and 5 in Test Yourself 9.2.
5th – 6th hours (Scales of the Coordinate Axes)

1. Using Examples 10 to 12, guide students to mark the values on the axes
and state the scales used.
Test Yourself 9.3.
3. Guide students to state the coordinates of given points and plot the
points of given coordinates with reference to the scales given.
Test Yourself 9.3.
5. Using Example 15, help students to solve that problem.
6. Have two volunteers solve problems in Questions 6 and 7 in Test
Yourself 9.3.
7th – 9th hours (Line Graphs)

1. Using Example 17, guide students to construct line graphs based on
given information.
2. Have two volunteers work on Questions 1 and 2 in Test Yourself 9.4.
3. Using Example 18, guide students to read and interpret given line
graphs.
4. Have two volunteers work on Questions 3 and 4 in Test Yourself 9.4.

189.
3. Revise the lesson using the Quick Revision column on pages 199 and
190.
code.
1. Thinking skill
3. Analysing skill
Learning Materials
 Graph paper
Name-Surname: ............................................................................. No. ......................................
Mathayom: .......................................................................................... Date: ................................
Chapter 9 Relations, Coordinates and Line Graphs


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Chapter 9 Contents that you like the

Relations, most in this chapter (give your
Application of knowledge from Coordinates and Line
reason):
this chapter on your daily life: Graphs
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outstanding work:
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Chapter 10 – Probability (3 hours)

M5.2 Gr7/1 Identify the event which is more likely to  Probability
occur from a given set of events.
Learning Objectives
1. Explain the meaning of probability.
2. Use probability scales.
Learning Outcomes
1. Determine the probabilities of some events.
2. Use probability scales.
Learning Areas
 Probability

1st – 2nd hours (Probability)
2. Use variety of situations to explain probability. Ask students for three
other examples of events that are certain, have even chance and are
impossible respectively.
3. You may use Example 1.
4. Use Examples 2 and 3 to guide students on probability scales.
Test Yourself 10.1.
3rd hour (Conclusion)

196.
code.
6. Have students solve the Mastery Practice in the class. Ask students to do
the Enrichment Exercises in the Workbook to test their understanding of
this chapter as their homework.
1. Thinking skill
3. Analysing skill
Learning Materials
Name-Surname: ............................................................................. No. ......................................
Mathayom: .......................................................................................... Date: ................................
Chapter 10 Probability

chapter:
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Chapter 10
Probability most in this chapter (give your
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................................................................ Exercises that you like and want
outstanding work:
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Chapter 11 – Properties of Counting Numbers (16 hours)

M4.1 Gr7/1 Analyze and describe the relationships in  Number
patterns. patterns and
sequences
 Odd numbers
and even
numbers
M1.4 Gr7/4 Apply concepts and properties of integers  Prime numbers
to solve problems.
 Factors
 Prime factors
 Multiples
 Common
multiples and
lowest
common
multiple
 Common
factors and
highest
common
factor
 Divisibility test
Learning Objectives
1. Recognize and extend number patterns and sequences by counting on
and counting back in intervals of any size.
2. Identify odd numbers and even numbers.
3. Understand the properties of prime numbers.
4. Understand the properties and apply the knowledge of factors of whole
numbers.
5. Understand the properties and apply the knowledge of prime factors of
whole numbers.
6. Understand the properties and apply the knowledge of multiples of
whole numbers.
7. Understand the properties and apply the knowledge of common
multiples and lowest common multiple of whole numbers.
8. Understand the properties and apply the knowledge of common factors
and highest common factor of whole numbers.
Learning Outcomes
1. Complete and construct number sequences.
2. Determine odd numbers and even numbers.
3. Determine prime numbers.
4. Determine factors of whole numbers.
5. Determine prime factors of whole numbers.
6. Determine multiples of whole numbers.
7. Determine common multiples and lowest common multiple of whole
numbers.
8. Determine common factors and highest common factor of whole
numbers.
Learning Areas
 Properties of counting numbers
 Odd numbers and even numbers
 Prime numbers
 Factors
 Prime factors
 Multiples
 Common multiples and lowest common multiple
 Common factors and highest common factor
 Divisibility test

1st hour (Number patterns and sequences)
2. Ask students to give examples of number sequences that they know and
describe their patterns.
3. Using Example 1, further explain how to find the patterns of the number
sequences.
4. Test the understandings’ of the students by asking to work out Questions
1 and 2 in Test Yourself 11.1.
5. Using Examples 2 and 3, explain how to complete and construct number
sequences.
6. Get three volunteers to do Question 4 in Test Yourself 11.1 on the
board.
7. Ask students to do the exercises in this subtopic on page 125 of the
2nd hour (Odd Numbers and Even Numbers)
1. Write some numbers on the board. Get students to group them into two
– those that can be divided exactly by 2 and those that cannot. Introduce
even numbers and odd numbers.
2. Using the Hot Tips, explain how to determine them easily.
3. Test the understandings’ of the students by asking to work out Question
4. Explain the properties of odd numbers and even numbers using the table
on page 202.
5. Test the understandings’ of the students by asking to work out Question
3rd hour (Prime Numbers)

1. Explain what prime numbers are. Using Examples 4 and 5, further
explain how to determine prime numbers.
2. Test the understandings’ of the students by asking to work out Questions
1 and 2 in Test Yourself 11.3.
3. Using Example 6, guide students to write the numbers as the sum of two
prime numbers.
4. Get four volunteers to try Question 3 in Test Yourself 11.3.
4th hour (Factors)

1. Write 2 x 4 = 8 on the board. Explain that 2 and 4 are factors of 8.
Explain factors. Ask students if 8 is a factor of 8.
2. Using Example 7, guide students to list the factors of 15.
3. Have students try out Question 1 in Test Yourself 11.4.
4. Guide students to determine if a number is the factor of a given number
6. Ask students to do the exercises in this subtopic on pages 127 and 128
of the Workbook as their homework.
5th hour (Prime Factors)

1. Get a student to explain what prime numbers are. Explain that factors of
a number may also be prime numbers.
2. Using Example 10, guide students to identify prime factors.
3. Get some volunteers to answer Question 1 in Test Yourself 11.5.
4. Using Examples 11 and 12, guide students to find prime numbers of
whole numbers.
of the Workbook as their homework
6th – 7th hours (Multiples)

1. Using a multiplication table, explain what multiples of a given number
are.
2. Guide students to list the multiples of a given number using Example
13.
3. To test the students’ understanding, ask them to work out Questions 1 to
4. Using Example 14, guide students to determine the multiples of a given
number.
5. Have students try out Questions 4 and 5 in Test Yourself 11.6.
of the Workbook as their homework
8th – 10th hours (Common Multiples and Lowest Common Multiple)
1. Ask a student to list the first 10 multiples of 2 and 3 respectively. Get
the students to identify the similar multiples between the two sets. These
multiples are known as common multiples.
2. Using Example 15, explain further.
3. You may also explain the easier way as shown in the Hot Tips.
4. To test the students’ understanding, ask them to work out Questions 1
and 2 in Test Yourself 11.7.
5. Using Example 16, guide students to determine if a number is a
common multiple of a few given numbers.
7. Using Examples 17 and 18, guide students to find the lowest common
multiple of numbers by listing all the multiples, prime factorization and
repeated division.
of the Workbook as their homework.
11th – 13th hours (Common Factors and Highest Common Factor)

1. Ask a student to list the factors of 10 and 20 respectively. Get the
students to identify the similar factors between the two sets. These
multiples are known as common factors.
2. Using Example 19, explain further.
4. Using Example 20, guide students to determine the common factors of
whole numbers.
6. Using Examples 21 and 22, guide students to find the highest common
factor of numbers by listing all the multiples, prime factorization and
repeated division.
14th – 15th hours (Divisibility Test)
1. Explain what a divisibility test.
2. Using the table on page 218, guide students find if a number is divisible
by another number easily. Use Example 23.

220.
code.
5. Have students solve the Mastery Practice in the class.
1. Thinking skill
3. Analysing skill
Learning Materials
Name-Surname: ............................................................................. No. ......................................
Mathayom: .......................................................................................... Date: ................................
Chapter 11 Properties of counting numbers


chapter:
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Chapter 11
Properties of
counting numbers
most in this chapter (give your
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................................................................ Exercises that you like and want
outstanding work:
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Notes: Strand 6: Mathematical Skills and Processes is inculcated in all the
chapters appearing in the textbook and workbooks of Primary Education Plus
Series. Through them, students will learn to:
 Apply diverse methods for problem-solving.
 Appropriately apply mathematical knowledge, skills and processes
for problem-solving in various situations.
 Suitably provide reasoning for decision-making and appropriately
present the conclusions reached.
 Accurately use mathematical language and symbols for
communication of concepts and presentation.
 Link various bodies of mathematical knowledge, and link
mathematics with other disciplines.
 Attain ability for creative thinking.

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The learning of Mathematics imparts many skills that contribute to the

The learning areas in the study of mathematics are designed to enable

 Numbers and Operations: numerical concepts and sense of

 Measurement: length; distance; weight; area; volume and capacity;

 Algebra: pattern; relationship; function; sets and their operations;

 Data Analysis and Probability: determining an issue; writing

 Mathematical Skills and Processes: problem-solving through

Strand 6: Mathematical Skills and Processes

For common understanding and correct interpretation, the curriculum

 Have knowledge and understanding of surface areas of prisms and

 Can construct and explain stages of constructing two-dimensional

 Understand properties of congruence and similarities of triangles,

 Can visualise and explain characteristics of two-dimensional and

 Can analyse and explain relationships of patterns, situations or

 Can determine an issue, write questions about a problem or a

 Can apply diverse methods for problem-solving; avail mathematical

11. Properties of Counting Numbers 16

Indicator Learning Area

M1.2 Gr7/1 Add, subtract, multiply and divide  Addition and

Teaching and Learning Activities

4th - 5th hours (Integers)

6th – 8th hours (Addition and Subtraction of Integers)

9th – 11th hours (Multiplication and Division of Integers)

12th – 14th hours (Combined operations of integers)

15th hour (Conclusion)

Mathayom: .......................................................................................... Date: ................................

Chapter 1 Number Sequences and Integers

Feeling after learning this

Teaching and Learning Activities

3rd – 4th hours (Addition and Subtraction of Fractions)

8th – 10th hours (Combined operations of fractions)

11th hour (Conclusion)

Mathayom: .......................................................................................... Date: ................................

Feeling after learning this

Indicators Learning Areas

Teaching and Learning Activities

4th – 6th hours (Multiplication and Division of Decimals)

7th – 8th hours (Combined Operations of Decimals)

Mathayom: .......................................................................................... Date: ................................

Feeling after learning this

Chapter 4 – Indices (16 hours)

Indicators Learning Areas

Teaching and Learning Activities

5th – 6th hours (Division of Numbers in Index Notation)

10th – 11th hours (Negative Integral Indices)

12th – 13th hours (Fractional Indices)

16th hour (Conclusion)

Mathayom: .......................................................................................... Date: ................................

Feeling after learning this

Chapter 5 – Exponential Notation (7 hours)

Indicators Learning Areas

M1.2 Gr7/3 Describe the effects of exponentiation  Addition and

Teaching and Learning Activities

4th – 5th hours (Multiplication and Division in Exponential Notation)

6th hour (Combined Operations Using Exponential Notation)

7th hour (Conclusion)

Mathayom: .......................................................................................... Date: ................................

Chapter 5 Exponential Notation