CBSE Class 7 Maths Syllabus

CBSE Syllabus for Class 7 Mathematics 2023 – 2024 Exam

Mathematics is a subject that needs to be practised extensively in order to get the best results. The preparation for students aiming for higher studies in Mathematics starts from a very young age. In addition, CBSE Class 7 Mathematics is considered an important step for all students studying in schools affiliated with CBSE. The CBSE Class 7 Mathematics Syllabus has been designed in a way that it can provide students with much-needed insights into Mathematics and its different applications. There may be much more difficulty in the Syllabus of CBSE Class 7 Math as compared to the preceding Class. However, practising the chapters with exercises and solutions, examples, in-text questions etc. on a regular basis can do wonders to help students score well in their final examinations. 

CBSE Class 7 Mathematics Syllabus for 2023 – 2024 Examination – Free PDF Download

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To get a birds-eye view of the entire syllabus, the first and foremost requirement is to download  the CBSE Class 7 Maths Syllabus PDF. Be it a doubt on a particular mathematical concept, a problem in a student’s progression while practising, or even clear doubts from a teacher, a PDF of the Syllabus of CBSE Class 7 Maths can help students sort their queries whenever they seek to. The PDF version of the CBSE Syllabus for Mathematics can be accessed via a student’s mobile phone, desktop, and even laptop or tablet. Students can now access the  updated syllabus of CBSE Class 7 Mathematics with a click of a button. The PDF can be accessed from the link below:

 CBSE Class 7 Maths Syllabus

 From practical geometry to data handling, the Mathematics syllabus for students of CBSE Class 7 covers a wide range of concepts that can help them in their higher studies. To realise their dream of becoming an engineer, a scientist, an actuarial, an accountant, an investment banker or an aeronaut practising the basics of mathematical concepts and problems while in middle school may prove to be extremely useful to fuel your passion at the right time and age. The chapters help empower the students with a profound knowledge of Mathematics and also lays the foundation for higher Classes in 8 and 9. Therefore, every chapter of Mathematics is equally important and requires a good amount of practice and understanding. Students must start preparing for their examinations right from the beginning of their academic session and should not waste time as Mathematics requires relatively more practice and revisions than other subjects. S.

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Detailed CBSE Syllabus For Class 7 Maths

The CBSE Class 7 Maths Syllabus covers specific concepts and fundamental Mathematics that assists in making a student sharp in the subject. Starting from chapter 1 till chapter 14, students will be able to learn all about Integers, basic geometry, rational numbers, and the list goes on. The details of every part of every chapter are given below in the form of a table for a better understanding:

Chapter 1: Integers

Chapter 1 – Integers
·        Recall From The Past Lessons
·        Properties of Addition and Subtraction of Integers
·        Multiplication of Integers
·        Properties of Multiplication of Integers 
·        Division of Integers
·        Properties of Division of Integers

 Chapter 2: Fractions and Decimals

Chapter 2 – Fractions and Decimals
·        How Well Have You Learnt About Fractions? 
·        Multiplication of Fractions
·        Division of Fractions
·        How Well Have You Learnt About Decimal Numbers?
·        Multiplication of Decimal Numbers
·        Division of Decimal Numbers

 Chapter 3: Data Handling

Chapter 3 – Data Handling
·        Collecting Data
·        Organisation of Data
·        Representative Values
·        Arithmetic Mean
·        Mode
·        Median
·        Use of Bar Graphs With a Different Purpose
·        Chance and Probability

 Chapter 4: Simple Equations

Chapter 4 – Simple Equations
·        Setting up of an Equation
·        Review of What We Know
·        What Is the Equation?
·        More Equations
·        From Solution to Equation
·        Application of Simple Equations to Practical Situations

 Chapter 5: Lines and Angles

Chapter 5 – Lines and Angles
·        Related Angles
·        Pair of Lines
·        Checking For Parallel Lines

 Chapter 6: The Triangle and Its Properties

Chapter 6 – The Triangle and Its Properties
·        Means of a Triangle
·        Altitudes of a Triangle
·        Exterior Angle of a Triangle and Its Property
·        Angle Sum Property of a Triangle
·        Two Special Triangles: Equilateral and Isosceles
·        The Sum of The Length of Two Sides of a Triangle
·        Right-Angled Triangles and Pythagoras Property

 Chapter 7: Congruence of Triangles

Chapter 7 – Congruence of Triangles
·        Congruence of Plane Figures
·        Congruence Among Line Segments
·        Congruence of Angles
·        Congruence of Triangles
·        Criteria For Congruence of Triangles

 Chapter 8: Comparing Quantities

Chapter 8 – Comparing Quantities
·        Equivalent Ratios
·        Percentage – Another Way of Comparing Quantities
·        Use of Percentages
·        Prices Related to an Item or Buying and Selling
·        Charge Given on Borrowed Money or Simple Interest

 Chapter 9: Rational Numbers

Chapter 9 – Rational Numbers
·        Need For Rational Numbers
·        What are Rational Numbers?
·        Positive and Negative Rational Numbers
·        Rational Numbers on a Number Line
·        Rational Numbers in Standard Form
·        Comparison of Rational Numbers
·        Rational Numbers Between Two Rational Numbers
·        Operations on Rational Numbers

 Chapter 10: Practical Geometry

Chapter 10 – Practical Geometry
·        Construction of a Line Parallel to a Given Line, Through a Point Not on The Line
·        Construction of Triangles
·        Constructing a Triangle When Lengths of Its Three Sides are Known (SSS Criterion) 
·        Constructing a Triangle When The Lengths of Two Sides and The Measure of The Angle Between Them are Known (SAS Criterion)
·        Constructing a Triangle When The Measure of Two of Its Angles and The Length of The Side Included Between Them Is given (ASA Criterion)
·        Constricting a Right-Angle Triangle When The Length of One Leg and Its Hypotenuse are Given (RHS Criterion)

 Chapter 11: Perimeter and Area

Chapter 11 – Perimeter and Area
·        Squares and Rectangles
·        Area of Parallelogram
·        Area of Triangles
·        Circles
·        Conversion of Units
·        Applications

 Chapter 12: Algebraic Expressions

Chapter 12 – Algebraic Expressions
·        How are Expressions Formed?
·        Terms of an Expression
·        Like and Unlike Terms
·        Monomials, Binomials, Trinomials, and Polynomials
·        Addition and Subtraction of Algebraic Expressions
·        Finding The Value of an Expression
·        Using Algebraic Expressions – Formulas and Rules

 Chapter 13: Exponents and Powers

Chapter 13 – Exponents and Powers
·        Exponents
·        Laws of Exponents
·        Miscellaneous Examples Using The Laws of Exponents
·        Decimal Number System
·        Expressing Large Numbers in The Standard Form

 Chapter 14: Symmetry

Chapter 14 – Symmetry
·        Lines of Symmetry For Regular Polygons
·        Rotational Symmetry
·        Line Symmetry and Rotational Symmetry

 Chapter 15: Visualising Solid Shapes

Chapter 15 – Visualising Solid Shapes
·        Introduction: Plane Figures and Solid Shapes
·        Faces, Edges, and Vertices
·        Nets For Building 3-D Shapes
·        Drawing Solids on a Flat Surface
·        Viewing Different Sections of a Solid

Marks Distribution For Class 7th Math Syllabus

The Central Board of Secondary Examination (CBSE) conducts the Mathematics examination for students of Class 7 every year. Students must take note of the marks distribution for the subject which doesn’t follow any specific pattern. Generally, the question paper comprises four sections. Here is a brief layout of marks distribution for each section: 

  •       Section A – Section A consists of questions that carry one mark each. The questions in this section are generally easy to answer and students can make the most of them with simple mathematical knowledge about the basics of the chapters in their syllabus.
  •       Section B – This section carries questions that bear two marks each. The answers to these questions are short and students don’t need to apply or show detailed steps to complete the answers.
  •       Section C – By applying a proper method, students can answer the questions in this section. The questions here are worth three marks each.
  •       Section D – Section D section carries maximum weightage as the questions in this section are lengthy and they are worth five marks each.

Tips To Ace Class 7th Maths Syllabus and Exam

Whenever we talk about tips to excel and perform well in examinations, it is always advisable for students to cover all the concepts given in every chapter. Here are some of the tips that would prove useful:

  •       Solve the problems from NCERT Books to get a better understanding of the chapters.
  •       Solving CBSE Important Questions from the past year’s paper is also recommended.
  •       Going through all the CBSE Revision Notes that the subject expert provides.
  •       Discussing CBSE Sample Papers with your teacher will also be useful. .
  •       Practising and memorising all the Formulas from the chapter on Algebraic Expression.
  •       You can also consider going through CBSE Previous Year’s Question Papers to know and observe the pattern and the level of the question papers and practice accordingly.
  •       Try to practice the sample papers comprising CBSE extra questions that clear the doubts about the tough concepts of the chapters and have a good understanding of all the topics in your syllabus.

Elementary Level

The development of the upper primary syllabus has attempted to emphasise the development of mathematical understanding and thinking in the child. It emphasises the need to look at the upper primary stage as the stage of transition towards greater abstraction, where the child will move from using concrete materials and experiences to deal with abstract notions. It has been recognised as the stage wherein the child will learn to use and understand mathematical language including symbols. The syllabus aims to help the learner realise that mathematics as a discipline relates to our experiences and is used in daily life, and also has an abstract basis. All concrete devices that are used in the classroom are scaffolds and props which are an intermediate stage of learning. There is an emphasis in taking the child through the process of learning to generalize, and also checking the generalization. Helping the child to develop a better understanding of logic and appreciating the notion of proof is also stressed.

The syllabus emphasises the need to go from concrete to abstract, consolidating and expanding the experiences of the child, helping her generalise and learn to identify patterns. It would also make an effort to give the child many problems to solve, puzzles and small challenges that would help her engage with underlying concepts and ideas. The emphasis in the syllabus is not on teaching how to use known appropriate algorithms, but on helping the child develop an understanding of mathematics and appreciate the need for and develop different strategies for solving and posing problems. This is in addition to giving the child ample exposure to the standard procedures which are efficient. Children would also be expected to formulate problems and solve them with their own group and would try to make an effort to make mathematics a part of the outside classroom activity of the children. The effort is to take mathematics home as a hobby as well.

The syllabus believes that language is a very important part of developing mathematical understanding. It is expected that there would be an opportunity for the child to understand the language of mathematics and the structure of logic underlying a problem or a description. It is not sufficient for the ideas to be explained to the child, but the effort should be to help her evolve her own understanding through engagement with the concepts. Children are expected to evolve their own definitions and measure them against newer data and information. This does not mean that no definitions or clear ideas will be presented to them, but it is to suggest that sufficient scope for their own thinking would be provided.

Thus, the course would de-emphasise algorithms and remembering of facts, and would emphasise the ability to follow logical steps, develop and understand arguments as well. Also, an overload of concepts and ideas is being avoided. We want to emphasise at this stage fractions, negative numbers, spatial understanding, data handling and variables as important corner stones that would formulate the ability of the child to understand abstract mathematics. There is also an emphasis on developing an understanding of spatial concepts. This portion would include symmetry as well as representations of 3-D in 2-D. The syllabus brings in data handling also, as an important component of mathematical learning. It also includes representations of data and its simple analysis along with the idea of chance and probability.

The underlying philosophy of the course is to develop the child as being confident and competent in doing mathematics, having the foundations to learn more and developing an interest in doing mathematics. The focus is not on giving complicated arithmetic and numerical calculations, but to develop a sense of estimation and an understanding of mathematical ideas.

General Points in Designing Textbook for Upper Primary Stage Mathematics

  1. The emphasis in the designing of the material should be on using a language that the child can and would be expected to understand herself and would be required to work upon in a The teacher to only provide support and facilitation.
  2. The entire material would have to be immersed in and emerge from contexts of children. There would be expectation that the children would verbalise their understanding, their generalizations, their formulations of concepts and propose and improve their
  3. There needs to be space for children to reason and provide logical arguments for different They are also expected to follow logical arguments and identify incorrect and unacceptable generalisations and logical formulations.
  4. Children would be expected to observe patterns and make Identify exceptions to generalisations and extend the patterns to new situations and check their validity.
  5. Need to be aware of the fact that there are not only many ways to solve a problem and there may be many alternative algorithms but there maybe many alternative strategies that maybe Some problems need to be included that have the scope for many different correct solutions.
  6. There should be a consciousness about the difference between verification and proof. Should be exposed to some simple proofs so that they can become aware of what proof
  7. The book should not appear to be dry and should in various ways be attractive to The points that may influence this include; the language, the nature of descriptions and examples, inclusion or lack of illustrations, inclusion of comic strips or cartoons to illustrate a point, inclusion of stories and other interesting texts for children.
  8. Mathematics should emerge as a subject of exploration and creation rather than finding known old answers to old, complicated and often convoluted problems requiring blind application of un-understood
  9. The purpose is not that the children would learn known definitions and therefore never should we begin by definitions and explanations. Concepts and ideas generally should be arrived at from observing patterns, exploring them and then trying to define them in their own Definitions should evolve at the end of the discussion, as students develop the clear understanding of the concept.
  10. Children should be expected to formulate and create problems for their friends and colleagues as well as for
  11. The textbook also must expect that the teachers would formulate many contextual and contextually needed problems matching the experience and needs of the children of her
  12. There should be continuity of the presentation within a chapter and across the Opportunities should be taken to give students the feel for need of a topic, which may follow later.
 

Class

 

VI

 

 

Class VII

 

 

Class VIII

 

 

 

 

Number System            (60 hrs)

 

 

(i)

 

Knowing our Numbers:

 

Consolidating the sense of numberness up to 5 digits, Size, estimation of numbers, identifying smaller, larger, etc. Place value (recapitulation and extension), connectives: use of symbols =, <, > and use of brackets, word problems on number operations involving large numbers up to a maximum of 5 digits in the answer after all operations. This would include conversions of units of length & mass (from the larger to the smaller units), estimation of outcome of number operations. Introduction to a sense of the largeness of, and initial familiarity with, large numbers up to 8 digits and approximation of large numbers)

 

(ii)

 

Playing with Numbers:

 

Simplification of brackets, Multiples and factors, divisibility rule of 2, 3, 4, 5, 6, 8, 9, 10, 11.

(All these through observing patterns. Children would be helped in deducing some and then asked to derive some that are a combination of the basic patterns of divisibility.) Even/odd and prime/composite numbers, Co-prime   numbers,   prime

 

 

 

Number System            (50 hrs)

 

 

(i)

 

Knowing our Numbers:

 

Integers

 

•     Multiplication and division of integers (through patterns). Division by zero is meaningless

•     Properties of integers (including identities for addition & multiplication, commutative, associative, distributive) (through patterns). These would include examples from whole numbers as well. Involve expressing commutative and associative properties in a general form. Construction of counter- examples, including some by children. Counter examples like subtraction is not commutative.

•     Word problems including integers (all operations)

 

(ii)

 

Fractions and rational

 

numbers:

 

•     Multiplication of fractions

•     Fraction as an operator

•     Reciprocal of a fraction

•     Division of fractions

•     Word problems involving mixed fractions

•     Introduction to rational numbers (with representation on number line)

•     Operations on rational numbers (all operations)

 

 

 

Number System            (50 hrs)

 

 

(i)

 

Rational Numbers:

 

•     Properties of rational numbers. (including identities). Using general form of expression to describe properties

•     Consolidation of operations on rational numbers.

•     Representation of rational numbers on the number line

•     Between any two rational numbers there lies another rational number (Making children see that if we take two rational numbers then unlike for whole numbers, in this case you can keep finding more and more numbers that lie between them.)

•     Word problem (higher logic, two operations, including ideas like area)

 

(ii)

 

Powers

 

•     Integers as exponents.

•     Laws of exponents with integral powers

 

(iii)

 

Squares, Square roots,

 

Cubes, Cube roots.

 

•     Square and Square roots

•     Square roots using factor method and division method for numbers containing (a) no more than total 4 digits and (b) no more than 2 decimal places

 

am × bm

=  ab

 

Class

 

VI

 

 

Class VII

 

 

Class VIII

 

factorisation, every number can be written as products of prime factors. HCF and LCM, prime factorization and division method for HCF and LCM, the property LCM × HCF = product of two numbers. All this is to be embedded in contexts that bring out the significance and provide motivation to the child for learning these ideas.

 

(iii)

 

Whole

 

numbers

 

Natural numbers, whole numbers, properties of numbers (commutative, associative, distributive, additive identity, multiplicative identity), number line. Seeing patterns, identifying and formulating rules to

)mbe done by children. (As familiarity with algebra grows, the child can express the generic

pattern.)

 

(iv)

 

Negative Numbers and

 

Integers

 

How negative numbers arise, models of negative numbers, connection to daily life, ordering of negative numbers, representation of negative numbers on number line. Children to see patterns, identify and formulate rules. What are integers, identification of integers on the number line, operation of addition and subtraction of integers, showing the operations on the number line (addition of negative integer reduces the value of the number) comparison of integers, ordering of integers.

•     Representation of rational number as a decimal.

•     Word problems on rational numbers (all operations)

•     Multiplication and division of decimal fractions

•     Conversion of units (length & mass)

•     Word problems (including all operations)

 

(iii)

 

Powers:

 

•     Exponents only natural numbers.

•     Laws of exponents (through observing patterns to arrive at generalisation.)

(i)        am × an = am+ n

(ii)       (am )n  = amn

am

(iii)                                = amn , where m – n ΠN

an

(iv)

•     Cubes and cubes roots (only factor method for numbers containing at most 3 digits)

•     Estimating square roots and cube roots. Learning the process of moving nearer to the required number.

 

(iv)

 

Playing with numbers

 

•     Writing and understanding a 2 and 3 digit number in generalized form (100a + 10b + c , where a, b, c can be only digit 0-9) and engaging with various puzzles concerning this. (Like finding the missing numerals represented by alphabets in sums involving any of the four operations.) Children to solve and create problems and puzzles.

•     Number puzzles and games

•     Deducing the divisibility test rules of 2, 3, 5, 9, 10 for a two or three-digit number expressed in the general form.

 

 

 

Class

 

VI

 

 

Class VII                                     Class VIII

 

 

(v)

 

Fractions:

 

Revision of what a fraction is, Fraction as a part of whole, Representation of fractions (pictorially and on number line), fraction as a division, proper, improper & mixed fractions, equivalent fractions, comparison of fractions, addition and subtraction of fractions (Avoid large and complicated unnecessary tasks). (Moving towards abstraction in fractions)

Review of the idea of a decimal fraction, place value in the context of decimal fraction, inter conversion of fractions and decimal fractions (avoid recurring decimals at this stage), word problems involving addition and subtraction of decimals (two operations together on money, mass, length and temperature)

 

Algebra                          (15 hrs)

 

 

I

 

NTRODUCTION TO A

 

LGEBRA

 

•     Introduction to variable through patterns and through appropriate word problems and generalisations (example 5 × 1 = 5 etc.)

•     Generate such patterns with more examples.

•     Introduction to unknowns through examples with simple contexts (single operations)

 

Algebra                         (20 hrs)

 

 

A

 

LGEBRAIC E

 

XPRESSIONS

 

•     Generate algebraic expressions (simple) involving one or two variables

•     Identifying constants, coefficient, powers

•     Like and unlike terms, degree of expressions e.g., x2 y etc.

(exponent£ 3, number  of

variables     )

•     Addition, subtraction of algebraic

 

Algebra                         (20 hrs)

 

 

(i)

 

Algebraic Expressions

 

•     Multiplication and division of algebraic exp.(Coefficient should be integers)

•     Some common errors (e.g. 2 +

x ¹ 2x, 7x + y ¹ 7xy )

•     Identities (a ± b)2 = a 2 ± 2ab + b2, a2 – b2 = (a – b) (a + b) Factorisation (simple cases only) as examples the following types a(x + y), (x ± y)2, a2 – b2, (x + a).(x + b)

 

 

 

Class

 

VI

 

 

Class VII

 

 

Class VIII

 

 

Ratio and Proportion     (15 hrs)

 

•     Concept of Ratio

•     Proportion as equality of two ratios

•     Unitary method (with only direct variation implied)

•     Word problems

 

Geometry                      (65 hrs)

 

 

(i)

 

Basic geometrical

 

ideas (2 -D):

Introduction to geometry. Its linkage with and reflection in everyday experience.

•     Line, line segment, ray.

•     Open and closed figures.

•     Interior and exterior of closed

figures.

expressions (coefficients should be integers).

•     Simple linear equations in one variable (in contextual problems) with two operations (avoid complicated coefficients)

 

Ratio and Proportion    (20 hrs)

 

•     Ratio and proportion (revision)

•     Unitary method continued, consolidation, general expression.

•     Percentage- an introduction.

•     Understanding percentage as a fraction with denominator 100

•     Converting fractions and decimals into percentage and vice-versa.

•     Application to profit and loss (single transaction only)

•     Application to simple interest (time period in complete years).

 

Geometry                      (60 hrs)

 

 

(i)

 

Understanding shapes:

 

•     Pairs of angles (linear, supplementary, complementary, adjacent, vertically opposite) (verification and simple proof of vertically opposite angles)

•     Properties of parallel lines with

transversal             (alternate,

•     Solving linear equations in one variable in contextual problems involving multiplication and division (word problems) (avoid complex coefficient in the equations)

 

Ratio and Proportion (25 hrs)

 

•     Slightly advanced problems involving applications on percentages, profit & loss, overhead expenses, Discount, tax.

•     Difference between simple and compound             interest (compounded yearly up to 3 years or half-yearly up to 3 steps only), Arriving at the formula for compound interest through patterns and using it for simple problems.

•     Direct variation – Simple and direct word problems

•     Inverse variation – Simple and direct word problems

•     Time & work problems – Simple and direct word problems

 

Geometry                      (40 hrs)

 

 

(i)

 

Understanding shapes:

 

•     Properties of quadrilaterals – Sum of angles of a quadrilateral is equal to 3600 (By verification)

•     Properties of parallelogram (By verification)

(i)       Opposite    sides    of    a

parallelogram are equal,

 

 

 

Class

 

VI

 

 

Class VII

 

 

Class VIII

 

•     Curvilinear and linear boundaries

•     Angle — Vertex, arm, interior and exterior,

•     Triangle — vertices, sides, angles, interior and exterior, altitude and median

•     Quadrilateral — Sides, vertices, angles, diagonals, adjacent sides and opposite sides (only convex quadrilateral are to be discussed), interior and exterior of a quadrilateral.

•     Circle — Centre, radius, diameter, arc, sector, chord, segment, semicircle, circumference, interior and exterior.

 

(ii)

 

Understanding Elementary

 

Shapes (

 

2-D and 3-D ):

 

•     Measure of Line segment

•     Measure of angles

•     Pair of lines

–      Intersecting and perpendi- cular lines

–      Parallel lines

•     Types of angles- acute, obtuse, right, straight, reflex, complete and zero angle

•     Classification of triangles (on the basis of sides, and of angles)

•     Types of quadrilaterals – Trapezium, parallelogram, rectangle, square, rhombus.

•     Simple polygons (introduction) (Upto octagons regulars as well as non regular).

•     Identification of 3-D shapes: Cubes,

Cuboids, cylinder, sphere, cone,

corresponding, interior, exterior angles)

 

(ii)

 

Properties of triangles:

 

•       Angle sum property (with notions of proof & verification through paper folding, proofs using property of parallel lines, difference between proof and verification.)

•     Exterior angle property

•     Sum of two sides of a it’s third side

•     Pythagoras          Theorem

(Verification only)

 

(iii)

 

Symmetry

 

•     Recalling reflection symmetry

•     Idea of rotational symmetry, observations of rotational symmetry of 2-D objects. (900, 1200, 1800)

•     Operation of rotation through 900 and 1800 of simple figures.

•     Examples of figures with both rotation and reflection symmetry (both operations)

•     Examples of figures that have reflection and rotation symmetry and vice-versa

 

(iv)

 

Representing 3-D in 2-D:

 

•     Drawing 3-D figures in 2-D showing hidden faces.

•     Identification and counting of vertices, edges, faces, nets (for cubes cuboids, and cylinders, cones).

•     Matching pictures with objects

(Identifying names)

(ii)       Opposite angles of a parallelogram are equal,

(iii)       Diagonals of a parallelogram bisect each other. [Why (iv), (v) and (vi) follow from (ii)]

(iv)        Diagonals of a rectangle are equal and bisect each other.

(v)        Diagonals of a rhombus bisect each other at right angles.

(vi)        Diagonals of a square are equal and bisect each other at right angles.

 

(ii)

 

Representing 3-D in 2-D

 

•     Identify and Match pictures with objects [more complicated e.g. nested, joint 2-D and 3-D shapes (not more than 2)].

•     Drawing 2-D representation of 3-D objects (Continued and extended)

•     Counting vertices, edges & faces & verifying Euler’s relation for 3-D figures with flat faces (cubes, cuboids, tetrahedrons, prisms and pyramids)

 

(iii)

 

Construction:

 

Construction of Quadrilaterals:

•     Given four sides and one diagonal

•     Three sides and two diagonals

•     Three sides and two included angles

•     Two adjacent sides and three angles

 

 

 

Class

 

VI

 

 

Class VII

 

 

Class VIII

 

prism (triangular), pyramid (triangular and square) Identification and locating in the surroundings

•     Elements of 3-D figures. (Faces, Edges and vertices)

•     Nets for cube, cuboids, cylinders, cones and tetrahedrons.

 

(iii)

 

Symmetry: (

 

reflection)

 

•     Observation and identification of 2-D symmetrical objects for reflection symmetry

•     Operation of reflection (taking mirror images) of simple 2-D objects

•     Recognising reflection symmetry (identifying axes)

 

(iv) Constructions (using Straight edge Scale,

 

protractor,

 

compasses)

 

•     Drawing of a line segment

•     Construction of circle

•     Perpendicular bisector

•     Mapping the space around approximately through visual estimation.

 

(v)

 

Congruence

 

•     Congruence through superposition (examples- blades, stamps, etc.)

•     Extend congruence to simple geometrical shapes e.g. triangles, circles.

•     Criteria of congruence (by verification) SSS, SAS, ASA, RHS

 

(vi)

 

Construction (Using scale,

 

protractor, compass)

 

•     Construction of a line parallel to a given line from a point outside it.(Simple proof as remark with the reasoning of alternate angles)

•     Construction of simple triangles. Like given three sides, given a side and two angles on it, given two sides and the angle between

them.

•     Construction of angles (using

protractor)

•     Angle 60°, 120° (Using Compasses)

•     Angle bisector- making angles of 30°, 45°, 90° etc. (using compasses)

•     Angle equal to a given angle (using compass)

•     Drawing a line perpendicular to a given line from a point a) on the line b) outside the line.

 

 

 

Class

 

VI

 

 

Class VII

 

 

Class VIII

 

 

Mensuration                  (15 hrs) C

 

ONCEPT OF PERIMETER AND INTRODUCTION TO AREA

 

Introduction and general understanding of perimeter using many shapes. Shapes of different kinds with the same perimeter. Concept of area, Area of a rectangle and a square Counter examples to different misconcepts related to perimeter and area.

Perimeter of a rectangle – and its special case – a square. Deducing the formula of the perimeter for a rectangle and then a square through pattern and generalisation.

 

Mensuration                  (15 hrs)

 

•     Revision of perimeter, Idea of

, Circumference of Circle

 

Area

 

Concept of measurement using a basic unit area of a square, rectangle, triangle, parallelogram and circle, area between two rectangles and two concentric circles.

 

Data handling               (15 hrs)

 

(i)       Collection and organisation of data – choosing the data to collect for a hypothesis testing.

(ii)      Mean, median and mode of ungrouped data – understanding what they represent.

(iii)        Constructing bargraphs

(iv)         Feel of probability using data through experiments. Notion of chance in events like tossing coins, dice etc. Tabulating and counting occurrences of 1 through 6 in a number of throws. Comparing the observation with that for a coin.Observing strings of throws, notion of randomness.

 

Mensuration                  (15 hrs)

 

(i)       Area of a trapezium and a polygon.

(ii)       Concept of volume, measurement of volume using a basic unit, volume of a cube, cuboid and cylinder

(iii)        Volume and capacity (measurement of capacity)

(iv)         Surface area of a cube, cuboid, cylinder.

 

Data handling                (10 hrs)

 

(i)       What is data – choosing data to examine a hypothesis?

(ii)       Collection and organisation of data – examples of organising it in tally bars and a table.

(iii)        Pictograph- Need for scaling in pictographs interpretation & construction.

(iv)         Making bar graphs for given data interpreting bar graphs+.

 

Data handling                (15 hrs)

 

(i)       Reading bar-graphs, ungrouped data, arranging it into groups, representation of grouped data through bar-graphs, constructing and interpreting bar-graphs.

(ii)       Simple  Pie    charts   with reasonable data numbers

(iii)        Consolidating and generalising the notion of chance in events like tossing coins, dice etc. Relating it to chance in life events. Visual representation of frequency outcomes of repeated throws of the same kind of coins or dice.

Throwing a large number

of identical dice/coins together and aggregating the

 

 

 

Class

 

VI

 

Class VII

 

 

Class VIII

 

result of the throws to get large number of individual events. Observing the aggregating numbers over a large number of repeated events. Comparing with the data for a coin. Observing strings of throws, notion of randomness

 

Introduction to graphs (15 hrs) P

 

RELIMINARIES:

 

(i)       Axes (Same units), Cartesian Plane

(ii)       Plotting points for different kind of situations (perimeter vs length for squares, area as a function of side of a square, plotting of multiples of different numbers, simple interest vs number of years etc.)

(iii)        Reading off from the graphs

•     Reading of linear graphs

•     Reading of distance vs time graph

 

 

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FAQs (Frequently Asked Questions)

1. How to complete all the chapters of Class 7 CBSE mathematics?

The book for Class 7 Mathematics has 15 chapters. Every chapter is arranged in such a way that it can define the varying degrees of competency and upgrade the learning of the students. They need to focus and practise regularly in an organised and systematic manner to understand all the concepts and complete their preparation for the final examinations.

2. Should I practice from any other book other than the prescribed textbook?

Not really, you don’t need to practice from any other book as there is an ample amount of information and concepts in the NCERT Book. Since most of the questions are taken from NCERT books by CBSE board, they are stand-alone books which are enough for scoring excellent grades in Mathematics.

3. How can I improve in mathematics while studying in Class 7?

A consistent effort combined with a focused mind while practising all the problems can help students improve and get a handle on Mathematics in Class 7. Extramarks provides one-stop solutions to all your problems. To maximise the benefit of these resources, students just need to register themselves at Extramarks’ official website and stay ahead of the pack.