Name of Teacher Nayyar Jabeen Subject Mathematics SM

22nd September- 26th September 2025 (Day 1)

Topic Equivalent Fractions (1c) Date

Class V Duration 70 minutes

● Find equivalent fractions of a given fraction.

Attainment
Target ● Use the concept of equivalent fractions and common multiples to express fractions
in the same denomination

Students would have

Learning Outcomes
● Used common multiples to express fractions in the same denominator.
(Knowledge, Skills and
Attitudes) ● Found equivalent fractions of a given fraction.

Content and teacher activity Student activity Time Learning Formative

materials and assessment
resources
(Day to day
assessment)

Mental Math: verbal

feedback
● What are the first 2 multiples of 7? Students will answer
● What is the 4 multiple of 9?
th
the mental math 5 min
● What is the 4 multiple of 11?
th
 ● What is the 8 multiple of 6?
th
questions.
● What is the 6 multiple of 12?
th

● What is the 7th multiple of 4?

● What is the 9th multiple of 5?
● What is the 10th multiple of 3?
● What is the 12th multiple of 7?
● What is the 15th multiple of 8?

Starter Activity:
The teacher will write on the board
the 5 Qs will be asked by the
students after explanation.

At first teacher will show a video using

the given link. https://
5 min [Link]
[Link] The students will
/watch?v=Gzvw-
v=Gzvw-ptOB5Q watch video . ptOB5Q
Feedback:
Now the teacher will ask the Chromebooks Verbal
following questions. feedback
 What are interlocking fraction The students will
5 min
circles used for? answer questions.
 Which two pieces can fit
together to show that ½ = 2/4?
 How can you make ¾ using the
fraction circles?
 Which fraction pieces can you
use to show that ⅓ = 2/6?
 Why do fraction circles help us
 understand equivalent
fractions?

Online
Main Activity: feedback
Teacher’s Exposition:
The teacher will explain the concept by
using the following online manipulative. https://
[Link] [Link]/
fraction-strips/
The teacher will share the instructions
with students how to play the game and Chromebook
then let students to make the fractions. In
last teacher will give them fractions and
students will show them on chromebook.
● Teacher will further clarify their 10 min
concept of equivalent fractions by
showing the images on projector
take students’ input
Equivalent
● Teacher will discuss that the fraction flash
equivalent fractions have the same cards on MMP
value, even though they may look
different. Equivalent fractions can
be found by just multiplying the
numerator and the denominator by

1/2 2/4 (when multiplied

the same number. For example,

by 2) or 3/6 (when multiplied by 3) or

=

4/8 (when multiplied by 4)

● Teacher will also explain that for
 finding more than one equivalent
fractions, we should multiply the
same fraction (like 1/2 in above
example) by any number as shown
above.
These fractions are same:

1/2 = 2/4 = 4/8

The rule to remember is:

"Change the bottom using multiply

or divide,
And the same to the top must be
applied"

Here is why those fractions are really

the same:

×2 ×2

1 2 4
= =
2 4 8

×2 ×2


Now the students will ask 5 Online
questions. feedback
Online Practice The studets will do 10 min Chromebook
● The teacher will ask the students online practice.
to complete this quiz using the
following online manipulative.
[Link]
[Link]?
utm_source=[Link]

Students will solve

Written work: Work book page 13 Ex 20 min Written
the questions on
1c Q:3 ( a-d) + Ex 1d page 15 Q: 1 feedback
workbooks.
on workbooks.
Extension task:
Find three equivalent fractions of 3/5.

Express 2/3 and 3/4 with the same

denominator using common multiples.
Homework:
Prepare the following topics for class
assessment.
⮚ Number in words and numerals up
to 1 million
⮚ Comparing and ordering of
numbers up to 1 million

Plenary:
Students will write
Exit Card Activity. answer on their 5 min MWBs
Written
 MWBs. feedback
Write three equivalent fraction of 1/5?

Name of Teacher Nayyar Jabeen Subject Mathematics SM

Topic Comparing, Ordering and Simplifying Date 22nd September- 26th September 2025 ( Day 2)
Fractions (1c)

Class V Durati 70 minutes

 on

Attainment Target ● Compare and order fractions (with same and different denominators)

By the end of the lesson, students would have:

Learning Outcomes
(Knowledge, Skills  Recalled the concept of comparing and ordering like fractions (fractions with the same
and Attitudes) denominators).
 Made equivalent fractions using visual models or manipulatives.
 Compared unlike fractions (fractions with different denominators) by converting them into
equivalent fractions.
 Ordered a set of like and unlike fractions from smallest to greatest (and vice versa) by applying
their understanding of equivalent fractions.

Content and teacher activity Student activity Time Learning materials and resources Formative
assessment
(Day to day
assessment)

Mental Math:
● 9 plus 7 minus 4 equals to? Students will 5 min oral responses
● Which is smaller 14/19 or 10/19? answer the
● Which is bigger 5/9 or 9/5? mental math
● Is 4/5 a proper fraction or an improper questions
fraction? verbally
● Which fraction is smaller 1/5 or 1/6?
● Which fraction is larger, 2/7 or 3/7?
● Which fraction is smaller, 4/9 or 5/9?
● Which fraction is larger, 3/8 or 2/8?
● Which fraction is smaller, 1/4 or 1/3?
 ● Which fraction is larger, 5/10 or 4/10?
Starter Activity:
The teacher will write on the board the 5
Qs will be asked by the students after
explanation.
Oral feedback/
Chromebooks Direct
Students will 15 min observation
As a starter activity teacher will ask the [Link]
students to open the following links on their open the
following links bars/
Chromebooks to explore and compare fractions
using fraction strips and fraction bars. to explore and
compare
Teacher will observe and give feedback during fractions using
the activity fraction bars.
Main Activity:
Teacher’s Exposition: Students will
The teacher will explain text book page 18 recall prior
comparing and ordering of fractions. (with knowledge and
same and different denominators) give input to
the teacher to
Now teacher will explain that comparison can solve the given 15 min
be done with two methods. examples on Random
Method 1: Butterfly method board. questioning
and
4 9
< (cross multiply them or make a
5 8 Thumbs
butterfly) up/thumbs
down
4 x 8 _____ 5x9 = 32 < 45
Method 2: Make equivalent fraction
Step 1: Compare denominators. If they are
different, rewrite one or both fractions with a
common denominator.
Step 2: Check the numerators. If the
denominators are the same, then the fraction
with the greater numerator is the greater
fraction.

32 45
<
40 40
Teacher will explain with the following example.

Teacher will also explain that incase the given

fractions have different denominators but their
numerators are same, then the fraction with the
largest denominator will be the smallest and
vice versa as the amount will be divided into
more parts making each part smaller. Teacher
will give the example of pizza. If the pizza is
divided into 4 parts, the fraction of each slice 5 min
will be ¼ but if the same pizza is divided into 8
parts, the fraction will be 1/8. The slice shared
into 4 parts (1/4) will be larger than the slice of
pizza cut in 8 parts (1/8).

 Now the students will ask 5

questions.

Written work: 20 Written

Students will feedback
Work book page 11, 12 Ex 1c Q: 1 For Q1. min
solve the
Students should use fraction wall given on
questions in
the top of the page. their
Q: 1 workbooks.

Part (A) as a format sum on Whiteboard.

Part (B,C) as practice sum in pairs
Part (D-G) as individual practice (classwork)
Q:2
Part (a,b) as practice sum in pairs
Part (c-f) as individual practice (classwork)
Format sum:
a) 1/5 , 1/10, 1/6 , ½

Make denominator same by taking LCM

6/30 , 3/30 , 5/30 , 15/30
Largest fraction is 1/2

MMP
Students will do
20min
assessment on
their notebooks Written
responses
Students will
Plenary: Teacher will ask the following 5 min Oral response
questions: give answers
orally
27/ 98 is greater than 27/89 or less than?
Which is smaller 15/28 or 18/28?

Name of Nayyar Jabeen Subject Mathematics SM

Teacher

Topic Equivalent Fractions Date 22nd September- 26th September 2025 ( Day 3)

Class V Durati 60 min

on

Attainment Target ● Compare and order fractions (with same and different denominators)
● Simplify fractions to their lowest terms

Students would have

Learning Outcomes
(Knowledge, Skills ● Ordered fractions with different denominators
and Attitudes)
 ● Simplified fractions to their lowest terms

Content and teacher activity Student activity Time Learning Formative

materials and assessment
resources
(Day to day
assessment)

Mental Math:
Students will answer the asked
Teacher will ask following questions. (recall 5 min Oral feedback
questions verbally.
concept of factors)
● Identify a factor of 8
● What are two of the factors of 18?
● Is 5 a factor of 30?
● Is 3 a factor of 16?
● Prime numbers have how many
factors?

Starter Activity:
The teacher will write on the board the
5 Qs will be asked by the students after
explanation.
10 MWBs Oral feedback
Students will identify the highest min
Students will be asked to identify the common factors of the given set of
highest common factors of the given set of numbers on MWBs.
numbers on MWBs.
1) 16 and 20
2) 10 and 25
 3) 4 and 20
4) 15 and 35
Main Activity:
Teacher will explain how to simplify the Oral Feedback
given fractions to simplest form by
identifying the highest common factor.
Teacher will explain by simplifying 16/20 on Students will give input in solving the 5 min
whiteboard by taking students’ input. given example of simplification of
fraction on board.
 Now the students will ask 5
questions.
Think Pair share:
Workbook page 13 a,b (solve in pairs) 5min Written
The students will first think individually
feedback/ direct
about their answers and note them
down. Then, they will pair up with a observation
partner to discuss their ideas and 5 min
compare their responses. After the
discussion, each pair will share their
thoughts with the entire class. Finally,
students will reflect on different solutions
and learn from one another’s
perspectives.
Written work:
Students will solve the questions on
Workbook page 13 c-h on workbooks 30 Written feedback
their workbooks and notebooks
min
Workbook page 12 g-h on notebook
Format question:
Example: Arrange 2/5, 4/6, 3/5 and 1/3 in
ascending order.
Here, the denominators are 5, 6 and 3.
Step 1:Identify the LCM
LCM of 3, 5 and 6 is 30.
So, we find equivalent fractions with
denominator 30

The equivalent fractions are:

On comparing, we get
10/30 < 12/30 < 18/30 < 20/30

Therefore, 1/3 < 2/5 < 3/5 < 4/6

Extension Task:

 Simplify 18/27 to its lowest terms.

  Simplify 45/60 to its lowest terms.
 Simplify 56/98 to its lowest terms.

Homework:
1) Write the following fractions in
descending order
a) ¾, 5/8, ½
b) ¼, 3/5, 7/10, ¾
2) Revise the following topics for
upcoming class assessment
● Multiplying and dividing by
10,100,1000
● Rounding whole numbers to the
nearest 10 and 100
● Rounding decimal numbers to the
nearest whole number, tenth and
hundredth

Plenary: Students will do this on MWBs 5 min MWBs Written feedback

Exit card activity will be done.
Round off 145.98 to the nearest tenth.
Name of Nayyar Jabeen Subject Mathematics SM
Teacher

Topic Equivalent Fractions (1c+1d) Date 22nd September- 26th September2025 (Day
4)

Class V Duration 70 minutes

Attainment Target ● Recall simplifying fractions to their lowest terms

● Recall finding equivalent fractions of a given fraction

Students would have

Learning Outcomes
● Recalled the concept of equivalent fractions.
(Knowledge, Skills ● Used common factors to simplify fractions;
and Attitudes) ● Used common multiples to express fractions in the same denominator.
● Found equivalent fractions of a given fraction

Content and teacher activity Student activity Time Learning Formative

materials and assessment
resources
(Day to day
assessment
)

Mental Math:
Teacher will ask the following questions:
 Students will answer the mental
✔ What are the first 3 multiples of 3? 5 Oral
✔ What is the 4th multiple of 5? math questions orally.
min feedback
✔ What is the 4th multiple of 12?
✔ What is the 8th multiple of 9?
✔ What is the 6th multiple of 7?

Starter Activity:
The teacher will write on the board the 5 Qs will
be asked by the students after explanation.

What are Random

Equivalent
Students will be asked to recall what are equivalent Students will write 3 equivalent questionin
5 Fractions for
fractions and then they will be asked to watch the fractions each of ¼ and 3/10 on g
min Kids- 4th
video from the link provided to expand their their notebooks by discussing in grade Math -
understanding of the concept of equivalent fractions. pairs. YouTube
(focusing on the point that we can get equivalent
fraction by multiplying or dividing the numerator and https://
[Link].c
denominator by the same number. When we divide
om/games/
using a common factor, we are actually simplifying
equivalent-
fractions until there is no common factor left) The students will open the link on 15
fractions-
their Chromebooks and practice Direct
What are Equivalent Fractions for Kids- 4th grade Math min bingo
equivalent fractions through observatio
- YouTube online game. https:// n
[Link]-
salamanders.
Then the students will be asked to open the link on com/simplify-
their Chromebooks and practice equivalent fractions [Link]
through online games. (equivalent and simplifying Students will give their input in
l#zoneArea1 Random
fractions) explaining what equivalent 10
fractions are and how to make min Chromebook questionin
Main Activity: equivalent fractions of the given s g
Teacher’s Exposition: fractions.
 ✔ Teacher will explain them the concept of
equivalent fractions by showing the images on
projector and taking input from students.

✔ Teacher will discuss that the equivalent fractions

have the same value, even though they may
look different. Equivalent fractions can be found
by just multiplying or dividing the numerator and
the denominator by the same number. For
example,

÷2

4 2 1 2
8
= 4
or 2
(when divided by 4) or
4
(when
divided by 2)

÷2
X2
 1 2 3 4
2
= 4
or 6
(when multiplied by 3) or
8
(when
multiplied by 4)

X2
✔ Teacher will also explain that for finding more
than one equivalent fractions, we should
1
multiply the same fraction (like in above
2
example) by any number as shown above.
These fractions are same:

1/2 = 2/4 = 4/8

The rule to remember is:

"Change the bottom using multiply or divide,

And the same to the top must be applied"

Here is why those fractions are really the same:

× ×
2 2

1 = 2 = 4
 2 4 8

The students will first think

individually about their answers and
× × note them down. Then, they will pair
2 2 up with a partner to discuss their
10
ideas and compare their responses.
After the discussion, each pair will min
share their thoughts with the entire Written
class. Finally, students will reflect on response
 Now the students will ask 5 questions. different solutions and learn from
one another’s perspectives.
Think pair share: 5
Teacher will ask the students to do workbook page 13 min
Q3 in pairs on workbook.
Written work:.
20 Written
min feedback
Assessment 1 will be taken. Assessment #1 worksheet
Work book page 15 Ex 1d Q:1 ( a-e) on workbook
Extension task:
Students will solve the questions
 Simplify 34/24 to its lowest terms. in workbooks.
 Simplify 15/30 to its lowest terms.
 Simplify 86/12 to its lowest terms.

Homework: Work book page 16 Q3 (a-h) Ex 1d on

workbook
 Students will write answer on Random
Plenary: Exit Card Activity. 5min
their MWBs. questionin
Simplify 4/10 and 14/21? g

Class Assessment # 1
Mathematics Class V
Name: __________________ Date: _____________
Section: _______________ Time: 20 min. Total marks: 10

Q1: Fill in with <, >, = to compare the numbers (2 marks)

a) 609874 ____ 698074
b) 785430 ____ 785403

Q2: Arrange the following numbers in ascending order (3 marks)

912345, 345912, 129345

_____________________________________________________________________________________________

Q3: Word Problems – Write the numbers in numerals (2 marks)

a) A library has one million, twenty five thousand, four hundred and sixteen books. Write this number in
figures.
_____________________________________________________________________________________

b) A city has a population of eight hundred ninety four thousand, two hundred and fifty one people.
Write this number in figures.

_______________________________________________________________________________

Q4: Word Problem – Place value understanding (3 marks)

The annual income of a company is 7,652,309 rupees.
a) Write this number in words.____________________________
b) What is the place value of digit 6 in the number?________________________________________
c) What is the value of digit 9? ____________________________________________

TABLE OF SPECIFICATIONS (TOS)

Q. No Question / Task Cognitive Level Marks Skill Tested

Remembering /
Q1 Compare numbers using <, >, = 2 Number comparison
Knowledge

Q2 Arrange numbers in ascending order Understanding 3 Ordering numbers

Converting words to
Q3 Word problems: Write numbers in numerals Application 2
numerals

Word problem: Write number in words + place value

Q4 Critical Thinking 3 Place value & reasoning
questions

MARKING SCHEME

 Total Marks = 10
 Q1: 2 marks (1 each)
 Q2: 3 marks (all correct order = 3, partial = 1–2)
 Q3: 2 marks (1 each)
 Q4: 3 marks (1 for words, 1 for place value of 6, 1 for value of 9)