Name of Nayyar Jabeen Subject Mathematics HM
Teacher
Topic Equivalences (1d) Date 29th September – 3rd October 2025 ( Day 1)
Class V Duratio 70 minutes
n
Attainment Target ● Develop an understanding of equivalences between fractions, decimals and percentages
● Convert between fractions, decimals and percentage
Students would have
Learning Outcomes
● Recalled the concept of fractions, decimals and percentages.
(Knowledge, Skills
and Attitudes) ● Converted fractions into decimals and vice versa.
● Converted fractions into percentages and vice versa
Content and teacher activity Student activity Time Learning Formative
materials and assessment
resources
(Day to day
assessment)
Mental Math:
✔ The reduced form of 10/20 is? 5 Oral
✔ Divide 10 into 2 parts. Students will answer min feedback
✔ The reduced form of 25/100 is? the questions orally
✔ The reduced form 4/16 is?
✔ Divide 15 into 3 parts.
Starter Activity:
The teacher will write 5Qs on the board. https:// Random
Students will [Link] questionin
As a starter activity teacher will ask the following questions from
participate in the [Link]/ g
the students.
discussion. 5 watch?
✔ ½ is equal to what tell in decimal number? min v=qesj2jpkt
✔ ¼ is equal to what tell in decimal number? aE&list=RD
✔ Now teacher will ask the students to watch the video from CMUCY-
the given link ywrKyfsSFF
Main Activity: 1tILNH1pN
A&index=2
Teacher’s Exposition:
First the teacher will open the link of virtual manipulatives and
5 https://
show the equivalences between decimal, fractions and Students will give their
min [Link]
percentages. Teacher will involve students by asking questions response.
like: 40% is equal to what fraction? .com/
Oral
games/
Response
Then, the teacher will give the introduction of percentages: virtual-
manipulativ
Percentages are essentially fractions where the denominator is 10 es
100. To show that a number is a percent, we use the percent min
symbol (%) beside the number. For example, if you got 75
questions right out of 100 on a test (75/100), you would have
scored 75%.
Examples
45/100 = 45%
Convert the fraction 3/4 into percentage.
We can convert fraction into percentage when we have 100 in the
denominator.
3 x 25
= 75/100 = 75 %
4 x 25
Teacher will explain the conversion with the following examples.
Convert 75% to a fraction
Step 1: Write down: 75/100
Step 2: The percent is a whole number, go straight to step 3.
Step 3: Simplify the fraction
Now teacher will explain how to write percentage as a decimal.
Example: 10% becomes 10/100 = 0.10.
Example: 67.5% becomes 67.5/100 = 0.675.
Decimal to percentage:
Now teacher will explain how to convert decimal into percentage.
0.4
4 4 X 10
= = 40 / 100 = 40 % The students will first 5
10 10 X 10
think individually about min
their answers and note
them down. Then, they
Teacher will show the following video to students. will pair up with a partner https://
to discuss their ideas and
compare their responses.
Now the students will ask 5 questions. [Link]
After the discussion, each
pair will share their [Link]/
Direct
thoughts with the entire watch?
Think Pair share: Observatio
class. Finally, students will v=qesj2jpkt
n
Now, teacher will ask the students to solve following questions on reflect on different 10 aE&list=RD
WMBs. solutions and learn from min CMUCY-
one another’s ywrKyfsSFF
Convert the following fractions into percentages.
perspectives. 1tILNH1pN
3/100 A&index=2
45/100
2/5
MWBs
4/20
Students will solve
Written work: 25 Written
the given questions
min feedback
Q: Convert the following fractions into percentages. on notebooks.
a) 20 /100
b) 7/10
c) 6/5
d) 3/20
Text book page 19 Q: 2 (c,d,f,g,h) on notebooks
.
Extension Task:
Convert the following fractions into percentages.
a) 30 /10
b) 7/50
c) 6/25
Students will answer Random
Plenary: Exit card activity will be done. 5
on MWBs. questionin
min
Write in two lines how you are going to convert percentage g
into decimal and vice versa.
Homework:
1) Complete workbook page 16 Q4: a-f on workbook
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
Name of Nayyar Jabeen Subject Mathematics HM
Teacher
Topic Equivalences (1d) Date 29th September – 3rd October 2025 ( Day 2)
Class V Duration 70 minutes
● Recall finding equivalent fractions of a given fraction
Attainment Target
● Represent numbers (whole and decimal) and fractions on a number line
Students would have
Learning
Outcomes ● Recalled the concept of finding equivalent fractions of a given fraction
(Knowledge, Skills ● Represented fractions on a number line
and Attitudes)
Content and teacher activity Student activity Time Learning Formative
materials assessment
and
(Day to day
resources
assessment)
Mental Math 2:
Teacher will ask the following questions from the students. 5 Written
Students will answer in their min
✔ What is equivalent fraction of 4/10? sfeedback
✔ Make equivalent fraction of 15/20 notebook.
✔ What is the simplest form of 14/20?
✔ Make one equivalent fraction of 4/7
✔ What is the simplest form of 15/21?
Starter Activity:
The teacher will write 5Qs on the board.
Students will do workbook
The teacher will ask the students to do workbook page 14 Q5 10 Random
page 14 Q5 activity in groups
activity in groups of 4 and then the feedback will be taken by min questioning
of 4 and then give the
the teacher.
feedback.
Teacher’s Exposition:
Teacher will explain to the students how to represent fractions
The students will represent the 5 Random
on a number line, focusing on the denominator is the number of
fractions on the given number min questioning
divisions in between the two whole numbers and the numerator
line.
is the position at which it is located. The teacher will draw a
number line on whiteboard and ask the students to represent
the fractions on that number line.
Nohe students will ask 5 questions.
5
min
Students will solve the given
Written work: Work book page 15 Q2a (label Q1 part a-e only 10 Written
questions on workbooks.
in Q2) feedback
Min
Students will complete the
Assessment # 2 will be taken. Written
assessment questions on their 20 MMP
feedback
notebooks min
Assessme
nt 2
workshee
t
Students will answer orally
Plenary: 5 Random
min questioning
Teacher will ask:
How do we represent fractions on a number line?
Name of Nayyar Jabeen Subject Mathematics HM
Teacher
Topic Percentages (1d) Date 29th September – 3rd October 2025 ( Day 3)
Class V Duration 70 minutes
Attainment Target ● Find percentage of a given number
● Convert between units of capacity (ml and l)
Students would have
Learning
Outcomes ● Described that a percentage is a way to express a fraction of a whole as a
(Knowledge, Skills portion out of 100
and Attitudes) ● Calculated the percentage of a number
● Applied their percentage calculation skills to real-world problems
● Convert between units of capacity litre to millilitre and vice versa
Content and teacher activity Student activity Time Learning Formative
material assessment
s and
(Day to Day
resource
assessment)
s
Mental Math :
Teacher will ask the following questions from the 5 min Oral
students. Students will answer the feedback
questions on orally.
✔ 45 % in fraction= ______.
✔ 34 % in fraction= ________ .
✔ 17 % in fraction= _________
✔ Write 4.5 in mixed fraction.
✔ Write 4.06 in mixed fraction.
Starter Activity:
The teacher will write 5Qs on the board.
Students will solve the
Teacher will ask the students to recall that 1 litre = 1000 5 min MWBs Random
sums on MWBs.
ml and then convert the following into ml. questionin
g
6.5litre
3.2 litre
5.04 litre
Main Activity:
Teacher’s Exposition:
First the teacher will explain the mental way of calculating
percentage of a given number. Students will answer the
probing questions asked by 10min
● 50% is half of a given quantity
the teacher to solve the
● 25% is a quarter.
given examples on board.
● 10% is number divided by 10
10 1 Number
100
x Number = 10
x Number = 10
● 20% is double of 10%
● 5% is half of 10%
● 1% is given quantity divided by 100 or 10% divided by
10.
1 Number
100
x Number = 100
10 min
● 30% is 3 times 10%
Teacher will then explain the written steps to find a
certain percentage of a given quantity, write the percentage as
a fraction out of 100, multiply with the quantity and simplify.
Example:
a) 12 % of 40 kg
12
= 100 x 40
480
=
100
= 4.8 kg
b) 50 % of 3.6 litre
50
= 100 x 3.6 (Omit decimal)
50 36
= 100 X 10
1800
= 5 min
1000
The students will first think
18 individually about their
= = 1.8 litre
10 answers and note them down. 10min
Then, they will pair up with a
Now the students will ask 5 questions. partner to discuss their ideas
and compare their responses.
Think Pair Share:
After the discussion, each pair
Now, teacher will ask the students to solve following sums on will share their thoughts with
MWB individually. the entire class. Finally,
students will reflect on
Find 40 % of 2.4 different solutions and learn
from one another’s
Find 50 % of 9.5. perspectives.
Written work: 30 min Written
Workbook page 16 Ex 1d Q: 5 ( a-d) on workbooks feedback
Students will solve the
using mental method explained in class. (students
sums in notebooks.
will be asked to convert litres to millilitres first and
write on the left side of the table)
2) Textbook page 19 Q3 a,b on notebooks
Format Sum
a) 50 % of 1.2 litre
50
= 100 x 1.2 (Omit decimal)
50 12
= 100 X 10
600
=
1000
6
= = 0.6 litre
10
1 litre = 1000ml
0.6 litre = 0.6 x 1000ml
0.6 litre= 600 ml
Extension Task:
Find 30% of 3.9
Homework: Work book page 16 Ex 1d Q: 5 ( e,f) on
workbooks
Students will answer oral
Plenary: Find 20 % of 600. 5 min
orally responses
Name of Teacher Nayyar Jabeen Subject Mathematics HM
Topic Line graph (2a) Date 29th September – 3rd October 2025 ( Day 4)
Class V Duration 60 minutes
● Interpret line graphs and solve problems related to it.
Attainment Target
Students would have
Learning
Outcomes ● interpreted line graphs and apply their knowledge to solve relevant problems
(Knowledge, Skills
and Attitudes)
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 from the students. 5 Oral
Students will answer verbally min feedback
Dodging tables
✔ 7x9
✔ 5x6
✔ 8x6
✔ 4x7
✔ 6x9
Students will watch the video on 10
Starter Activity: MMP Oral
MMP and share their learning with min
response
The teacher will write 5Qs on the board. the class. https://
[Link]
[Link]/
Teacher will show a video related to the topic on MMP and watch?
then ask the students to share their learning with the class. v=l61owCc
nrPI
Different features of the line graph will be discussed.
(Annex 1) 5min MMP
Students will answer the given Line graph
questions and give real life slides
examples of where they have seen
line graphs
Main Activity:
Teacher will show a few line graphs to the students on MMP
and ask the students to interpret to answer the given
questions.
Chromebo
The students will also be asked to give real life examples of 10 oks
Students will open the given link min
where they have seen line graphs. https://
and practice interpreting line
[Link]
Practice: graphs.
[Link]
Students will be asked to open the given link and practice /node/
interpreting line graphs. 4269966
Students will solve the given
Written work: complete the given worksheet and paste 15 worksheet Written
worksheet and paste on the
on notebooks. feedback
notebook Min
(Note: The worksheet can also be shown on MMP and
students can answer the questions on notebook. The
worksheet can then be uploaded on GCR with the
classwork, however since this topic is not in the book, it is
better to attach provide photocopies to be pasted on
notebooks)
Extension Task:
Wrire real life examples of where you can apply line graphs
.
Students will answer orally
Plenary: 5 Random
min questionin
Teacher will ask:
g
What is a line graph?
How do we interpret data from a line graph?
Class Assessment # 2
Mathematics Class V
Name: __________________ Date: _____________
Section: _______________ Time: 15 min. Total marks: 7
Q1: Answer the following (4)
a) 45.7 x 10 =
b) 15x100 =
c) 78.9 ÷100 =
d) 234 ÷10 =
Q2: Round of 586.7 to the nearest whole number (1)
Q3: Round off 67,683 to the nearest 10 and 100 (2)
a) 67,683 rounded off to the nearest 10= _________
b) 67,683 rounded off to the nearest 100= _________
Class Assessment # 2
Mathematics Class V
Marking Key
Question 1 Answer Additional Instructions
Part Marks
a. 1 457 1 mark for correct answer
b. 1 1500 1 mark for correct answer
c. 1 0.789 1 mark for correct answer
d. 1 23.4 1 mark for correct answer
Question 2
Answer Additional Instructions
Part Marks
1 587 1 mark for correct answer
Question 3
Answer Additional Instructions
Part Marks
a. 1 67,680 1 mark for correct answer
b. 1 67,700 1 mark for correct answer