Grade 5 – Mathematics

Index
SEF Digital Resource Pack

1
 Grade 5 - Mathematics
This document lists by unit:
1. The learning objectives that students will be able to learn by using the Sindh Education Foundation
Digital Resource Pack.
2. The classification of items included in the Digital Resource Pack.
3. It is suggested that the lessons be used multiple times for additional impact on student learning.

Learning Objectives Lesson Plans for SEF Digital Resource Items

Unit 1: Numbers and Arithmetic Operations
Students will be able to:
 Read numbers up to one billion in
numerals and in words 1. Numbers up to one billion (Screen cast)
 Write numbers up to one billion in
numerals and in words 2. Numbers up to one billion (Flip-book)
 Add and subtract numbers of
complexity and of arbitrary size. 3. Addition & Subtraction (Flip book)
 Multiply numbers upto 6 digits by 2-
digit numbers 4. Multiplication (Animation)
 Divide numbers up to 6 digits by a 2-
digit number— 5. Division (Animation)
 Recognize BODMAS rule and its
application 6. BODMAS (Animation)
 Carryout combined operations using
BODMAS rule
 Solve real life problems involving
mixed operations of addition,
subtraction, multiplication and division.

Unit 2: HCF and LCM

Students will be able to:
 Find LCM of three to four numbers, up
to 2 digits using Prime factorization 1. HCF (Animation)
method.
 Find HCF of three numbers, up to 2 2. LCM (Screen cast)
digits using Prime factorization method.
 Solve real life problems involving HCF
and LCM.

Unit 3: Fractions
Students will be able to:
 Add and subtract two and more
fractions with different denominators. 1. Addition & Subtraction of Fractions (Screen
 Multiply a fraction by a number and
demonstrate with the help of diagrams. cast)
 Multiply a fraction by a whole number
or another fraction. 2. Multiplication of Fractions (Animation)
 Solve real life problems involving
multiplication of fractions.

2
  Divide a fraction by a whole number or 3. Division of Fractions (Screen cast)
another fraction (proper, improper and
mixed).
 Solve real life problems involving
division of fractions.

Unit 4: Decimals and Percentages

Students will be able to:
 Add and subtract decimals.
 Multiply a decimal by a decimal (and 1. Multiply a decimal by a decimal (Animation)
then put in the decimal point
accordingly) 2. Divide a decimal by a decimal (Screen cast)
 Solve real life problems involving
decimals. 3. Round off a decimal (Animation)
 Divide a decimal by a decimal (by
converting decimals to fractions). 4. Percentages – Convert Percentages to
 Divide a decimal by a decimal using
direct division by moving decimal Fractions and Decimals (Screen cast)
positions.
 Solve real life problems involving
decimals.
 Round off decimals up to specified
number of decimal places.
 Recognize percentage as a special
kind of fraction.
 Convert percentage to fraction and to
decimal and vice versa.

Unit 5: Distance Time and Temperature

Students will be able to:
 Convert measures given in
 kilometers to meters, 1. Distance (Screen cast)
 meters to centimeters,
2. Time (Screen cast)
 centimeters to millimeters, and vice
versa. 3. Temperature (Animation)
 Convert hours to minutes, minutes to
seconds and vice versa.
 Convert years to months, months to
days, weeks to days and vice versa.
 Recognize units of temperature in
Fahrenheit and Celsius.
 Solve real life problems involving
conversion, addition and subtraction of
units of temperature
 Add and subtract measures of distance.
Solve real life problems involving
conversion, addition and subtraction of
units of distance.

3
Unit 6: Unitary Method
Students will be able to:
 Describe the concept of unitary method. 1. Unitary Method (Animation)
 Calculate the value of a number of
same type of objects when the value of 2. Direct & Inverse Proportion (Screen cast)
another of the same type is given
(unitary method).
 Define ratio of two numbers.
 Define and identify direct and inverse
proportion.
 Solve real life problems involving direct
and inverse proportion (by unitary
method).

Unit 7: Geometry
Students will be able to:
 Recognize the kinds of quadrilateral
(square, rectangle, parallelogram, 1. Types of Angles – Reflex angle construction
rhombus, trapezium and kite).
 Identify properties of each (Screen cast)
quadrilateral (square, rectangle,
parallelogram, rhombus, trapezium and 2. Complementary and Supplementary angles
kite).
 Recognize region of a closed figure; a (Flip book)
rectangle or a square
 Calculate the perimeter of a rectangle 3. Triangles (Animation)
or a square using the formula
 Define triangles with respect to their 4. Quadrilaterals (Animation)
sides (i.e. equilateral isosceles and
scalene triangle)
 Use compasses and straightedge/ruler
to construct equilateral, isosceles and
scalene triangles when three sides are
given.
 Calculate the area of a rectangle or a
square using the formula
 Recall an angle and recognize acute,
right, obtuse, straight and reflex angle.
 Use protractor to construct
 Reflex angles of different measure.
 Describe complementary and
supplementary angles.

Unit 8: Area and Perimeter

Students will be able to:

 Recognize region of a closed figure.
 Differentiate between perimeter and 1. Area (Animation)
area of a region.
 Identify the units for measurement of 2. Perimeter (Animation)
perimeter and area.

4
  Write the formulas for perimeter and
area of a square and rectangle.
 Apply formulas to find perimeter and
area of a square and rectangular
region.
 Solve appropriate problems of
perimeter and area.
Unit 9: Information Handling
Students will be able to:
 Read/ Interpret a simple block graph 1. Average (Animation)
given in horizontal or vertical form
 Describe complementary and 2. Block, Column and Bar graphs (Screen cast)
supplementary angles.
 Draw block graph or column graph
 Define an average (arithmetic mean).
 Find an average of given numbers.
 Solve real life problems involving
average.

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 Lesson Plan

Class: V Subject: Mathematics Topic: Numbers Up to One Billion

Lesson Objectives:
By the end of the lesson students will be able to:
 Read numbers up to one billion in numerals and in words
 Write numbers up to one billion in numerals and in words

Resources/Instructional Materials Needed:

 AV room with LED Screen and Tablets for students
 Screencast video on ‘Numbers up to One Billion’
 A Sheet/ Mathematics Notebook and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the place value of ‘Numbers up to Hundred Million’.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole Group assessed on their
 Teacher to write the following numbers on boards in numeral form and ask students to read them: ability to:
o 68,452 (Read as: Sixty-eight thousand, four hundred fifty-two)  Read numbers
5 o 92,500,003 (Read as: Ninety-two million, five-hundred thousand, three) up to one
min o 408,089 (Read as: four-hundred eight thousand, eighty-nine) billion in
 Draw a place Value table on the board and ask volunteer students to write the same numbers at the numerals and
correct place, in the place value table. in words
 Tell them that they are going to watch a video which will help them to understand the place value of  Write numbers
large numbers up to billions. up to one
Building Knowledge: billion in
Whole Group numerals and
in words
 Tell students that during the Screencast Video, they will listen to a story of a number whose
digits are not at the correct place. So they should watch the video carefully and use their
through
notebook / paper to write the digits at the correct place.
 Checking
 The teacher will play the Screencast video on Numbers up to Billions, and pause the video when
the place
the story of large number ends (before the answer).
value table
Pair work:
and
 Encourage students to write all the digits of the large number in their place value table, on a
listening to
paper, while listening to the story.
the number
20 -25  Encourage them to think and discuss with partner, before writing the digit in their place value
read in
min table.
words
Whole Class:
during pair
 Play the video, after the pauses, to show the actual large number, whose digits were scattered. and group
 Ask a volunteer student to read the number. Whole class to give the feedback. activity.
Group Work:
 Students will be divided into 4 – 5 small groups. Each group will be asked to write a 10-digit
number in the place value table (see examples in lesson notes).
 Groups to swap the papers and write the number in words. (Teacher to help the groups in
swapping, so that each group get a chance to write any one group’s number. Teacher to monitor
the groups closely during group activity)
 One member of each group to present their work, and read the number written in words.
Consolidation:
5  Tablets will be given to the students to complete the interactive exercise on Numbers up to
min billion.
 Teacher to monitor and guide students, as and when required.

6
 Lesson Notes
Examples for Group activity:
Encourage students to make the place value table and write a 10-digit number, for the other group, to write the number in
words.

2 5 6 0 4 0 1 9 8 5

6 0 2 4 3 9 0 0 2 1

9 7 0 1 8 6 3 4 0 0

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 Lesson Plan

Class: V Subject: Mathematics Topic: Numbers Up to One Billion (Reinforcement)

Lesson Objectives:
By the end of the lesson students will be able to:
 Read numbers up to one billion in numerals and in words
 Write numbers up to one billion in numerals and in words

Resources/Instructional Materials Needed:

 AV room with LED Screen and Tablets for students
 Screencast video & Flipbook on ‘Numbers up to One Billion’
 A Sheet/ Mathematics Notebook and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the place value of ‘Numbers up to Hundred Million’.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole Group assessed on their
 Teacher to ask: What place value is 4 in this number? (4,829,105) ability to:
 Ask similar type of questions; What place value is zero in this number? Or What place value is 2 in  Read
5 numbers up
this number?
min to one billion
 Now write this number, 708,089 and ask students to tell the place value of 8. Remind them that
there are two 8’s in this number so they have to tell the place value of both. in numerals
 Tell them that they are going to see a flipbook on a tablet which will help them to recall the place and in words
value of large numbers up to billions.  Write
Building Knowledge: numbers up
to one billion
Whole Group / pair work
in numerals
 Tell students that during flipbook task they have to listen to the story carefully and answer the
and in words
questions asked. They will be asked to keep their note books ready to answer few questions
which will come at the end of the story.
through
 The teacher will distribute the tablets to the students, and instruct them to flip the page one by
 Listening
one, once they have heard all the relevant content. (Teacher can demonstrate the use of
to
flipbook to the students, before distributing the tablets to the students).
answers
 Encourage students to read all the numbers that are on the screen, and then answer the
and
questions that will come at the end.
checking
20  Encourage them to think and discuss with partner, if required. the place
min  Teacher to take feedback from students, and ask students to check the answers from flipbook. value of
Group Work: the digits
 Students will be divided into 4 – 5 small groups. They will play ‘Build a Number’ game. Each of large
member of the group will write a digit on a piece of paper, to form a large number (not more number
than 10 digits). They will make 2 questions of place value for the other group to answer. (see during
lesson notes for example) pair /
 Groups to swap the papers and write the place value to answer the questions. (Teacher to help group
the groups in swapping, so that each group get a chance to answer any one group’s questions. activity.
Teacher to monitor the groups closely during group activity)
 One member of each group to show the large number they received, and read the place value of
digits asked.
Consolidation:
10  Tablets will be given to the students to complete the interactive exercise on Numbers up to
billion. Teacher to monitor and guide students, as and when required
min
 Show the screencast video again, so students can revise the place value table together
(optional).

8
 Lesson Notes
Example for Group activity:
Encourage group members to make a 10-digit number, and make two questions:
(Teacher to make eight to ten empty boxes on a paper slip for students and distribute them, so that they can make their
own large numbers)

6 7 2 4 3 0 9 5 2 1

 What place value is 4 in this number?

 Write the place value of all the two’s present in the number.

9
 Lesson Plan

Class: V Subject: Mathematics Topic: Add and Subtract large numbers

Lesson Objectives:
By the end of the lesson students will be able to:
 Add and subtract numbers of complexity and of arbitrary size.

Resources/Instructional Materials Needed:

 AV room with LED Screen and Tablets for students
 Flipbook on Addition and Subtraction
 A Sheet/ Mathematics Notebook and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with adding and subtracting a large number up to ten thousand.
 The flipbook must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may
pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole Group assessed on their
 Teacher will ask students help in solving a problem: Ahmed lives in a locality which has 6,168 ability to:
houses. Ali lives in a locality with 6,315 houses, how many total houses were there in both the  Add and
localities. subtract
5  Teacher to write the two numbers on the board and ask students; How many total houses were numbers of
min there? What mathematical operation will you use? complexity
 Take feedback from students and write the answer on the board. Ask them, How many more houses and of
were there in Ali’s locality? What mathematical operation we will use? arbitrary size
 Take feedback from students and write the answer on the board. through
 Checking
 Tell them that they are going to use the tablets to listen to a flipbook story which will help them to
their
reinforce addition and subtraction of large numbers.
answers
Building Knowledge: done in
Whole Group / pair work pairs and
 Tell students that during flipbook task they have to listen to the story carefully and answer the groups.
questions asked. They will be asked to keep their note books ready to answer the question which
will come at the end of the story.
 The teacher will distribute the tablets to the students, and instruct them to flip the page one by
one, once they have heard all the relevant content. (Teacher can demonstrate the use of flipbook to
the students, before distributing the tablets to the students).
 Encourage students to copy the questions, that will come at the end, on paper / notebook and then
20 -25
answer them.
min  Encourage them to think and discuss with partner, if required.
 Teacher to take feedback from students, and ask students to check the answers from flipbook.
Group Work:
 Students will be divided into 4 – 5 small groups. They will play addition and subtraction game
using number grid. Group members to choose numbers from the grid, to add and subtract and
share with other group to check. (See lesson notes)
 Groups to swap the papers for checking. (Teacher to help the groups in swapping, so that each
group get a chance to check any one group’s work. Teacher to monitor the groups closely during
group activity)
 One member of each group to show the question and the solution to whole class. Teacher to
monitor and guide students, as and when required.
5-10
Consolidation:
min  Tablets will be given to the students to complete the interactive exercise on Addition and
Subtraction. Teacher to monitor and guide students, as and when required.
10
 Lesson Notes

Group Activity (Number grid for selecting two numbers to add and subtract):
Encourage students to drop a coin or small eraser on the grid to select the two numbers. Pass-on the grid quickly so that all
groups get two numbers to add and subtract OR if possible, make separate grid for each group.

6, 732, 951 82,169,200 1,745,006,123 275,840,292 23,456,784

4,562,340,572 45,782,000 3,564,349 62,783,620 45,234,720

363,987,937 45,256,789 578,770 6,270,482,902 93,276

354,276 48,340 243,587 34,987,245 873,876,351

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 Lesson Plan

Class: V Subject: Mathematics Topic: Multiplication by a 2-digit Numbers

Lesson Objectives:
By the end of the lesson students will be able to:
 Multiply large numbers by 2-digit numbers
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets
 Video on Multiplication
 Multiplication question slips
 A Sheet/ Mathematics Notebook and pencil for each student
Pre-lesson Preparation:
 Students should be familiar with multiplying a large number by a single digit number.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students
may pose.

Time Instructional Sequence Assessment

Anticipation:
 The teacher would help students recall multiplication done in previous lessons. Students will be
 Ask students what is the easiest way to multiply 34572 by 10? (Multiplying any number with 10 assessed on their
adds a zero in the end of that number) ability to:
5
 Ask; what if we have to multiply the same number by 100? (Multiplying any number with 100  Multiply large
mins numbers by a
adds two zeros in the end of that number)
 Ask; what will we do if we have to multiply the same number by 28? 2-digit
 Listen to students answers, then tell them that they are going to watch an interesting video to number
learn the concept of multiplying by a 2-digit number more easily. through
Building Knowledge:  Checking
Whole Group multiplicat
ion
 Tell students that during the Video, few questions will be shared as examples, so they should
answers
watch them carefully. Also at the end of video they have to solve one question.
done in
 The teacher will play the video on Multiplication by 2-digit number, and pause the video the
pairs and
question appears on the screen.
groups.
 Encourage students to solve the Multiplication question on the notebook/paper.
 Encourage them to think and discuss with partner, and answer the question.
Whole Class:
 Play the video, after the pauses, to show the answer of the multiplication question.
20 -25  Ask volunteer students to solve the same question on the board.
mins  Whole class to give feedback on all the multiplication steps done by the volunteer students. If
incorrect, ask other students to tell the correct way of doing it.
Group Work:
 Students will be divided into 4 – 5 small groups. Each group will be asked to pick a question slip
from the basket and solve it on a paper. (See lesson notes)
 Groups to swap the papers and check each other’s work. (Teacher to help the groups in
swapping, so that each group get a chance to check any one group’s work. Teacher to monitor
the groups closely during group activity)
 Each group to get the checked paper back, teacher to make sure that working and answers are
correct in each group. A member of anyone group to present their question, the correct step
and answer on the board.
Consolidation:
 Tablets will be given to the students to complete the interactive exercise on Multiplication.
5
Teacher to monitor and guide students, as and when required.
min
 Show the multiplication video again to the students in order to help them revise the key points
of the concept again.
12
 Lesson Notes

Multiplication Questions for Group activity (written on slips of paper):

1. 1568 x 26
2. 2436 x 32
3. 3752 x 18
4. 4615 x 15
5. 1275 x 21

Answers: 1. 40,768 2. 77,952 3. 67,536 4. 69,225 5. 26,775

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 Lesson Plan

Class: V Subject: Mathematics Topic: Divide large numbers by two digit numbers

Lesson Objectives:
By the end of the lesson students will be able to:
 Divide large numbers by a 2-digit number--
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Screencast video on Division
 Division question slips
 A Sheet/ Mathematics Notebook and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with dividing a large number by a single digit number.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may
pose.

Time Instructional Sequence Assessment

Anticipation: Students will
Whole Group be assessed on
 Teacher to ask few multiplication facts to help students recall times tables. (See lesson notes) their ability to:
5  Teacher to start the lesson with a scenario. Ask students that there are 8,592 candies in the factory,  Divide
min ready to be packed. If we have to pack 24 candies in one bag, how many bags will be needed? large
 Ask students to guess what operation could be used. (Division) numbers
by a 2-
 Tell them that they are going to watch a video which will help them to learn dividing a large number
digit
by 2-digit number.
number
Building Knowledge:
through
Whole Group
 Checki
 Tell students that during the Screencast Video, few questions will be shared as examples, so they ng
should watch them carefully. Also at the end of video they have to solve one question. division
 The teacher will play the Screencast video on Divide large numbers by a 2-digit number, and answer
pause the video when pause sign will pop up. s done
Pair work: in pairs
 Encourage students to solve the division question on the notebook/paper, that pops up at the and
end of the screencast video. groups.
 Encourage them to think and discuss with partner, and answer the question.
Whole Class:
20 -25  Play the video, after the pauses, to show the answer of the division question.
min  Ask a volunteer student to solve the same question on the board.
 Whole class to give feedback on all the division steps done by the volunteer students. If incorrect,
ask other students to tell the correct way of doing it.
Group Work:
 Students will be divided into 4 – 5 small groups. Each group will be asked to pick a question slip
from the basket and solve it on a paper. (See lesson notes)
 Groups to swap the papers and check each other’s work. (Teacher to help the groups in swapping,
so that each group get a chance to check any one group’s work. Teacher to monitor the groups
closely during group activity)
 Each group to get the checked paper back, teacher to make sure that working and answers are
correct in each group.
 A member of anyone group to present their question, the correct step and answer on the board.
Consolidation:
5  Tablets will be given to students to complete the interactive exercise.
min  Show the division screencast video again to the students in order to help them revise the key points of
the concept again.
14
 Lesson Notes

Multiplication Facts
Examples:
9 x 5 = 45
8 x 8 = 64
7 x 6 = 42
9 x 7 = 63

Division Questions for Group activity (written on slips of paper):

1. 5568 ÷ 16
2. 4736 ÷ 32
3. 3822 ÷ 21
4. 4815 ÷ 15
5. 6275 ÷ 25

Answers: 1. 348 2. 148 3. 182 4. 321 5. 251

15
 Lesson Plan

Class: V Subject: Mathematics Topic: Order of Operations: BODMAS Rule

Lesson Objectives:
By the end of the lesson students will be able to:
 Recognize BODMAS rule and its application
 Carryout combined operations using BODMAS rule

Resources/Instructional Materials Needed:

 AV room with LED Screen and Tablets for students
 Video on BODMAS
 Solved equations on paper for group work
 A Sheet/ Mathematics Notebook and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with number operations e.g. +, - , ÷, x
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will
Whole Group be assessed on
 Teacher to write 3 + 2 × 4 on the board and ask students to answer. their ability to:
5  Listen to students answers and write 20 and ask for votes – (probably most students will agree)  Recognize
min  Then write 11 and ask for votes. (Probably, a few hands will go up and some students will change their vote) BODMAS
 Ask: how can a mathematical calculation have two answers? rule and
 Tell them that they are going to watch a video which will help them to learn some rules to solve an its
equation with multiple operations. application
 Carryout
Building Knowledge:
combined
Whole Group
operations
 Tell students that during the Video, few examples will be shared, so they should watch them
using
carefully.
BODMAS
 Also tell them that they will be able to compare the same question by looking at the correct way to
rule
solve it, and also the incorrect way which will give wrong answers.
through
 The teacher will play the video on BODMAS, and pause the video after each equation appears on the  Listenin
screen, to get students feedback also. g to
Pair work: student
 Encourage students to solve the equation as they see it on the screen, using a paper, to verify if the s’
20 -25 rule is applied correctly. feedbac
min  Encourage them to think and discuss with partner while solving, and answer the question. k and
Whole Class: checkin
 Take feedback from students and play the video after the pauses. (Pause the video for each rule, till g their
all BODMAS rules are covered) work
 Sing BODMAS song together with the whole class (optional), when it is played at the end of video. done in
Group Work: pair
 Students will be divided into 4 - 5 small groups. Each group will be asked to pick a paper slip and
from the basket and check the solution that is already done, they will do correct working if it is group
wrong and write the reasons. (See lesson notes) activitie
(Teacher to monitor the groups closely during group activity) s.
 A member of each small group to present their work briefly to the whole class.
Consolidation:
 Ask students, what are Order of Operations? (BODMAS)
5  What mathematical operations are ranked equally while using BODMAS? (Division & Multiplication,
min Addition & Subtraction)
 Show the BODMAS video again to the students in order to help them revise the key points of the
concept again.
16
 Lesson Notes
Questions and working for checking - Group Work Activity:

Check the solution: Check the solution: Check the solution:

(3 + 2) x 11 6 x 5 + 16 ÷ 4 3 of 4 + 10
= 3 + 22 =6x5+4 = 3 x 14
= 25 =6x9 = 42
= 54

Check the solution: Check the solution:

2 x 21 – 42 ÷ 7 64 – (6 x 2) x 3
= 2 x 21 ÷ 7 = 58 x 2 x 3
=2x3 = 58 x 6
=6 = 348

Correct working for Teacher’s reference:

Check the solution: Check the solution: Check the solution:

(3 + 2) x 11 6 x 5 + 16 ÷ 4 3 of 4 + 10
= 5 + 11 = 30 + 4 = 3 x 4 + 10
= 55 = 34 = 12 + 10
= 24

Check the solution: Check the solution:

2 x 21 – 42 ÷ 7 64 – (6 x 2) x 3
= 42 - 6 = 64 - 12 x 3
= 36 = 64 - 36
= 28

17
 Lesson Plan
Class: V Subject: Mathematics Topic: Highest Common Factors (HCF)

Lesson Objectives / SLO:

By the end of the lesson students will be able to:
 Find HCF of three numbers, up to 2 digits using Prime factorization method.
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Animation on HCF
 A Sheet/ Mathematics Notebook and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the concept of factors and multiples.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Small Group Activity: assessed on their
 In small groups, give 2 numbers (for example; 12 and 18 or 36 and 48 or 24 and 36 or 30 and 70) to ability to:
each group to find the factors.  Find HCF of
 Encourage students to use ladder method OR factor tree method and share their answers with the three
other groups. numbers, up
5 to 2 digits
Whole Group
min using Prime
 Once students are done, ask them what is HCF and why it is important to know HCF in our daily
lives? factorization
method
 Listen to students’ responses and then share the definition of HCF and real life scenarios where it
through
can be used. (see lesson notes).
 Checking
 Tell them that they are going to watch a video which will help them to see scenario where HCF is
their
used to solve a problem.
answers
Building Knowledge: done in
Whole Group / pair work pairs and
 Instruct students that during video watch, they have to listen to the story carefully and answer the groups.
questions asked. They will be asked to keep their note books ready to answer the question which
will come during the story.
 The teacher will play the video and pause it when pause signs appear.
 Encourage students to copy the questions on paper / notebook and then answer them.
 Encourage them to think and discuss with partner, if required.
20 -25  Teacher to take feedback from students, and ask students to check the answers , when video is
min played again.
Group Work:
 Divide class into 2 large groups (2 Teams). Students will be told to solve the given problems. (See
lesson notes)
 Tell students that this is a “3-minute challenge” and the team who will finish it within time will
be the winner.
 Give each team / group two problem questions to solve. Encourage them to distribute the tasks
among the members on their own; for example, who will find the factors and who will note
down the common multiples, and who will multiply common factors to get HCF etc.
 Allow them to share the answers once the challenge is over.
Consolidation:
5-10  Tablets will be given to the students to complete the interactive exercise on calculating HCF.
Teacher to monitor and guide students, as and when required.
min
 Once HCF and LCM (both lessons are taught) , ask students to find the link between LCM and
HCF. (for teachers help , see lesson notes)

18
 Lesson Notes

Anticipation:

What is HCF (Highest Common Factor)?

The HCF of two numbers is the largest number that divides evenly into both numbers, in other words, HCF is the largest
of all the common factors.
We need HCF to :
 split things into smaller sections
 equally distribute two or more sets of items into their largest grouping
 calculate how many people can we invite
 arrange something into rows and groups

To find the HCF of Large numbers, it is good to use prime factorization method or Division Method.

Group Activity: “3 –minute Challenge”

Questions for Team 1:

1. An event has 16 adults and 20 children. The event 2. Fatima is creating desert bowls for a party using 12
planner wants to make each table identical, with boxes of Vanilla ice-cream and 18 boxes of chocolate
the same combination of adults and children and ice-cream. If she wants to make all the desert bowls
no people left over. What is the greatest number identical, containing the same number of boxes of
of tables the planner can set up? Vanilla ice-cream and the same number of boxes of
chocolate ice-cream, what is the greatest number of
desert bowls Fatima can create?

Questions for Team 2:

3. Amna has two pieces of cloth. One piece is 72 4. Laila cut 18 pink roses and 9 white roses from the
inches wide and the other piece is 90 inches wide. bushes in her back yard. If she wants to make some
She wants to cut both pieces into strips of equal identical flower arrangements with no flowers left
width that are as wide as possible. How wide over, what is the greatest number of arrangements
should she cut the strip? Laila can make?

Answers:
1. 2
2. 6
3. 18 inches
4. 9

19
Steps to explain to students HCF, if they need further clarification:

Link between HCF and LCM – an example:

20
DIVISION METHOD - ANOTHER METHOD OF FINDING HCF
Find highest common factor (H.C.F) of 18 and 30 by using division method.

Solution:

21
 Lesson Plan
Class: V Subject: Mathematics Topic: Least Common Multiple (LCM)

Lesson Objectives / SLO:

By the end of the lesson students will be able to:
 Find LCM of three to four numbers, up to 2 digits using Prime factorization method.

Resources/Instructional Materials Needed:

 AV room with LED Screen and Tablets for students
 Screen Cast on LCM
 A Sheet/ Mathematics Notebook and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the concept of factors and multiples.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Small Group Activity: assessed on their
 In small groups, give 2 to 3 numbers (for example; 16, 24 and 36 or 14, 42 and 21 or 48, 64, 72 or 15, ability to:
18 and 27) to each group to write the Multiples of each number and then find the common multiples  Find LCM of
from all three (see lesson notes for an example). three to four
 Encourage students to write the multiples of each number in a row. Ask them if they are facing numbers, up
5 difficulty in writing the multiples of these numbers, and then finding the common multiple. to 2 digits
min Whole Group using Prime
 Once students are done, ask them what is LCM and why it is important to know LCM in our daily factorization
lives? method
through
 Listen to students’ responses and then share the definition of LCM and real life scenarios where it
 Checking
can be used. (see lesson notes).
their
 Tell them that they are going to watch a video which will help them to see scenarios where LCM is
answers
used to solve problems.
done in
Building Knowledge: pairs and
Whole Group / pair work groups.
 Instruct students that during video watch, they have to listen to the story carefully and answer the
questions asked. They will be asked to keep their note books ready to answer the question which
will come during the story.
 The teacher will play the video and pause it when pause signs appear.
 Encourage students to copy the questions on paper / notebook and then answer them.
 Encourage them to think and discuss with partner, if required.
20 -25  Teacher to take feedback from students, and ask students to check the answers , when video is
min played again.
Group Work:
 Divide class into 2 large groups (2 Teams). Students will be told to solve the given problems. (See
lesson notes)
 Tell students that this is a “3-minute challenge” and the team who will finish it within time will
be the winner.
 Give each team / group two problem questions to solve. Encourage them to distribute the tasks
among the members on their own; for example, who will find the common multiples using
ladder method, and who will multiply common multiples to get LCM etc.
 Allow them to share the answers once the challenge is over.
5-10
Consolidation:
min  Tablets will be given to the students to complete the interactive exercise on calculating LCM.
Teacher to monitor and guide students, as and when required.

22
 Lesson Notes

Anticipation:
Example for Common multiples activity:

What is LCM (Lowest Common Multiple)?

The LCM is the smallest number that is common multiple of two or more numbers.
We need LCM to know:
 about an event that is or will be repeating over and over.
 Purchase or get multiple items in order to have enough.
 When something will happen again at the same time.

To find the LCM of Large numbers, it is good to use prime factorization method or Division Method.

Group Activity: “3 –minute Challenge”

Questions for Team 1:

1. Sameer enjoys bird-watching and observed two 2. By coincidence, Animal's Obedience School trained
types of birds traveling this season: ducks and the same number of dogs and cats last week. The
seagulls. While the ducks travelled in flocks of 19, school teaches dogs in groups of 14 and cats in groups
the seagulls travelled in flocks of 13. If Sameer of 18. What is the smallest number of cats the school
observed the same total number of ducks and could have had?
seagulls, what is the smallest number of ducks that
he could have observed?

Questions for Team 2:

3. Rehan exercises every 12 days and Danish every 4. In a morning walk, three persons step off together.
8 days. Rehan and Danish both exercised today. Their steps measure 75 cm, 80 cm and 90 cm
How many days will it be until they exercise respectively. What is the minimum distance each
together again? should walk so that all can cover the same distance in
complete steps?

Answers:
1. 247
2. 126
3. 24
4. 3600

23
For Teacher’s Understanding:

To find Least Common Multiple by using Division Method we need to follow the following steps.

Step 1: Write the given numbers in a horizontal line, separating them by commas.
Step 2: Divide them by a suitable prime number, which exactly divides at least two of the given numbers.
Step 3: We put the quotient directly under the numbers in the next row. If the number is not divided exactly,
we bring it down in the next row.
Step 4: We continue the process of step 2 and step 3 until all co-prime numbers are left in the last row.
Step 5: We multiply all the prime numbers by which we have divided and the co-prime numbers left in the last
row. This product is the least common multiple of the given numbers.
EXAMPLE:
Find least common multiple (L.C.M) of 20 and 30 by division method.

Solution:

Least common multiple (L.C.M) of 20 and 30 = 2 × 2 × 5 × 3 = 60.

LCM - Prime Factorization Method: In this method use prime numbers to find the factors of the given numbers
individually. Multiplication of all the prime numbers gives you the LCM.

Find the LCM of 24 and 90.

The prime factorization of 24 and 90 are :

24 = 2 x 2 x 2 x 3
90 = 2 x 3 x3 x 5
In these prime factorizations the maximum number of times the prime factor 2 occurs is three; this is for 24.
And the maximum number of times the prime factor 3 occurs is two; this is for 90. The prime factor 5 occurs
only once in 90.
Thus LCM of 24 and 90 is
= (2 x 2 x 2) x ( 3 x 3 ) x 5 = 360.

24
Another quick way to find LCM:

Find the LCM for 18 and 30.

Step 1) Find the GCF (Greatest / highest common factor) for the two numbers.

For 18 and 30, GCF is 6.

Step 2) Divide that GCF into either number; it doesn’t matter which one you choose, so choose the one that’s
easier to divide.

Choose 18. Divide 18 by 6. Answer = 3.

Step 3) Take that answer and multiply it by the other number.

3 x 30 = 90

Step 4) Celebrate …

… because the answer you just got is the LCM. It’s that easy.

Note: if you want to check that this technique does work, divide by the other number, and see if you don’t get
the same answer.

25
 Lesson Plan

Class: V Subject: Mathematics Topic: Addition and Subtraction of Fractions

Lesson Objectives / SLO:

By the end of the lesson students will be able to:
 Add and subtract two and more fractions with different denominators.

Resources/Instructional Materials Needed:

 AV room with LED Screen and Tablets for students
 Screencast Video on Addition and Subtraction of Fractions
 A Sheet/ Mathematics Notebook and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with adding and subtracting fractions with same denominators and LCM.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may
pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole Group assessed on their
 Teacher will ask students to answer; What's the easiest way to find a common denominator of two ability to:
5 fractions?  Add and
min  Give students time to recall and discuss this information with a partner. subtract
 Take feedback from students and write one example of LCM on the board. two and
 Tell them that they are going to use the tablets to listen to a flipbook story which will help them to more
reinforce addition and subtraction of fractions. fractions
Building Knowledge: with
Whole Group / pair work different
 Instruct students that during video watch, they have to listen to the story carefully and answer the denominat
questions asked. They will be asked to keep their note books ready to answer the question which ors
will come during the story. through
 The teacher will play the video and pause it when pause signs appear.  Checking
 Encourage students to copy the questions on paper / notebook and then answer them. their
 Encourage them to think and discuss with partner, if required. answers
20 -25  Teacher to take feedback from students, and ask students to check the answers , when video is done in
min played again. pairs and
Group Work: groups.
 Divide class into 5 or 6 groups. Students will be told to become Mathematics genius and solve
the given problems. (See lesson notes)
 Paste the answer cards on the board, and tell the group members to get the answer card as
soon as they solve the problem.
 Once all the answer cards have been collected by students, ask the group members to share
their working and answer to whole class.

Consolidation:
5-10  Tablets will be given to the students to complete the interactive exercise on Addition and
min Subtraction of fractions. Teacher to monitor and guide students, as and when required.

26
 Lesson Notes

Group Activity: Question cards

1. A pet store employee, wants to fit two fish tanks 2. Ali drank 1/2 of a cup of milk in the morning and
on one table. One fish tank is 7/10 of a foot wide 1/4 of a cup in the afternoon. How much milk did Ali
and the other fish tank is 4/5 of a foot wide. drink in all?
When placed next to each other, what is the total
width of the two fish tanks?

3. At the farmers' market, Ahmed bought 2/3 of a 4. A construction company is digging a pit to build the
kilogram of kidney beans and 5/12 of a kilogram of foundation of a house. At the end of the first day, the
Green beans. How many more kilograms of kidney company had hauled away 3/4 of a truckload of dirt.
beans did Ahmed purchase? On the second day, they hauled away 5/8 of a
truckload. How many truckloads did they haul away in
all?

5. Sarah's chemistry textbook weighs 7/10 of a pound 6. At a pizza-eating contest, Saad got through 3/4 of a
and her geometry textbook weighs 2/5 of a pound. pie before time was called; Atif finished just 1/2 of a
How much more does the chemistry textbook weigh pie. How much more pie did Saad eat than Atif?
than the geometry textbook?

Answer cards – to be pasted on the board by the teacher.

3 1 3 1 3 1
1 1
10 2 4 4 8 4

Answers:
1. 1 ½
2. ¾
3. ¼
4. 1 3/8
5. 3/10
6. 1/4

27
 Lesson Plan

Class: V Subject: Mathematics Topic: Multiplication of Fractions

Lesson Objectives / SLO:

By the end of the lesson students will be able to:
 Multiply a fraction by a whole number or another fraction.
 Solve real life problems involving multiplication of fractions.

Resources/Instructional Materials Needed:

 AV room with LED Screen and Tablets for students
 Animation Video Multiplication of Fractions
 A Sheet/ Mathematics Notebook and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the concept of simplifying fractions and making equivalent fractions through reducing method.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole Group assessed on their
 Teacher to draw 4 fraction diagrams to show 2/3. (see lesson notes) ability to:
 Ask questions from students; “How many thirds do we have out of the four groups?”  Multiply a
 Give students some time to discuss with a partner. fraction by a
5  If students have answered 8, praise them and then tell that we can simply solve it by multiplying whole number
min 4 and 2/3. or another
 Also ask how 8/3 (answer) can be simplified or written in other way. fraction.
 Help them to recall that improper fractions are converted into mixed numbers, so 8/3 will be 2  Solve real life
2/3
problems
 Tell them that they are going to watch a video which will help them to see examples of involving
multiplication of fractions.
multiplication
Building Knowledge:
of fractions.
Whole Group / pair work
through
 Instruct students that during video watch, they have to listen to the story carefully and answer
 Checking
the questions asked. They will be asked to keep their note books ready to answer the question
their answers
which will come during the story.
done in pairs
 The teacher will play the video and pause it when pause signs appear. and groups.
 Encourage students to copy the questions on paper / notebook and then answer them.
20 -25
 Encourage them to think and discuss with partner, if required.
min  Teacher to take feedback from students, and ask students to check the answers , when video is
played again.
Group Work:
 Divide class into 5 or 6 groups. Students will be told to solve the given problems. (See lesson
notes)
 Paste the answer cards on the board, and tell the group members to get the answer card as
soon as they solve the problem.
 Once all the answer cards have been collected by students, ask the group members to share
their working and answer to whole class.
5-10
Consolidation:
min  Tablets will be given to the students to complete the interactive exercise on Multiplication of
Fractions. Teacher to monitor and guide students, as and when required.

28
 Lesson Notes
Anticipation:
Draw the following:

Group Activity: Question cards

1. At High School, 3/10 of the students play a 2. Yesterday, Moen's Snack Cabin went through 1/5 of
sport. Of the students who play a sport, 1/8 a bottle of ketchup. If they used 1/3 as much mustard
play football. What fraction of the students at as ketchup, how many bottles of mustard did they go
High School play football? through?

3. Danish had 7/10 of a kilogram of blueberries. 4. In Ali's grade, 1/2 of the students have a sister.
Danish let his friend Zain eat 2/5 of the Of the students who have a sister, 3/4 also have a
blueberries. How many kilograms of blueberries brother. What fraction of the students in Ali's
did Zain eat? grade have both a sister and a brother?

5. Last month, Tariq and Akbar sold candy to raise 6. Sammy’s play mat is 4 /5 of a meter long and 2/
money for their debate team. Akbar sold 3/4 as 3 of a meter wide. Find the area of Sammy’s play
much candy as Tariq did. If Tariq sold 1/3 of a box mat.
of candy, how many boxes of candy did Akbar
sell?

Answer cards – to be pasted on the board by the teacher.

7 1 3 3 1 8
25 15 8 80 4 15

Answers:
1. 3/80
2. 1/15
3. 7/25
4. 3/8
5. 1/4
6. 8/15

29
 Lesson Plan
Class: V Subject: Mathematics Topic: Division of Fractions

Lesson Objectives / SLO:

By the end of the lesson students will be able to:
 Divide a fraction by a whole number or another fraction (proper, improper and mixed).
 Solve real life problems involving division of fractions.
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Screen-Cast on Division of Fractions
 Few paper strips or circle (cutouts)
 A Sheet/ Mathematics Notebook and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the concept of simplifying fractions and making equivalent fractions through reducing method.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Small Group Activity: assessed on their
 Give 4 paper strips to students in in small groups, ask them to find out the following: ability to:
How many one –thirds, quarters, one fifths and one sixths are there in 1 whole?  Divide a
Give students some time to fold the strips and find the answer. (Similar activity could be done using fraction by a
circle cutouts) whole
5 Whole Group number or
min  Ask students if they know how to multiply fractions. Explain that dividing fractions is very similar. another
 Ask them if they know how to find a reciprocal and if they can give examples of fractions and their fraction.
reciprocals.  Solve real life
 Tell students that it is also called “Multiplication Inverse”, and by remembering a trick ‘Keep, problems
Change, Flip’, they will easily solve division of fraction problems. involving
division of
 Tell them that they are going to watch a video which will help them to see examples of Division of
fractions.
fractions, and they will also get to know the trick of “Keep , Change Flip”.
through
Building Knowledge:  Checking
Whole Group / pair work their
 Instruct students that during video watch, they have to listen to the story carefully and answer the answers
questions asked. They will be asked to keep their note books ready to answer the question which done in
will come during the story. pairs and
 The teacher will play the video and pause it when pause signs appear. groups.
 Encourage students to copy the questions on paper / notebook and then answer them.
20 -25
 Encourage them to think and discuss with partner, if required.
min  Teacher to take feedback from students, and ask students to check the answers , when video is
played again.
Group Work:
 Divide class into 5 or 6 groups. Students will be told to solve the given problems. (See lesson
notes)
 Paste the answer cards on the board, and tell the group members to get the answer card as
soon as they solve the problem.
 Once all the answer cards have been collected by students, ask the group members to share
their working and answer to whole class.
5-10
Consolidation:
min  Tablets will be given to the students to complete the interactive exercise on Division of
Fractions. Teacher to monitor and guide students, as and when required.

30
 Lesson Notes

Group Activity: Question cards

1. Maria was given ¾ of a Pizza. She cut it into a 2. A hawker buys 12 kg of noodles each day. He uses
number of pieces. Each piece was 3/8 of the 2/11 kg of noodles for each plate of noodles he cooks,
pizza. How many pieces did Maria cut it into? when he has used up all the noodles, how many plates
of noodles would he have sold?

3. A wood plank is 4/5 meters in length. A worker 4. A plank 4 m long is cut into a number of pieces.
cuts it into some pieces and each piece is 1/10 Each piece is 3/5 m long. How many pieces of
meters long. How many pieces did he cut the length 3/5 meter, has the plank been cut into?
plank into?

5. Ahmed performed a chemistry experiment in which 6. Farah made 1/2 of a quart of orange juice. Each
he divided 2/3 of a box of baking soda evenly glass holds 1/8 of a quart. How many glasses will Farah
among 3 bottles. He then added vinegar and water to be able to fill?
each bottle to make them bubble up like volcanoes.
How much baking soda did he put in each bottle?

Answer cards – to be pasted on the board by the teacher.

2 2
4 132 8 6 2
3 9

Answers:
1. 2
2. 132
3. 8
4. 6 2/3
5. 2/9
6. 4

31
 Lesson Plan

Class: V Subject: Mathematics Topic: Multiply decimal by a decimal

Lesson Objectives / SLO:
By the end of the lesson students will be able to:
 Multiply a decimal by a decimal (and then put in the decimal point accordingly)
 Solve real life problems involving decimals.
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Animation Video Multiply decimal by a decimal
 A4 Sheets or drawing sheets for group work
 Mathematics Notebook / a blank sheet and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the concept of multiplying large numbers by a two or three digit numbers
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will
Whole Group be assessed
 Ask students if they remember how to multiply a decimal number with 10 or 100. on their ability
 Encourage them to answer few questions orally; for example: to:
What is 10 x 0.49? (see answer in lesson notes)  Multiply a
What is 100 x 2.65? (see answer in lesson notes) decimal
5 by a
 Give time to students to discuss and answer the questions. Explain to them how decimal moves
min decimal
towards right.
 Also ask them if they remember how multiplication by a two or three-digit number is done. Tell them (and then
that multiplying decimal numbers is as same, however, they have to remember to place the decimal put in the
point in the end. decimal
point
 Tell them that today they are going to watch a video which will help them to see examples of
accordingl
multiplication of decimals.
y)
Building Knowledge:
 Solve real
Whole Group / pair work
life
 Instruct students that during video watch, they have to listen to the story carefully and answer the problems
questions asked. They will be asked to keep their note books ready to answer the question which will involving
come during the story. decimals.
 The teacher will play the video and pause it when pause signs appear. through
 Encourage students to copy the questions on paper / notebook and then answer them.  Checki
 Encourage them to think and discuss with partner, if required. ng
20 -25  Teacher to take feedback from students, and ask students to check the answers , when video is their
min played again. answer
Group Work: s done
 Show the video again, especially the end part. In small groups, distribute A4 sheets / drawing in pairs
sheets to the students. and
 Ask students to design a speedy car, as shown in the video. groups.
 Tell them that they have to decide the speed of their car in decimals and then find out the
distance travelled. They will multiply the car’s speed with 2.5 hours; assuming that they have only
2.5 hours to drive this car. (See Instructions in Lesson notes)
 Ask students to check their answers, before presenting the Speedy car and distance travelled to
the whole class.
Consolidation:
10  All group members to present their speedy cars. They will show the drawing of the car, and also
min the working, to the other members of the class. Students (audience) to check the multiplication
answer on the piece of paper and verify if the working , presented by the group, is correct or not.

32
 Lesson Notes
Anticipation:
Questions:

10 × 0 . 4 9 = 04.9 = 4.9

Move the decimal point one step to the right (10 has one zero).

100 × 2 . 6 5 = 265. = 265

Move the decimal point two steps to the right (100 has two zeros). The number 265. is 265 (as shown above).

Group Activity:
Instructions
 Design a speedy card using A4 sheet / drawing sheet.
 Decide the speed for this new car in decimal numbers – up to two or three place decimal.
 Multiply the speed of this car by 2.5 hours, assuming you have only this much time to enjoy the ride.
 Calculate the distance travelled in the car in 2.5 hours, and check your working. Also write the names of two or
three places, you wish to visit in this speedy car.
 Be ready to present your car to the whole class.

33
 Lesson Plan

Class: V Subject: Mathematics Topic: Divide decimal by a decimal

Lesson Objectives / SLO:
By the end of the lesson students will be able to:
 Divide a decimal by a decimal (by converting decimals to fractions).
 Divide a decimal by a decimal using direct division by moving decimal positions.
 Solve real life problems involving decimals.
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Screen Cast Video on Multiply decimal by a decimal
 Mathematics Notebook / a blank sheet and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the concept of dividing large numbers by a two digit numbers
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole Group assessed on
 Ask students if they remember how to divide a decimal number by 10 or 100. their ability to:
 Encourage them to answer few questions orally; for example:  Divide a
5 Can you calculate 2.5 ÷ 100? (see answer in lesson notes) decimal by
min Can you calculate 56 ÷ 10? (see answer in lesson notes) a decimal
 Give time to students to discuss and answer the questions. Explain to them how decimal moves (by
towards left. converting
decimals to
 Tell them that today they are going to watch a video which will help them to see examples of division
fractions).
of decimals numbers, and what different ways they can use to solve them.
 Divide a
Building Knowledge:
decimal by
Whole Group / pair work
a decimal
 Instruct students that during video watch, they have to listen to the story carefully and answer the
using
questions asked. They will be asked to keep their note books ready to answer the question which will
direct
come during the story.
division by
 The teacher will play the video and pause it when pause signs appear. moving
 Encourage students to copy the questions on paper / notebook and then answer them. decimal
 Encourage them to think and discuss with partner, if required. positions.
20 -25  Teacher to take feedback from students, and ask students to check the answers , when video is  Solve real
min played again. life
Group Work: problems
 Divide students into 4 groups, give one question slip (see lesson notes) to each group (preferably, involving
the question slip should be folded and kept in the basket, for each group to pick the question on decimals.
their own) through
 Each group to solve the question at the back of the slip (any one method – as shown in the video)  Checkin
and give it back to the teacher. The teacher then gives the slip to the other group for checking. g their
 Encourage students to check each other’s work by applying the other method to verify the answers
answer. done in
pairs
Consolidation: and
5 -10  Tablets will be given to the students to complete the interactive exercise on Dividing decimals by groups.
min decimals. Teacher to monitor and guide students, as and when required.

34
 Lesson Notes
Anticipation:
Questions:
0 0 2 . 8 ÷ 100 = 0.028

Move the decimal point two steps to the left. You need to write zeros in front of the number.

5 6. ÷ 10 = 5.6

Move the decimal point one step to the left.

Group Activity – Questions slips (to be prepared by the teacher, prior to the lesson):

a) 1.15÷0.23=? b) 333.9÷0.63=?

c) Mrs. Khan bought 0.58 kg of ground beef from the butcher. She paid a total of Rs.
342.2 for the ground beef. What was the price per kg?

d) The Chaudhry family drove 30.24 miles on the family vacation. They used 0.42
gallons of gas. How many miles per gallon of gas did they get on the trip?

Answers:
a) 5
b) 530
c) 590
d) 72

35
 Lesson Plan

Class: V Subject: Mathematics Topic: Rounding Decimals

Lesson Objectives / SLO:
By the end of the lesson students will be able to:
 Round off decimals up to specified number of decimal places.
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Animation Video on Rounding decimals
 Mathematics Notebook / a blank sheet and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the concept of Place Values of decimal numbers (tenth, hundredth, thousandth)
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole Group assessed on
 Write few decimal numbers up to thousandth place, on the board, e.g. 2386.532, 66789.34, 342.78, their ability to:
3792.395  Round off
 Ask students to read the numbers with correct place value. Tell them that sometimes when you divide decimals
numbers, the answer is a never-ending number. For example: 3 ÷ 9 = up to
0.333333333333333333333333333333333333333333333333333333 specified
 Ask students what to do in this case; listen to their response. number of
5  If someone says, “Shorten the number OR round it”, ask them to describe in their own words what it decimal
min means to round a number. places.
o Also ask; How does rounding help make math easier? through
o Why do we round numbers?  Checkin
o When might you use an estimation? (See lesson notes for answers, encourage students to answer.) g their
 Tell them that it is easy to round numbers if they know this rule: answers
4 or less just ignore, 5 or more, add 1 more. done in
 Ask them to repeat this rule, so that they remember it. pairs
 Tell them that today they are going to watch a video which will help them to see examples of and
Rounding decimal numbers , and how to use the rule of rounding to round decimal numbers. groups.
Building Knowledge:
Whole Group / pair work
 Instruct students that during video watch, they have to listen to the story carefully and answer the
questions asked. They will be asked to keep their note books ready to answer the question which will
come during the story.
 The teacher will play the video and pause it when pause signs appear.
 Encourage students to copy the questions on paper / notebook and then answer them.
20 -25  Encourage them to think and discuss with partner, if required.
min  Teacher to take feedback from students, and ask students to check the answers , when video is
played again.
Group Work:
 Divide students into 2 large groups (2 teams), give one question sheet to each group. (see lesson
notes)
 Tell students that it’s a “Barber- shop Challenge”, they will act like barbers and trim the numbers
(Round off). Give them 5 minutes to complete the challenge.
 The team that will finish the task first will be the winner.
Consolidation:
5 -10  Groups to exchange the sheets and check each other work. Tablets will be given to the students to
min complete the interactive exercise on Rounding decimals. Teacher to monitor and guide students,
as and when required.

36
 Lesson Notes
Anticipation:
Guiding Questions:
 How does rounding help make math easier? (Rounding gives us less digits to work with, it is easier to combine numbers that
are rounded, etc.)
 Why do we round numbers? (We round numbers when we do not need an exact answer, if we are making an estimate, to see
if our answer is close, etc.)
 When might you use an estimation? (To see if you have enough of something, to see if you are close to a number, etc.)

Group Activity – “Barber – shop Challenge”:

Questions for Team 1:

Questions for Team 2:

37
“Barber – shop Challenge”

Answers – Team 1:

Answers – Team 2:

38
 Lesson Plan
Class: V Subject: Mathematics Topic: Percentage, Fractions and Decimals

Lesson Objectives / SLO:

By the end of the lesson students will be able to:
 Recognize percentage as a special kind of fraction.
 Convert percentage to fraction and to decimal and vice versa.
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Screen-Cast on Percentage Fractions and decimals
 Few paper strips or circle (cutouts)
 A Sheet/ Mathematics Notebook and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the concept of simplifying fractions and making equivalent fractions through reducing method.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole Group Activity: assessed on
 Tell students that fractions, decimals, and percentages are all ways of expressing parts of a whole. their ability to:
Start a basic review lesson by drawing a square on the board. (See lesson notes)  Recognize
 Draw a line vertically through the center of the square drawing. Ask students what fractions you percentage
have drawn. (Show ½ and ½ added together equal a whole) as a special
5 kind of
 Ask students how the same part-to-whole relationship in the square on the board could be
min fraction.
expressed using decimals. (Show 0.5 and 0.5 added together equal a whole)
 Ask students if they have seen percentage sign around. (%)  Convert
 Tell them that for the same square we can say 50% and 50% of the square make one whole i.e. 100% percentage
to fraction
 Tell them that they are going to watch a video which will help them to see examples of Fractions,
and to
decimals and Percentages, and they will also get to know how these numbers are linked to each
decimal and
other.
vice versa.
Building Knowledge: through
Whole Group / pair work  Checking
 Instruct students that during video watch, they have to listen to the story carefully and answer the their
questions asked. They will be asked to keep their note books ready to answer the question which answers
will come during the story. done in
 The teacher will play the video and pause it when pause signs appear. pairs and
 Encourage students to copy the questions on paper / notebook and then answer them. groups.
20 -25  Encourage them to think and discuss with partner, if required.
min  Teacher to take feedback from students, and ask students to check the answers , when video is
played again.
Group Work:
 Divide class into 6 groups. Each group will be given a problem question to solve, involving
fractions, decimals and percentages (See lesson notes)
 Tell students to exchange and check each other’s work.
 Show the answers and ask the group members to verify. (see Lesson Notes for Answers)

5-10
Consolidation:
min  Tablets will be given to the students to complete the interactive exercise on Fractions, decimal
and percentages. Teacher to monitor and guide students, as and when required.

39
 Lesson Notes

Anticipation:
 Draw a square
 Divide it into two equal parts.

 What fraction is drawn? [The answer is 1/2 and 1/2.] Write an equation on the board showing how two halves added
together equal a whole. [1/2 + 1/2 = 2/2 or 1]
 The same part-to-whole relationship in the square on the board could be expressed using decimals as 0.5 and 0.5. Note that
0.5 + 0.5 = 1.
 The same part-to whole relationship can also be expressed through Percentages. (50% and 50% is equal to 100%)
 Explain that percent means “Out of 100”, tell students that they will learn more about it in the video and will understand
fractions, decimals and percentages are connected to each other.

Group Activity:
Questions (Teachers can write each question on a separate paper slip, in advance, for the group activity. Allow students
to pick a paper slip from basket or box)

Problem solving with fractions, decimals and percentages

1. In a closing-down sale a shop offers 50% off the original prices. What fraction is taken off
the prices?
2. In a survey one in five people said they preferred a particular brand of cola. What is this
figure as a percentage?
3. Jamila is working out a problem involving ¼ . She needs to enter this into a calculator.
How would she enter ¼ as a decimal on the calculator?
4. Rehan pays tax at the rate of 25% of his income. What fraction of Rehan’s income is this?
5. When Rani was buying her flat she had to put down a deposit of 1/10 of the value of the
flat. What percentage was this?
6. I bought my coat in the January sales with 1/3 off the original price. What percentage was
taken off the price of the coat?
7. Mrs. Khan bought some fabric that was 1.75 metres long. How could this be written as a
fraction?

40
Problem solving with fractions, decimals and percentages

Answers

41
 Lesson Plan
Class: V Subject: Mathematics Topic: Distance

Lesson Objectives / SLO:

By the end of the lesson students will be able to:
 Convert measures given in • kilometers to meters, • meters to centimeters, • centimeters to millimeters, and vice
versa.
 Add and subtract measures of distance.
 Solve real life problems involving conversion, addition and subtraction of units of distance.
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Screen Cast Video on Distance
 A Sheet/ Mathematics Notebook and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the concept of multiplication and Division.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole Group Activity: assessed on
 Teacher to ask mental math questions to revise 4 operations (one for each –Add, Sub, multiply and their ability to:
divide) in the form of word problems (for example; If we remove 10 apples from 50 apples, what are  convert km
we left with OR If you have 12 color pencil and your mom gave you another set of 24 color pencils, into m,
how many color pencils do you have now? See lesson notes for more questions). Ask students to solve meters into
them orally and show the answer on the white sheet / board as a whole group. Teacher to quickly see cm and
the answers, appreciate all the students who will write correct answer and ask next question. vice versa
5 through
min Once students are done, ask them what unit do they use to measure the length of the road?  Checkin
 Which unit do they use to measure length of piece of cloth? OR Which units do they use when they g their
want to measure things with a ruler? answers
 What is conversion and why it is important to know how to convert the units in our daily lives? done in
 What is Distance? pairs
 Listen to students’ responses and then share the definition of Distance and real life scenarios where and
distance can be determined using different units. (see lesson notes). groups.
 Adminis
 Tell them that they are going to watch a video which will help them to see scenarios where conversion
tering a
is used to solve problems.
class
Building Knowledge: present
Whole Group / pair work ation
 Instruct students that during video watch, they have to listen to the story carefully and answer the
questions asked. They will be asked to keep their note books ready to answer the question which will
come during the story.
 The teacher will play the video and pause it when pause signs appear.
 Encourage students to copy the questions on paper / notebook and then answer them.
20 -25
 Encourage them to think and discuss with partner, if required.
min  Teacher to take feedback from students, and ask students to check the answers , when video is
played again.
Group Work:
 Divide class into 2 large groups (2 Teams). Students will be told to solve the given problems. (See
lesson notes)
 Tell students that this is a “Group work challenge” and tell the students that this is their
assignment and that they can do it in their classroom as a group.
 Give each team / group 4 problem questions to solve. Encourage them to distribute the tasks
among the members on their own.

42
  Allow them to solve their given questions on board and explain how they did it to the class in a
small presentation.

5
Consolidation:
min  Tablets will be given to the students to complete the interactive exercise on calculating distance
in different units. Teacher to monitor and guide students, as and when required.

Lesson Notes
Anticipation:
Example for Simple Arithmetic Problems: Division:
Miss Hira has 24 mangoes and she has 12 students
Multiplication:
in her class. How many mangoes each student will
If a bag of rice is of 100 rupees how much will it
get?
cost to buy 10 bags of rice Sol:
Sol:
______
100 Rupees
12_| 24 |_2
X 10 bags of rice
- 24
1000 Rupees
XX
2 mangoes each
For Teacher’s Understanding:
What is Distance?
Distance is a numerical description of how far apart objects are. In mathematics, a distance is a concept to describe what
it means for elements of some space to be "close to" or "far away from" each other. The different units commonly used to
determine distance are kilometer, meter, centimeter and millimeter

What is conversion?
Conversion or convert in mathematics mean to change of unit/value into another. The process of converting one value
into another by either multiplying or dividing the values.
For instance:
 If you know the value of one unit and have to find out the values of more similar units than we multiply the value of
one unit with the required quantity.
1 km = 1000 meter
25 km = ? Meters
1000 x 25 = 25000 meters
 If you know the value of a number of units and you want to find out the value of one then you divide the value with
number of units.
25000 meters = 25 km
1 km = ? meters
25_| 25000 |_1000
- 25000
xxxx
1km = 1000 meters

43
Group Activity: “Group work”
Questions for Team 1:

1. (a) Amna ran 590 km how many meters did she 2. (c) Ahmed’s hometown is 340 meter away from
run? where he lives. Determine distance in centimeter.
(b) If you walked a 49000 meter track. How many (d) If a builder builds a 24000 centimeter long zebra
kilometers did you walk? crossing along the road. How long is the zebra crossing
in meters?

Questions for Team 2:

1. (a) A race track is 12 kilometres long. How 2. (c) A cyclist completed 500 meter track. How many
many meters long in that track. centimetre did he ride?
(b) If you walked a 66000 meter track. How many (d) If you fell 2300 centimetre away from your home,
kilo meters did you walk? how many meters were you away from home?

Answers:
Team 1
a) 590,000
b) 49
c) 34000
d) 240
Team 2
a)12000
b) 66
c) 50000
d) 23

44
 Lesson Plan
Class: V Subject: Mathematics Topic: Time

Lesson Objectives / SLO:

By the end of the lesson students will be able to:
 Convert hours to minutes, minutes to seconds and vice versa.
 Convert years to months, months to days, weeks to days and vice versa.
Resources/Instructional Materials Needed:
• AV room with LED Screen and Tablets for students
• Screen Cast video on ‘Time’
• A Sheet/ Mathematics Notebook and pencil/pen for each student
• Paper plate clocks (teacher can request students to bring them for an activity, in advance)
Required Prior Knowledge and Pre- Lesson Preparation:
• Students should be familiar with the concept of addition, subtraction, multiply and divide.
• The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
• The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
• Teacher to ask few questions from the students to help them practice mental math assessed on their
skills: ability to:
 If the school is open 23 days out of 30 days in a month how many days do we  Convert
get off from school? hours to
 If we are off for 7 days in a month from school how many days do we get off minutes,
from school in a year? (for more questions – see lesson notes) minutes to
• Ask them if they are facing difficulty in understanding the operation in each seconds and
problem. Discuss the key words to identify the operations in word problems for vice versa.
struggling students.  Convert
5 min
• Ask the students, if they know: years to
 What is Time? months,
 How many hours are there in a day? months to
 How many minutes are there in an hour? days, weeks
 How many seconds are there in a minute? to days and
• Listen to students’ responses and then share the definition of Time and different vice versa.
units used to determine time and real life scenarios where time can be measured through
and determined. (See lesson notes). • Checking
• Tell them that they are going to watch a video which will help them to see scenarios their answers
where Time is used to solve problems. done in
Building Knowledge: groups.
• Instruct students that while watching video, they have to listen to the story • Checking
carefully and answer the questions asked. They will be asked to keep their note their answers
books ready to answer the question which will come during the video watch. done for
• The teacher will play the video and pause it when pause signs appear. Interactive
20 -25 min • Encourage students to copy the questions on paper / notebook and then answer exercise.
them.
• Encourage them to think and discuss with partner, if required.
• Teacher to take feedback from students, and ask students to check the answers,
when video is played again.
• Discuss the key learning points about conversion, with the students (see lesson

45
 notes)
Group Work:
• Provide paper plate clocks (or ask students to make one and bring it to the class for
an activity)
• Divide class into 2 large groups (2 Teams). Students will be told to show different
time (as said by the teacher e.g. show 13:45, or show 6:20 etc.). The team to show
the clock first with correct time displayed will be the winner.
• Now ask students to work in same teams and convert the following:
 12 hours and 34 minutes into minutes
 3600 seconds into hours
 780 minutes into hours

Consolidation:
10 min
• Tablets will be given to the students to complete the interactive exercise. Teacher
to monitor and guide students, as and when required. If required, play the video
again to discuss key learning points.

Lesson Notes

Anticipation:
Example for Simple Arithmetic Problems:

Addition:
If we get 100 days off from school in a year as weekends and we also get 60 days of summer vacations. How many days off do
we get in a year in total?
Sol:
100 Days
+ 60 Days
160 Days

Subtraction:
If the school is open 23 days out of 30 days in a month how many days do we get off from school?
Sol:
30 Days in a month
- 23 days in a month
07 Days in a month

46
Multiplication:
If we are off for 7 days in a month from school how many days do we get off from school in a year?
Sol:
Off from school in a month = 7 Days
off from school in a year = ?
Number of Months in a year = 12 months
12
x 7
84
84 days off from school in year

What is Time?
Time is a component quantity of measurements used to sequence events, to compare the duration of events or
the intervals between them. Time in simpler words is what the clock tells us and is used to determine the duration
or interval between more than one events. Time can be represented in seconds, minutes, hours, days, months and
years
There are 365 days in a year
There are 12 months in 1 year
There are 30 days in 1 month
There are 7 days in a week
There are 24 hours in 1 Day
There are 60 minutes in 1 hour
There are 60 seconds in 1 minute
Note:
Discuss with students what they know about conversion and what conversion is. Take answers from a few students, elaborate
with an example if necessary.

Building Knowledge:
What is conversion?
Conversion or convert in mathematics mean to change of unit/value into another. The process of converting one
value into another by either multiplying or dividing the values.
For instance:
• If you know the value of one unit and have to find out the values of more similar units than we multiply the
value of one unit with the required quantity.
1 hour = 60 minutes
10 hour = ?
10 X 60 = 600 minute
• If you know the value of a number of units and you want to find out the value of one then you divide the value
with number of units.
3600 minutes = 60 hours
1 hour = ?
60_| 3600 |_60
-3600
xxxx
1 hour = 60 minutes

47
 Lesson Plan
Class: V Subject: Mathematics Topic: Temperature

Lesson Objectives / SLO:

By the end of the lesson students will be able to:
 Recognize units of temperature in Fahrenheit and Celsius.
 Solve real life problems involving conversion, addition and subtraction of units of temperature
Resources/Instructional Materials Needed:
• AV room with LED Screen and Tablets for students
• Animation video on “Temperature”
• A Sheet/ Mathematics Notebook and pencil/pen for each student
Required Prior Knowledge and Pre- Lesson Preparation:
• Students should be familiar with the concept of addition, subtraction, multiplication and division.
• The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
• The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Small Group Activity assessed on their
Give a thermometer to a student and ask him/her to read the temperature on the ability to:
thermometer. Ask a couple of students to try.  Recognize units
Whole Group of temperature
5 -7 • Once students are done, ask them what is a temperature? in Fahrenheit
min • Why we need this instrument, thermometer, to measure hotness or coldness of a and Celsius.
body?  Solve real life
• If you catch a fever how does your mom determine how feverish are you? problems
• Tell them that they are going to watch a video which will help them to see the involving
situation where calculating and reading thermometer to note the temperatures is conversion,
necessary.
addition and
Building Knowledge:
subtraction of
Whole Group / pair work
• Instruct students that while watching video, they have to listen to the story carefully
units of
and answer the questions asked. They will be asked to keep their note books ready to temperature
answer the question which will come during the video. through
• The teacher will play the video and pause it when pause signs appear. • Checking their
• Encourage students to copy the questions on paper / notebook and then answer work –
20 -25 questions
min them.
• Encourage them to think and discuss with partner, if required. asked in the
• Teacher to take feedback from students, and ask students to check the answers , video and
when video is being played again. worksheet.
Individual Work:
• Students will be given few questions (a worksheet) to solve. (See lesson notes)
• Tell students that once they have solved all the questions, they can compare the
answers with the partner.
Consolidation:
5-10 • Tablets will be given to the students to complete the interactive exercise. Teacher
min to monitor and guide students, as and when required.
• If required, play the video again to discuss key learning points.

48
 Lesson Notes

Anticipation:
Example for Simple Arithmetic Problems:

Ask the students; what is the temperature of a person according to the reading on the thermometer.

What is Temperature?
The degree or intensity of heat present in a substance or object, especially as expressed according to a
comparative scale and shown by a thermometer or perceived by touch.
Temperature is commonly represented in two units Celsius and Fahrenheit.
Note:
Discuss with students what they know about conversion and what conversion is. Take answers from a few
students, elaborate with an example if necessary.

How do you convert temperature from Celsius to Fahrenheit?

• Multiply the Celsius temperature by 9
• Divide the answer by 5
• Add 32

How do you convert temperature from Fahrenheit to Celsius?

• Subtract 32 from the Fahrenheit temperature
• Divide the answer by 9
• Multiply that answer by 5

49
 Thermometer - Worksheet

Solve the following questions and compare the answers with a partner.

Q 1. Determine the temperature in Celsius and Fahrenheit based on the temperature shown in the
thermometer.

Q2. Convert the given temperature into Fahrenheit.

a) 5 ̊ Celsius (b) 10 ̊ Celsius

Q3. Convert the given temperature into Celsius.

a) 104 ̊ F (b) 86 ̊ F

Answers:
Q1. a) 35 C̊ and 90 ̊ F (b) 27 C
̊ and 80 ̊ F (c) 34 ̊C and -20 F̊
Q2. a) 41 ̊F b) 50 F̊
Q3. a) 40 C ̊ b) 30 ̊C

50
 Lesson Plan

Class: V Subject: Mathematics Topic: Unitary Method

Lesson Objectives / SLO:

By the end of the lesson students will be able to:
 Describe the concept of unitary method.
 Calculate the value of a number of same type of objects when the value of another of the same type is given (unitary
method).
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Animation Video on Unitary Method
 A Sheet/ Mathematics Notebook and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the concept of multiplication and division.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole Group assessed on their
 Ask students; “What will you do if you are given the cost of 15 items and you have to find out the ability to:
cost of one item?” (Expected answer - division)  Describe the
5 concept of
 Encourage students to answer; “What mathematical operation will you use if you are given the cost
min unitary
of 1 object and you have to find the cost of similar 18 objects?” (Expected answer - multiplication)
 Also ask; “What is the unit price of an object?” (See lesson notes for explanation) method.
 Tell them that they are going to watch a video which will help them to see examples of the use of  Calculate the
Unitary method to solve problems . value of a
number of
Building Knowledge:
same type of
Whole Group / pair work
objects when
 Instruct students that during video watch, they have to listen to the story carefully and answer the
the value of
questions asked. They will be asked to keep their note books ready to answer the question which
another of
will come during the story.
the same
 The teacher will play the video and pause it when pause signs appear. type is given
 Encourage students to copy the questions on paper / notebook and then answer them. (unitary
 Encourage them to think and discuss with partner, if required. method).
20 -25  Teacher to take feedback from students, and ask students to check the answers , when video is through
min played again.  Checking
Group Work: their
 Divide class into 6 or 8 groups. Students will be told to solve the given problems. Tell them that answers
it’s a “3-minute challenge”. Groups to complete the challenge within the given time will be the done in
winners. (See lesson notes for questions) pairs and
 Paste the answer cards on the board, and tell the group members to get the answer card as groups.
soon as they solve the problem.
 Once all the answer cards have been collected by students, ask the group members to share
their working and answer to whole class.
5-10
Consolidation:
min  Tablets will be given to the students to complete the interactive exercise on Unitary Method,
“The Loop Game”. Teacher to monitor and guide students, as and when required.

51
 Lesson Notes
Anticipation:
For explanation:
When we go to the market to buy any object, we ask the shopkeeper to tell the price of the object. This is called unit price. We calculate
the price of number of objects, we want to buy, with the help of this unit price. Sometimes, we calculate unit price when the price of a
multiple is given. The method to calculate the price of the required objects is called unitary method. Usually this method involves the
operations of multiplication and division both.
Unitary Method
Unitary method is a way of calculating the value of a number of items by first finding the cost of one of them (unit price).
Unitary method can be used to calculate cost, measurements like litres and time.

Group Activity: Question cards - “3-minute challenge”

1. 2 balls cost Rs. 80. Find the cost of 2. Costof 1 book is Rs. 120. What is
3 balls. the cost of 10 such books?

3. 12 oranges cost Rs. 72. Find the 4. Costof 5 pens is Rs. 125. What is
cost of 4 oranges. the cost of 1 pen?

5. 6 pens cost Rs. 96. How much will 6. Costof 10 note books is Rs. 250.
2 such pens cost? Find the cost of 15 note books.

[Link] of 5 chocolates is Rs. 15. Find [Link] of 8 balls is Rs. 16. Find the
the cost of 10 chocolates. cost of 17 balls.

52
Answer cards – to be pasted on the board by the teacher.

34 375 25 1200

120 32 24 30

Answers:
1. 120
2. 1200
3. 24
4. 25
5. 32
6. 375
7. 30
8. 34

53
 Lesson Plan

Class: V Subject: Mathematics Topic: Direct and Inverse proportion

Lesson Objectives:
By the end of the lesson students will be able to:
 Define ratio of two numbers.
 Define and identify direct and inverse proportion.
 Solve real life problems involving direct and inverse proportion (by unitary method).
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Screencast video on Direct and Inverse proportion
 A Sheet/ Mathematics Notebook and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with concepts of unitary method.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may
pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole Class assessed on their
 Ask the students if the temperature on the thermometer keep increasing what will ability to:
happen to weather? (Exemplar response: It will get hot.)  Define ratio of
 Ask the students if the temperature on the thermometer keeps decreasing what two numbers.
happens to the weather then? (Exemplar response: It will get cold.)  Define and
5  Discuss with students that here if one thing increases other thing increases too and identify direct
min vice versa. and inverse
 Ask the students in a weighing scale if we increase weight in one pan what happens to proportion.
the other side? (Exemplar response: It will go up.)  Solve real life
 Ask the students in a weighing scale if we decrease weight in one pan what happens problems
to the other side? (Exemplar response: It will go down). involving direct
 Discuss with students that here if one thing increases other thing decreases and vice and inverse
versa proportion
Through:
Building Knowledge:
Whole Group
 Checking
 Tell students that today, during the screen cast Video, they will learn about Direct and students’
Inverse proportion so they should watch it carefully. group work
 The students will watch the screen cast video on Direct and Inverse proportion. After the /
video, recap the key terms and explain them to students (see lesson notes). interactive

20 -25 Group work: exercise.
min  Divide the students into four groups. Write the following questions on board and ask them to
solve in groups. (See lesson notes)
 Groups to swap the notebooks and check each other’s work. (Teacher to help the groups in
swapping, so that each pair gets a chance to check any one pair’s work. Teacher to monitor
the pair closely during group activity)
 Each group to get the checked paper back, teacher to make sure that working and answers are
correct in each group.
Consolidation:
10  Tablets will be given to students to complete the interactive exercise.
min  Show the video again to the students in order to help them revise the key points of the
concept again.

54
 Lesson Notes
Key terms for explanation:
 Directly proportional: as one amount increases, another amount increases at the same rate. The
symbol for "directly proportional" is ∝
 Inversely proportional: when one value decreases at the same rate that the other increases.
 Proportion: a part, share, or number considered in comparative relation to a whole.

Group work:
1) If 10 packs of toffees cost 150 how much will 15 packs of toffees will cost? (225 Rupees)
2) If 8 masons built a house in 24 days. How many days it will take for the house to be built by 12
masons. (6 days)
3) 15 chef take 180 minutes to prepare order of a party. How much time will it take, if 20 chefs
prepare the same order? (130 minutes)
4) 34 pair of shoes cost 6800 rupees, how much it cost to buy 45 pair of shoes? (200 Rupees)

55
 Lesson Plan
Class: V Subject: Mathematics Topic: Angles

Lesson Objectives / SLO:

By the end of the lesson students will be able to:
 Recall an angle and recognize acute, right, obtuse, straight and reflex angle.
 Use protractor to construct
 Reflex angles of different measure.
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Screencast video on angles
 Scale, pencils, model protractor for teacher, small protractors for students
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the concept measuring and drawing acute, obtuse and right angles.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole class: assessed on their
 Teacher to start the lesson by asking students: ability to:
 When do we use a protractor?  Recall an angle
5- 7  How is it similar or different to a ruler? and
min  Encourage students to observe the room, windows, corner of the black / green board etc. recognize
and find angles. acute, right,
 Ask them if they remember what angles are. obtuse,
 Tell them that today they will learn more about angles through a video, and will understand straight and
what Reflex angles are and how to draw them. reflex angle.
Building Knowledge:  Use protractor
to construct
 Instruct students that during video watch, they have to listen to the problem statement
Reflex angles of
carefully and answer the questions asked. They will be asked to keep their note books
different measure
ready to answer the question which will come during the video watch.
through
 The teacher will play the video and pause it when pause signs appear.  Observing
 Encourage students to think and discuss with partner, if required and then answer them. Hands on
Also ask them to draw reflex angle as the steps are shown on the screen. activities
 Teacher to take feedback from students, and discuss if they have noticed formation of  Checking
different angles in the clock. exercise
 Ask the students that what is the name of the angle that lies between 180 degrees and 360 done on
degrees? (reflex angle) tablets
20
min  Play the video again (the end part), if required, to see the steps of drawing a reflex angle.
Group work:
Ask students - Where can angles be found?
If time permits, allow students to go around the school and find various angles and write the
names of things with different angles on a piece of paper.
Students to share the findings with the whole class.
In small groups, ask students to draw a stick figure showing the reflex angle (see lesson notes
for reference).
Swap the drawings and other group to measure the reflex angle using protractor. (Remind
students that to find the measurement of reflex angle, the inside (angle smaller than 180
degrees) angle is measured and then it is subtracted from 360 degrees).

56
 Consolidation:
10  Tablets will be given to students to solve the interactive exercise.
min Teacher to take rounds and support students as and when required. If required, play the video again
to discuss key learning points.

Lesson Notes

Group activity – Drawing of a stick figure to measure reflex angle:

57
 Lesson Plan
Class: V Subject: Mathematics Topic: Complementary and Supplementary Angles

Lesson Objectives / SLO:

By the end of the lesson students will be able to:
 Describe complementary and supplementary angles.
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Flipbook on complementary and supplementary angles.
 pencils, wooden protractor, small protractors
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the concept of different types of Angles.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole class: assessed on their
 The students will be asked to share what they know about Angles. ability to:
5–7  Describe
 Ask them to form the angles using their arms, elbow as a vertex point.
min complementary
 Tell them to form an acute angle, then obtuse and then right angle.
and
 Teacher to observe the formation of angles, by the students, carefully to know if they supplementary
know the concept well or not. angles.
Building Knowledge: through
Tell students that today they will see a flipbook on Complementary and Supplementary angles.  Listening to
 Tell students that during flipbook task they have to listen to the information carefully and answers
answer the questions asked. after
 The teacher will distribute the tablets to the students, and instruct them to flip the page watching
one by one, once they have heard all the relevant content. (Teacher can demonstrate the flipbook
 Checking
the use of flipbook to the students, before distributing the tablets to the students).
worksheet
 Encourage students to discuss with partners what they have learned about and
Complementary and Supplementary angles. interactive
 Teacher to take feedback from students, and discuss key learning points. exercise
20  What have you noticed about complementary angles? (Possible Answer: That when answers
min the angles are added together they equal 90 degrees.)
 Can you compare complementary angles and right angles? Contrast?
 Can you compare supplementary angles and straight angles?
Pair work:
The students will find the complement and supplement of the given angles (see lesson notes –
work sheet)
Discussion:
Can you find Complementary or Supplementary angles in real life? Can you find any around the
classroom? (Ask them to look for more complementary and supplementary angles and share
examples in the next class)
Consolidation:
10  Tablets will be given to students to solve the interactive exercise.
min Teacher to take rounds and support students as and when required.
If required, see the flipbook again and discuss key learning points.

58
 Lesson Notes

Complementary and Supplementary Angles

Worksheet

Find the complement and supplement of the given angles.

1) 63degrees
Complement of 63degrees = _______________________

2) 124degrees
Supplement of 124degrees = _______________________

3) 135degrees
Supplement of 135degrees = _______________________

4) 13degrees
Complement of 13degrees = _______________________

5) 154degrees
Supplement of 154degrees = _______________________

6) 28degrees
Supplement of 28degrees = _______________________

7) 32degrees
Complement of 32degrees = _______________________

8) 51degrees
Complement of 51degrees = _______________________

Answers:
1) 27 degrees
2) 56 degrees
3) 45 degrees
4) 77 degrees
5) 26 degrees
6) 152 degrees
7) 58 degrees
8) 39 degrees

59
 Lesson Plan

Class: V Subject: Mathematics Topic: Triangle

Lesson Objectives / SLO:
By the end of the lesson students will be able to:
 Define triangles with respect to their sides (i.e. equilateral isosceles and scalene triangle)
 Use compasses and straightedge/ruler to construct equilateral, isosceles and scalene triangles when three sides are
given.
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Animation Video on Triangles
 A4 Sheets or drawing sheets and protractor for students
 Mathematics Notebook / a blank sheet and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the concept of lines, angles and sides
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.
 Students would require a protractor (commonly known as ‘D’) for the exercise. Ask the students in advance to bring it for this lesson
or teacher can arrange.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole Group assessed on their
5  Ask the students questions to test their prior knowledge regarding sides, angles and lines. ability to:
min (See lesson notes)  Define
 Ask them to name the shape with three sides (Triangle) triangles with
 Tell them that they will learn more about different types of triangles through a video. respect to
Building Knowledge: their sides
Whole Group / pair work (i.e.
 Instruct students that during video watch, they have to listen to the story carefully and answer the equilateral
questions asked. They will be asked to keep their note books ready to answer the question which will isosceles and
come during the story. scalene
 The teacher will play the video and pause it when pause signs appear. triangle)
 Encourage students to draw the triangle when the steps are shown on the screen.  Use
20 -25  Teacher to take feedback from students, and discuss key learning points. compasses
min and
Group Work: straightedge/
 Show the video again, especially the end part. In small groups, distribute A4 sheets / drawing ruler to
sheets to the students.
construct
 Ask students to draw triangles using the given measurements of angles and sides. (See lesson
triangles
Notes)
through
 Ask the students TO DETERMINE Equilateral, isosceles and scalene triangles of the given triangles
 Checking
/ pictures. (See lesson notes)
Drawings.
Consolidation:  Checking
 Tablets will be given to students to solve the interactive exercise. interactive
10
Teacher to take rounds and support students as and when required. exercises.
min If required, play the video again to discuss key learning points.

60
 Lesson Notes
Anticipation:
1. What are sides?
A side is a position to the left or right of an object, place, or central point.

2. What is a line?
A line is a straight mark starting from one point and ending on another.

3. What are angles?

An angle is a combination of two rays (half-lines) with a common endpoint. It is also known as the space (usually measured
in degrees) between two intersecting lines or surfaces at or close to the point where they meet.

Building Knowledge:
Q. Draw the given triangles:
 An equilateral triangle with all sides of 5 cm and all angles of 50 degrees.
 An Isosceles triangles with two equal sides of length 4 cm and third side of 5 cm and 2 equal angles of 35 degrees.
 A scalene triangle with
- side 1 of length 4.5 cm, side 2 being 4 cm and side 3 being cm.
- Angle 1 being 35 degree, angle 2 being 45 degree and angle 3 being 50 degrees.

Q. identify the following triangles and label them?

Note: give the diagrams to the student drawn on a drawing paper and ask them to identify the triangles by measuring
their sides and angles.
Answers: a) Equilateral b)Scalene c) Isosceles d) equilateral e) scalene f) Isosceles

61
 Lesson Plan

Class: V Subject: Mathematics Topic: Quadrilaterals

Lesson Objectives:
By the end of the lesson students will be able to:
 Recognize the kinds of quadrilateral (square, rectangle, parallelogram, rhombus, trapezium and kite).
 Identify properties of each quadrilateral (square, rectangle, parallelogram, rhombus, trapezium and kite).
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Animation video on Quadrilaterals.
 A Sheet/ Mathematics Notebook and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with concepts of angles and lines.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may
pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole Group assessed on their
 Ask the students if they know what are angles. Take answers from 2-3 students. ability to:
 Draw a square and a rectangle on board and ask students if they recognize these  Recognize the
5 shapes? Take answers from 2-3 students. kinds of
min  Introduce Quadrilaterals to students and explain that square and rectangle are also quadrilateral
examples of quadrilaterals, as they have four sides. (See lesson notes for more (square,
information and understanding) rectangle,
 Tell them that they are going to watch a video which will help them to learn about parallelogram,
different types of four sided shapes called quadrilaterals. rhombus,
Building Knowledge: trapezium and
Whole Group kite).
 Tell students that during the Animation Video, they will learn about the properties of  Identify
different types of quadrilaterals so they should watch them carefully. properties of
 The teacher will play the Animation video on Quadrilateral. Since it is a song you can play each
it more than once for the students to learn the properties. Though in the second time quadrilateral
around, after each shape stop the video and go through the properties with the students. (square,
(See lesson notes for the properties). rectangle,
 Encourage students to sing along when the video is played again. parallelogram,

20 -25 Pair work:
min rhombus,
 Give each student pair a colored sheet and ask them to make a square, rectangle,
trapezium and
rhombus, trapezoid, parallelogram and kite using the colored sheet and stick it in their
notebooks. kite).
 Ask students to write the properties of each shape with help of their partner (see lesson through
notes for reference only).  Observing pair
 Groups to swap the notebooks and check each other’s work. (Teacher to help the groups activity
in swapping, so that each pair gets a chance to check any one pair’s work. Teacher to  Checking
monitor the pair closely during group activity) interactive
 Each group to get the checked paper back, teacher to make sure that working and exercise
answers are correct in each group. answers
Consolidation:
10  Tablets will be given to students to complete the interactive exercise.
min  Show the animation video again to the students in order to help them revise the key points of
the concept (optional).

62
 Lesson Notes
Information for Teachers - Quadrilateral:
 A quadrilateral is called a parallelogram, if both pairs of its opposite sides are parallel. It has
four edges (or sides) and four vertices or corners.
 Common examples of quadrilateral are a square, rectangle, rhombus, trapezoid,
parallelogram and kite
 Trapezium: a quadrilateral with at least one pair of opposite sides are parallel.
 Isosceles trapezium (UK) or isosceles trapezoid (US): one pair of opposite sides are parallel
and the base angles are equal in measure. Alternative definitions are a quadrilateral with an
axis of symmetry bisecting one pair of opposite sides, or a trapezoid with diagonals of equal
length.
 Parallelogram: a quadrilateral with two pairs of parallel sides. Equivalent conditions are that
opposite sides are of equal length; that opposite angles are equal; or that the diagonals
bisect each other.
 Rhombus or rhomb: all four sides are of equal length. An equivalent condition is that the
diagonals perpendicularly bisect each other. Informally: "a pushed-over square" (but strictly
including a square, too).
 Rhomboid: a parallelogram in which adjacent sides are of unequal lengths and some angles
are oblique (equivalently, having no right angles).
 Rectangle: a quadrilateral with all four angles are right angles. An equivalent condition is
that the diagonals bisect each other and are equal in length. Rectangles include squares
and oblongs. Informally: "a box or oblong" (including a square).
 Square (regular quadrilateral): a quadrilateral with all four sides are of equal length and all
four angles are right angles. An equivalent condition is that opposite sides are parallel, the
diagonals perpendicularly bisect each other, and are of equal length.
 Kite: a quadrilateral with two pairs of adjacent sides equal in length. This implies that one
diagonal divides the kite into congruent triangles, and so the angles between the two pairs
of equal sides are equal in measure.

Properties of quadrilaterals
This table shows the properties of different kinds of quadrilaterals.

Quadrilateral Properties

Square  A square is a regular quadrilateral.

 All angles are equal (90°).
 All sides are of equal length.
 Opposite sides are parallel.
 It has four lines of symmetry.


63
Rhombus  Diagonally opposite angles are equal.
 All sides are of equal lengths.
 Opposite sides are parallel.
 It has two lines of symmetry.

Rectangle  All angles are equal (90°).

 Opposite sides are of equal length.
 It has two lines of symmetry

Parallelogram  Diagonally opposite angles are equal.

 Opposite sides are of equal length.
 Opposite sides are parallel.
 No line of symmetry.



Trapezium


 One pair of opposite sides is parallel.

Kite  Two pairs of sides are of equal length.

 One pair of diagonally opposite angles is
equal.
 It has one line of symmetry.

64
65
 Lesson Plan
Class: V Subject: Mathematics Topic: Area

Lesson Objectives / SLO:

By the end of the lesson students will be able to:
 Calculate the area of a rectangle or a square using the formula
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Animation video on Area
 Graph papers
 Small squared papers
 Flip charts, pencils, scales
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the concept of length and width of a rectangular / square and simple addition.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole class: assessed on their
Teacher to start the lesson with an activity: ability to:
 Place the blocks (or any other material; could be bottle caps) in a 4 x 5 grid on the chart.  Calculate the
area of the
5 Keep one block in each cell of the grid.
squares and
min  Ask your students to tell you the area of the rectangle by counting the blocks. Introduce rectangles
the term ‘Area’; explain its meaning (see lesson notes) using the
 Explain to the students that they can also calculate the area of a square or rectangle by formula.
using a simple formula. through
 Tell them that they will watch a video to understand this concept further.  Checking
Building Knowledge: their
 Instruct students that during video watch, they have to listen to the problem statement carefully answers
and answer the questions asked. They will be asked to keep their note books ready to answer the done in
question which will come during the video watch. groups.
 The teacher will play the video and pause it when pause signs appear.
 Encourage students to copy the questions on paper / notebook and then answer them.
 Encourage them to think and discuss with partner, if required.
 Teacher to take feedback from students, and ask students to check the answers, when video is
played again.
20 -25  Teacher to take feedback from students regarding how was the formula of area useful?
min After the video is over the teacher will ask the students that how can the calculation of area help us in
our daily life?
The feedback will be listed on the board. At this point the teacher should encourage them to make
connections with real life applications (for example; for wall to wall carpeting in the room, we
calculate the area of the room etc.)
Group Work:
The students will be given a graph/ square paper and will be instructed to use only squares and
rectangles to make their own robot. They will then calculate the area for the head, body, arms etc
and will write it on the graph paper (see lesson notes)
Each group will peer assess the other group work.
Consolidation:
 Tablets will be given to students to solve the interactive exercise.
10 Teacher to take rounds and support students as and when required. If required, play the video again
min to discuss key learning points.
Home work:
The students will complete the questions on Calculating Area using the formula.
66
 Lesson Notes

Area:
Area is the quantity that expresses the extent of a two-dimensional figure or shape, or planar lamina, in the plane.

Group Activity:
Instruct students to use the graph paper or squared paper (as given below) to make their robots. They can only draw
rectangles and squares to draw the robot.

Homework questions:
1. A postcard is 13 cm long and 6 cm wide. What is its area? (78 inches square)
2. Each side of a square notepad is 20 centimeters long. What is the notepad's area? (400 cm square)
3. A map of the world, painted on a wall, is 180 feet wide and 15 feet tall. What is its area? (2700 feet
square)
4. Length of a table is 12 feet while its width is 4 feet? What is the area of the table? (48 feet square)
5. The length of a curtain for bedroom is 12 feet while its width is 32 feet. What is the area of the curtain?
(384 feet square)

67
 Lesson Plan

Class: V Subject: Mathematics Topic: Perimeter

Lesson Objectives / SLO:
By the end of the lesson students will be able to:
 Recognize region of a closed figure; a rectangle or a square
 Calculate the perimeter of a rectangle or a square using the formula
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Animation Video on Perimeter
 A packet of Straws, 5 or 6 books of different sizes and centimeter rulers for group activity
 Mathematics Notebook / a blank sheet and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the concept of length and width of a rectangular / square shape and simple addition
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.
 Students would require a scale and a pencil. Ask the students in advance to bring them for this lesson or teacher can arrange.
 A pack of straws and paper tape for the activity

Time Instructional Sequence Assessment

Anticipation: Students will
Small Group be assessed
 Divide the class into 4 or 5 groups and give them few straws. Ask the students that they have to make on their
5 an outline of their desks using these straws and line them along with the sides of the desk. ability to:
min  Once students are done, ask them to count the number of straws used by them. Tell them that it is  Recogniz
called Perimeter. Perimeter is the outline or distance around something. e region
of a
 Tell students that today they will be watching a video on Perimeter and will learn how to calculate
closed
perimeter using formula.
figure; a
Building Knowledge: rectangle
Whole Group
or a
 Instruct students that during video watch, they have to listen to the problem statement carefully and square
answer the questions asked. They will be asked to keep their note books ready to answer the
 Calculate
question which will come during the video watch. the
 The teacher will play the video and pause it when pause signs appear. perimete
 Encourage students to copy the questions on paper / notebook and then answer them. r of a
20 -25  Encourage them to think and discuss with partner, if required. rectangle
min  Teacher to take feedback from students, and ask students to check the answers, when video is or a
played again. square
using the
Group Work: formula
 Divide students in 4-5 groups, each group will be given a book of different size to find the through
perimeter. Encourage students to use their rulers and calculate the perimeter by measuring the  Pair
length and width of the book in centimeters and then use the formula to calculate the perimeter. and
 Each group to present their findings to the whole class. Group
Activit
Consolidation: ies
 Tablets will be given to students to solve the interactive exercise on Perimeter. and
Teacher to take rounds and support students as and when required.  Solvin
10 g
min Intera
ctive
exerci
se

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 Lesson Notes
Anticipation:
For teachers understanding:
Perimeter is the outline or distance around something.
A shape or figure’s perimeter is found by measuring the length of each side and adding the lengths together.
Formula to calculate Perimeter of a rectangle = L+L+W+W

Homework/ back-up questions:

Calculate the perimeter of the given data and help the people in different scenarios:

1. Can you help the farmer to tell him the length of brick wall he will require if he wants to build a wall of his house? The piece of
land he has is 120 yards and its width is 100 yards. (Answer 460 yards)

2. Ahmed has wrapped his present in a box. He wants to drape a ribbon on the side of the box. How many centimeters
of red ribbon will he require for this when the length of the box is 10 cm and its width is 15 centimeters. (Answer 45
meters)

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 Lesson Plan

Class: V Subject: Mathematics Topic: Average

Lesson Objectives / SLO:

By the end of the lesson students will be able to:
 Define an average (arithmetic mean).
 Find an average of given numbers.
 Solve real life problems involving average.
Resources/Instructional Materials Needed:
 AV room with LED Screen and Tablets for students
 Animation Video on Average
 Weighing scale to measure students’ weight
 A Sheet/ Mathematics Notebook and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
 Students should be familiar with the concept of addition and division.
 The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
 The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Whole Group assessed on
 Ask 6-8 volunteer students to tell their weights in Kilograms. If students don’t know their weights, a their ability to:
weighing scale could be arranged and students will be called to check their weights.  Define an
 Note down the responses of students using Tally marks in the table. (See lesson notes) average
5 (arithmetic
 Ask; what is the average weight of this group of students?
min mean).
 Encourage students to estimate and tell the answer. Explain what is average (see lesson notes).
 Ask them if they have ever identified some averages they have encountered in their own sports  Find an
activities or in calculating average marks they have scored in a subject during the term. average of
 Tell them that they are going to watch a video which will help them to see how average can be given
calculated and used to solve different real life problems . numbers.
 Solve real
Building Knowledge:
life
Whole Group / pair work
problems
 Instruct students that during video watch, they have to listen to the story carefully and answer the
involving
questions asked. They will be asked to keep their note books ready to answer the question which
average.
will come during the story.
through
 The teacher will play the video and pause it when pause signs appear.
 Checking
 Encourage students to copy the questions on paper / notebook and then answer them. their
20 -25
 Encourage them to think and discuss with partner, if required. answers
min  Teacher to take feedback from students, and ask students to check the answers , when video is done in
played again. pairs and
Group Activity: groups.
 Divide class into 2 teams. Each team will be given two questions slips to solve. (see lesson
notes). Each team will also solve the average of volunteer group of students, written by the
teacher on the board at the beginning of lesson.
 Once all the questions are solved by both the teams, ask them to swap their papers for
checking.
 Team with all correct answer will be the winner.
5-10
Consolidation:
min  Tablets will be given to the students to complete the interactive exercise on Average. Teacher to
monitor and guide students, as and when required.

70
 Lesson Notes
Anticipation:
Draw this table on the board and write students’ responses in the form of tally marks.

Name of volunteer students Weight in Kg

For Explanation:
The term ‘average’ occurs frequently in all sorts of everyday contexts – you may say ‘I’m having an average day
today’ meaning your day is neither particularly good nor bad, it is about normal. Similarly, we may refer to people,
objects and other things as ‘average’.
The term 'average' refers to the ‘middle’ or ‘central’ point; when used in mathematics the term average refers to a
number that is a typical representation of a group of numbers (or data set).

Building Knowledge
Group Activity: Question slips

1. Saad scored 98, 25, 105, 62 and 65 run in 5 matches. What was the average score per match?

2. The temperature of a city during a week was 35° C, 36°C, 34°C, 38°C, 40°C, 39°C and 44°C. What was
the average daily temperature of the town for the week?

3. Jameel collected 100 shells on the first day, 60 on the second day, 150 on the third day, 80 on the
fourth day and 90 on the fifth day, for a school project work. What was his average collection?

4. Rehan scored the following marks in 6 subjects; English 88, Urdu 64, Islamiat 89, Maths 96, Science
87 and Social Studies 80. Find his average score in 6 subjects.

Answers:
1. 71 runs
2. 38°C
3. 96
4. 84 marks

71
 Lesson Plan
Class: V Subject: Mathematics Topic: Block / Column Graph

Lesson Objectives / SLO:

By the end of the lesson students will be able to:
 Draw block graph or column graph
 Read/ Interpret a simple block graph given in horizontal or vertical form
Resources/Instructional Materials Needed:
• AV room with LED Screen and Tablets for students
• Screen Cast video on ‘Block Graphs’
• A graph paper Sheet, scale and pencil for each student
Required Prior Knowledge and Pre- Lesson Preparation:
• Students should be familiar with the concept of reading and organizing data in tables.
• The video must be watched beforehand in order to acquaint oneself with its elements, flow, pauses, etc.
• The content relevant to the topic must be thoroughly reviewed in order to answer any questions that students may pose.

Time Instructional Sequence Assessment

Anticipation: Students will be
Ask the students the following questions: assessed on their
 Why do we use graphs? ability to:
 What are some things that we can show on graphs?  Draw block
Show the students a bar graph (see lesson notes) and ask the following questions: graph or
5 min
 Why would this bar graph help us? column
 What do we know from this bar graph? How? graph
• Listen to students’ responses and then tell them that they are going to watch a video  Read/
which will help them to see scenarios where Block graphs are used to represent Interpret a
data. simple
Building Knowledge: block
 Instruct students that while watching video, they have to listen to the story
graph
carefully and answer the questions asked. They will be encouraged to keep their
given in
graph papers ready and draw the graph note books as it will be shown during the
video. horizontal
 The teacher will play the video and pause it when pause signs appear. or vertical
20 -25  Encourage students to answer them the questions at the end in order to interpret form
min the graph. through:
 Teacher to take feedback from students, and discuss the key learning points about • Checking
why do we use graphs and charts, with the students (see lesson notes). their answers
Individual Task: done in
 Distribute graph paper worksheet to the students and tell them to complete it groups.
individually. (see lesson notes) • Checking
their answers
done for
Consolidation:
Interactive
• Tablets will be given to the students to complete the interactive exercise. Teacher to
10 min exercise.
monitor and guide students, as and when required. If required, play the video again
to discuss key learning points.

72
 Lesson Notes

Anticipation:
Graph to be shown to the students:

Why do we use graphs and charts?

Graphs and charts are used to make information easier to visualize. Humans are great at seeing
patterns, but they struggle with raw numbers. Graphs and charts can show trends and cycles.

73
Worksheet for Individual Task:

74