CLASS 5 5 E CONSTRUCTIVE LESSON PLAN

LESSON PLANS WITH
CONSTUCTIVISTIC
APPROACH

The Fish Tale Periods Allocation : 4-5 Periods

Theme : Large Numbers

Short description : The unit is about shapes and numbers.
• This is a thematic chapter which represents to the children the world of fish and fish

workers through an integrated approach.

Aim : To make children understand large numbers and use them in day to day life.

Teacher's Role : To teach children about basic shapes.

• To teach them large numbers and use them in daily life.
• To help children to solve word problems based on large numbers.

Learning Resources : worksheets with ‘Mind Maps’, Number cards, Place value chart,

col- oured papers, cardboard sheets, sketch pens. Charts and pictures of sea animals, fake
currency.

Targeted Learning outcome : Children have understanding of large numbers, shapes.

• Able to read and write large numbers.
• Able to solve word problems based on large numbers.
• They must have knowledge of shapes, estimation, speed, loans and numbers.

Student Deliverables : Children will draw figures (sea creatures) using different shapes.

• Will read and write large numbers.
• Will solve word problems based on large numbers.

Ask Students : When you think of fishes what shapes come to your mind ?

• How long is the biggest fish you can imagine ?
• About how many kilograms do you weigh ?

TEACHER’S INITIATIVE STUDENTS’ ACTIVITIES ASSESSMENT

ENGAGE :
Teacher will ask children
• to draw a fish with the • Students will draw fish. • Check the shapes used.

shape of a square and
triangle.
• Teacher will ask • Will answer the questions. • Check their responses.
about the
questions
EXPleLnOgRthE o: f fish and weight.
Discuss about sea
• animals, whale, shark in • Will share their views. • Check their responses.

particular its length and
weight in comparision to
a 10 years old child's
length and weight.
Introduce the number
• system through number • Will listen carefully.

cards/Place value chart.

EXPLAIN : Will make different
Help Children with the activity • coloured fish.
• of making different types of • Ensure everyone
coloured fish using paper and participate.

cardboard.
• Activity to recognize the sea
animals with the help of charts, • Will do activity.
pictures.
• Explain large numbers further. • Check responses.

• Will listen carefully

ELABORATE : complete
Help children their •
• worksheets. Will solve • Check their answers.
worksheets. • Check responses.
• Visit to a near by fish market/ lake
where children can talk to fisher Will visit fish
men and ask related questions • market and ask
questions.
like-sale purchase, varieties of
fish etc.
• Do an activity on sale- purchase
with the help of fake currency.

EVALUATE : • Will do activity
Teacher will ask questions based
• on large numbers. • Will answer • Check answers.
Check their responses.
• Speed and time calculation with questions.

battery operated toys can be •

done • Will enjoy doing the

activity.

Shapes and Angles Periods Allocation : 4-5 Periods

Theme : Shapes and Angles

Short description : The unit is about geometrical shapes and angles
• This unit encourages children to learn about different shapes and angles of different things around

them.

Aim : To teach angles, their types and geometrical shapes.

Teacher's Role : To explain different shapes and angles through various activities.

• To encourage children to participate in all activities.

• To help them complete the activities and worksheets.

Learning Resources : worksheets with ‘Mind Maps’, cardboard sheets, pictures of yoga

Asanas, cardboard cutouts of different shapes and angles, matchsticks.

Targeted Learning outcome : Children acquires knowledge of shapes and angles.

• They understand the way in which shapes can differ even when the number of sides is the
same.

• They learn angles and its types and able to classify them.

Student Deliverables : Children draw different shapes using match sticks.

• Children see and make different shapes using cardboard cutouts.

• Children form different angles using matchsticks and cardboard cutouts.

• Children complete the worksheets.

Ask Students : After showing them a shape ask them is it a closed shape ?

• How is it a closed shape ?

TEACHER’S STUDENTS’ ASSESSMENT
• Check responses.
ENIGNAITGIEA:TIVE ACTIVITIES •

• Give children • Will make different Ask questions based on
matchsticks and ask shapes above figure.
them to make different
shapes with them.
• Ask them to look for
their angles. • Will notice their angles.
• Encourage them to
think about the way in
which shapes can differ • Will watch and
listen carefully.
even when the number
of sides is the same.
This will help them to
get a sense of how
angles determine the
shape of a polygon.



How Many Squares? Periods Allocation : 4-5 Periods

Theme : Squares

Short description : The unit is about space enclosed within a figure.
• This unit provides many opportunities for children to compare things in terms of area and guess

which is bigger.

Aim : To develop a sense of the concept of Area.

Teacher's Role : To help children perform various activities.

• To encourage children to evolve their own strategies.
• To explain the concept with many suitable examples.
• To encourage children to participate in activities.

Learning Resources : worksheets with ‘Mind Maps’, cardboard cutouts, actual leaves,

plastic leaves, coins, star, sketch pen, graph paper, thread bangle, scale etc.

Targeted Learning outcome : Children have an understanding of the area and

perimeter.

• Able to derive formula for finding the perimeter and area of given figure and express its unit.
• Able to solve simple problems based on the topic.

Student Deliverables : Explores intuitively rotations and reflections of familiar 2-D

shapes.

• Make the shapes of cubes, cylinders and cones using nets especially designed for the
purpose.

Ask Students : Name the things in square shape you see around you.

• Which shape is bigger in size ?
• Which of these shape has largest perimeter ?

TEACHER’S STUDENTS’ ASSESSMENT
• Check their answers.
ENIGNAITGIEA:TIVE ACTIVITIES • Check their responses.

• Ask children to count • Will count the tiles.
the tiles on the floor and
find the number of
squares.
• Get the activity done • Will do the activity
and answer the
"Measure Stamps" question.
(Refer to page 35 of
•EXPqTSLehuxOoetswRbtoiEootnh:kse)mbastewadnodofnigitu.arseks •
and ask which has the Will listen carefully
bigger area ? You can and answer.
show them books or
currency.

• Ask them to compare their • Will make their foot • Guide them when needed.

foot prints. Show them prints and compare

different animal's foot prints them.

EXPLAIN :

• At this state children need • Will identify and count • Check answers.

not to count each square so largest squares.

encourage them to identify

the largest squares and

rectangle within a outline of

different shapes and then

count small squares for • Will do activity.

irregular shapes. • Guide them.

• Encourage them to trace

outline of various shape

objects (like leaves, coins,

palm, fingers etc) on graph

paper and counting squares • Will listen carefully. • Can ask questions based
on the topic.
for the concept of area.
• Further explain about area

with suitable examples.

ELABORATE :

• Make different types of • Will make puzzles and • Check answers.
answer.
puzzles by card board cutouts Guide them whenever
needed.
or chart papers. (Refer to
Supervise the activity.
pages 44-46 of Textbook)

• Ask them to complete the • Will solve worksheets.
worksheets.
Will make different •
• Make different types of patterns and shapes
patterns/shapes by cardboard • with cardboard cutouts.

cutouts and arrange them in

various sequences.

• Measure perimeter of regular

shapes objects by using Will measure perimeter

thread/graph paper/ scale. •

of different objects •

EVALUATE : • Will make their own tile. • Supervise it.

• Ask children to make their • Will answer. • Check answers.
own tile.

• Ask questions from the
worksheets.

Parts and Wholes Periods Allocation : 4-5 Periods

Theme : Fractions

Short description : The unit is about a whole thing divided into parts.
• This unit develops the concept of fractions further and provides many opportunities to practice and

apply them in day to day life.

Aim : To identify fractions and divide items into halves, thirds, quarters and further on.

Teacher's Role : To explain fractions with suitable examples.

• To guide children to perform various activities.
• To help them complete the worksheets.

Learning Resources : worksheets with ‘Mind Maps’, sketch pens, Indian flag, chocolate

bar, coloured sheets, bills, fake currency.

Targeted Learning outcome : Able to find the fractional part of a collection.

• Able to compare fractions.
• Able to identify equivalent fractions.
• Able to express a given fraction in decimal notation and vice versa.

Student Deliverables : Children finds the fractional parts and compare them.

• They estimate the degree of closeness of a fraction to known fractions.
• Will perform various activities.

Ask Students : In an Indian flag what part of the flag is of green colour ?

• Is the white colour less than 1/3 of the flag ? Why ?

TEACHER’S INITIATIVE STUDENTS’ ACTIVITIES ASSESSMENT

ENGAGE :

• Introduce the unit by • Will colour and observe
activity of observing India's Flag.
India's Flag and finding
parts/ratio of three
colours.
• Ask them to distribute a • Will perform activity. • Check answers.

chapati in one fourth,
three fourth, half parts
and so on among
students during lunch
break.
• Ask them to break • Will perform activity. • Check answers.
chocolate bar in One
fourth, three- fourth, half
parts and so on.

EXPLORE :

• Perform the activity 'Magic Top' • Will listen carefully • Check their

• Ask them to colour the equal parts of a and do activity. performance.

triangle. • Will colour triangle.

• Discuss the topic and explain them

about equivalent fractions with • Will listen carefully.

relevant examples.
• Read and solve the greedy Gate

keepers.

EXPLAIN :

• Folding and cutting paper circles can • Will perform activity. • Check the activity.
be done to compare fractions and find

equivalent/smaller fraction.

• Fraction writing practice.

• Further explain it and make them do • Will practise. • Ensure all participate.

worksheet for more practise. • Will do worksheets. • Check answers.

ELABORATE :

• Ask them to make different patterns • Will make patterns. • Check patterns.

by colouring some squares in the

grids.

• Parts of the strip can be given and ask
question based on it. Encourage them • Will make their own • Ensure that all
to make their own fraction strips using fraction strips. performs

papers of different sizes. Encourage activity.

them to compare the strips by

colouring them into different fractions.

• Practice worksheets.

• Showing real or fake currency, real

bills and price list help them • Will practice

mastering the concept. worksheets. • Check their answers.

• Will answer. • Check answers.

EVALUATE :

• What will be 2/5 of 40 ? • Will answer. • Check their

• What is the equivalent fraction of • Will answer. responses.

5/6 ?

Does It Look the Same?

Theme : Symmetry Periods Allocation : 4-5 Periods

Short description : The unit is about similar halves.

• Symmetry is certainly one of the most powerful and pervasive concepts in mathematics. Symmetry is
found everywhere in nature. This unit empowers children with such concept.

Aim : To encourage students to look for symmetry and patterns all around them and solve

simple prob- lems based on it.

Teacher's Role : To encourage children to find symmetries and patterns in day to day life.

• To help them perform activities.
• To motivate them to ask questions.

Learning Resources : worksheets with ‘Mind Maps’, cardboard cutouts of shapes like

square, pentagon, star, equilateral triangle etc., colours, dropper, mirror, paper cuttings etc.

Targeted Learning outcome : At the end of the chapter students Able to.

• Develop the conceptual clarity of the symmetry.
• Understand the relationship between different shapes.
• Understand different symmetries.

Student Deliverables : Creates patterns on their own.

• Identifies patterns in square numbers, triangular numbers.
• Relates sequences of odd numbers between consecutive square numbers.
• Performs various activities.

Ask Students : (1) Which of the following are the symmetrical images ?

(a) (b) (c) (d)
(2) Compete the pattern ?
?
  

TEACHER’S INITIATIVE STUDENTS’ ASSESSMENT
ENGAGE : ACTIVITIES • Check their activity

• Help students create some patterns • Will perform the • Check responses.
with the drop of colour and folding activity.
• Check the patterns.
paper • Will listen carefully • Ensure everyone

• Make them understand mirror halves and share their participates in
with suitable examples. activity.
thoughts
• Ask questions of
EXPLORE : symmetry based on
half and one-fourth
• Ask children to make some symmetric • Make symmetric and turn.
patterns/shapes. shapes and patterns
Will do activity. • Check answers
• Do the activity paper folding to find • • Check their
symmetry in some shapes like Will listen carefully
equilateral triangle, circle, alphabets and look for responses.
like A, B, C, E, H. asymmetry.
• Check their
EXPLAIN : Will listen carefully responses.
and answer.
• Explain that even though the shape is •
Will complete
symmetric, the colour scheme of the worksheets.
Will draw line of
figure can make it asymmetric symmetry on various
cut out shapes.
Encourage children to look for
Will answer.
asymmetry based on the shape as

well as the colour scheme.

• Explain if a shape takes half turn or

one-fourth turn how will it look like •
with suitable examples.

ELABORATE :

• Help them complete their worksheets. •

• Give them exercises to draw line of

symmetry in various shapes like
circles, equilateral triangle, square, •

pentagon, star etc. (made from

cardboard cutouts)

• Give them maximum possible examples

of the shapes how they will look after

half, quarter or sixth turn. •

EVALUATE : • Check their answer.

• Write all the english alphabets, which • Will write the answer.
look the same after a half turn.

Be My Multiple, I Will be Your Factor

Theme : Factors & Multiples Periods Allocation : 4-5 Periods

Short description : The unit is about multiples and factors.
• This unit strengthens the foundation of mathematics by emphasis on multiples and factors.

Aim : To teach factors and multiples and their application in day to day life.

Teacher's Role : To build a warm environment for the children to learn.

• To nurture the children with knowledge and answer their quarries.
• To help them perform activities and complete their worksheets.
• To show how to ply the concept in daily life.

Learning Resources : worksheets with ‘Mind Maps’, coloured chalks, numbered marble

pieces, chart paper, sketch pens, scale etc.

Targeted Learning outcome : Children have knowledge of factors and multiples of a

number.

• Understand the relationship between multiples and factors.
• Can solve the simple problems based on L.C.M. and H.C.F.

Student Deliverables : Can solve puzzles and play games based on factors and multiples.

• Can prepare a colourful multiplication chart.
• Can solve the worksheets.
• Can make similar questions with different multiples.

Ask Students : Ask riddle : I am neither prime nor composite but I am a factor of every

number. What number am I ?

TEACHER’S INITIATIVE STUDENTS’ ACTIVITIES ASSESSMENT

ENGAGE :

• Keep children engaged • Will perform activity. • Check activity.
with the activity. The
mouse and cat and ask
questions based on it.

• Encourage children to
make similar questions • Will form questions. • Check their questions.
with different multiples • Check responses.
and ask each other to
solve.
• Make children play
Meow Game Will play game.
•

EXPLORE : Will jump steps to • Check responses.
• Further explore the topic • find multiples. • Ensure everyone is

with the activity jumping paying attention.
steps to find multiples of
various numbers.

EXPLAIN :

• Explain them further about • Will listen carefully.
multiples and common Will listen carefully.
multiples.
• Explain the relationship
between multiples and •
factors.

ELABORATE :

• Organize a game for the • Will play game. • Check their responses.
students by making two
intersecting circles on floor Will play game. • Check responses.
and putting numbered Will do activity.
marbles pieces to find Will solve worksheets. • Check worksheets
common multiples of two Will make factors trees. • Check factor trees.
numbers. • Check answers.
• Repeat the above game
with three numbers.
• Same activity can be done
to find common factors of •
two numbers.
• Help them practice •
worksheets.
• Help them make factor
tree for various numbers.
• Help them solve simple •
work problems based on
the topic
•

• Will solve simple word
problems.

EVALUATE : • Check answer.
• Draw the factor tree of 98. • Will draw factor tree. • Check answer.
• Find the common multiple • Will answer.

of 3 and 6.

Can You See the Pattern?

Theme : Patterns Periods Allocation : 4-5 Periods

Short description : The unit is about finding missing numbers based on rule or pattern.
• This unit empowers children with the concept of patterns. Recognizing number pattern is an impor-

tant problem solving skill on which this unit focuses.

Aim : To develop skill to recognize patterns.

Teacher's Role : To encourage children to think of various alternatives.

• To encourage children to make their own patterns and sums.
• To help them perform activities and complete the worksheets.

Learning Resources : worksheets with ‘Mind Maps’, Pattern/Sequences charts, sketch

pens vegetable's cutting (to use as a block), Gift Wrapper with different patterns or cloth or
handkerchieves.

Targeted Learning outcome : Children Able to recognize and understand the

patterns.
• Able to recognize and make their own patterns with numbers and letters.
• Able to compute the given patterns using four basic operation of mathematics.

Student Deliverables : Students Can recognize patterns.

• Can make their own problems based on patterns.
• Can perform various activities.
• Can compute the simple problems based on the patterns.

Ask Students : What will come next in the following pattern ?

 ®  ?
®

• What will come next ?
1, 4, 16, 64, ............., .................... .

TEACHER’S INITIATIVE STUDENTS’ ASSESSMENT
ENGAGE : ACTIVITIES

• Tell the children to observe the • Will observe • Check their responses
patterns on different gift patterns and deduce and rules.
wrappers/cloth and try to the rule.

deduce the rule. • Check the activity.
• Ask children to make a • Will do block

vegetable block and using printing on paper.
colours print on paper taking

1/4, 1/2 turns.

EXPLORE : • Check their patterns.

• Let them practice various • Will practice patterns.
patterns of the floor tiles
on the notebooks with the
help of coloured pens.

EXPLAIN :

• Explain them how to look • Will listen carefully.

for the rule.

• Help them complete the • Will complete the • Check worksheets.
worksheets.
worksheet. • Check their squares and
• Help them make magic hexagons.

squares and magic • Will make magic squares
hexagons and Hexagons.

ELABORATE :

• Practice worksheets. • Will Practice. • Check answers.

• Further explain and help • Will do and solve activities. • Guide them whenever

them do the activities : needed.

Calendar Magic, Secret

Numbers and Number

Surprises
• Show them charts of • Will find the rules of • Check responses.
patterns/ sequences in patterns/ sequences.

numbers.

EVALUATE :

• Write the next two terms • Will answers. • Check their answer.

in the following sequences.

0, 3, 8, 15, 24, ....., .....
• Make your own patterns • Will make number pattern. • Check their pattern.

of numbers and show.

Mapping Your Way Periods Allocation : 4-5 Periods

Theme : Map

Short description : The unit is about finding your way just like helping one find his lost way.

• This unit develops the concept of map to the children. Maps are important tools and represent the
real world on a much smaller scale. Learning about maps helps children begin to understand what is
going on in the spaces around them.

Aim : To teach children to read the map and use it in day to day life.

Teacher's Role : To teach children how to read map.

• To show them when and where to use them in our daily lives.
• To guide them, help them perform various activities and practice worksheets.

Learning Resources : worksheets with ‘Mind Maps’, map and its Photograph, Pencil,

Eraser scale, 2 cm and 2½ cm grid, colours, Map of India etc.

Targeted Learning outcome : Children Able to read school maps, city maps and

other maps.
• Understand the need of a scale in a map.

S• tuUdndeenrsttDanedltihveeforuarbdlieresct:ioCnhsiladnrdenlowcailtlertehaedasrcehaosoalsmkeadp., city map.

• Can reduce/enlarge the area in the given map.
• Can locate the areas asked on the map.
• Can create their own map.

•AsCkanSpturadcteicne twso:rkHshoweetms.any directions are there ?

• Name all the four directions ?
• Have you seen a map of a city ?

TEACHER’S INITIATIVE STUDENTS’ ASSESSMENT
ENGAGE : ACTIVITIES Check responses.

• Ask introductory questions • Will answer. •
based on the topic.

• Show them a photograph and • Will observe matching
the map of the same place. photograph and map
Ask them to observe carefully.

carefully, then ask questions
based on it

EXPLORE :

• Children should understand • Will share their views. • Check responses.
the need for a scale. Discuss it Will draw map. • Check their maps.
with them.
• Ask them to make the map of the
way of their home from school. •

EXPLAIN :

• Discuss the need for scale • Will share ideas. • Check their answer.
• Check the activity.
with them further.

• Explain them to reduce/ • Will reduce or enlarge
enlarge the pictures on the the shape on classroom
Grid.
floors.
• This activity can be done

on the classroom floors.

• Explain them the four

directions and discuss it. • Will listen carefully.

ELABORATE :

• Help them make the • Will make classroom layout. • Check the layout.

classroom layout. Will complete worksheets. • Check worksheets.
Ensure everyone answers.
• Practice worksheets. •

• Show them the map of • Will answer. •

India and discuss

questions based on it

EVALUATE : Will draw the map of • Check their maps.
their school building.
• Ask them to observe their •
school building and draw
a map of it.

Boxes and Sketches Periods Allocation : 4-5 Periods

Theme : 2D and 3D Shapes

Short description : The unit is about visualising solid shapes.
• This unit focuses on visualisation of 3-dimensional shapes and how they can be represented on paper

(in 2 dimensions).

Aim : To develop the concept of 3D shapes in 2D.

Teacher's Role : To develop the concept of 3D shapes.

• The help them to make 3D shapes using nets.
• To clarify the difference between 2D and 3D figures.
• To help them solve simple problems based on the topic.

Learning Resources : worksheets with ‘Mind Maps’, Cardboard, thick paper, colours,

fevicol, scissors, empty match boxes, ice-cream sticks.

Targeted Learning outcome : Children will understand 2D and 3D shapes and their

difference.
• Able to draw 2D and 3D shapes.
• Able to solve simple problems based on 3D shapes.

Student Deliverables : Children will draw 2D shapes.

• Children will draw 3D shapes using nets.
• Can practice worksheets.
• Can make different 3D shapes with cardboard sheet etc.

Ask Students : Which 2D shapes has 3 sides ?

• Which 2D shape has 5 sides ?
• How many sides does on octagon have ?

TEACHER’S INITIATIVE STUDENTS’ ASSESSMENT

ENGAGE : ACTIVITIES

• Ask children to make different • Will make different • Supervise the
models such as cone, cylinder, huts. shape's model. activity.

with card board sheet and thick

paper.
EXPLORE :

• Making mental images of shapes • Will practice worksheet • Check their nets.
is an important mathematical ability. based on nets.

Make them practice many worksheet

based on the topic to visualise the net

of different shapes, to think of how it

looks when flattened and to check

which nets do not make those

particular 3D shape.

EXPLAIN :

• Explain them different • Will listen carefully. • Ensure everyone is
nets and how to visualize • Will listen. attentive and share their
them. views.

• Explain deep drawings • Check their activities.
with suitable examples.

ELABORATE :

• Perform activities with • Will perform activities.
matchbox and ice cream
sticks to further.
Strengthen the concept

EVALUATE : • Will draw. • Check the net drawn.
• Will draw. • Check the net drawn.
• Draw a net of a cube.
• Draw a net of a cylinder.

Tenths and Hundredths

Theme : Decimals Periods Allocation : 4-5 Periods

Short description : The unit is about fractions having 10, 100, 1000 ............ as denominator.

• This unit develops the concept of decimals and let children apply the decimal system in four operations
and in solving problems involving money.

Aim : To develop the concept of decimals through fractions,
Teacher's Role : To observe, to help children and guide them.

• To develop the concept of decimals through fractions.
• To evaluate

Learning Resources : worksheets with ‘Mind Maps’, metre scale, fake currencies like

dollar, rupee, dinar, euro, pound.

Targeted Learning outcome : Children will have understanding of decimals.

• Able to convert a decimal into fraction and vice versa.
• Able to compare the fractions.
• Will have knowledge of different currencies and temperature.

Student Deliverables : Students will convert decimals into fraction and vice versa.

• compare the fractions.
• compute the decimal figures.
• solve problems based on currency and temperature.
• practice worksheets.

Ask Students : What is a fraction ?

• How will you write 75 marks scored out of 100 ?

TEACHER’S INITIATIVE STUDENTS’ ACTIVITIES ASSESSMENT

ENGAGE :

• Show, then ask children to • Will measure with scale. • Check answers.
measure the smallest pencil
or other things they have,
then explain the relation
between metre and
centimetre and also their
conversion.

• Make them practice as • Will practice. • Check responses.
much as possible this will
strengthen their concept.

EXPLORE :

• Show them fake currency • Will share their views. • Check responses.

of different country or

chart and discuss about it.

• Make them practice • Will solve simple problems. • Check answers.

problems based on money.

EXPLAIN :

• Discuss the relation • Will listen carefully

between fractions and

decimals in detail. Give

more exercises based on • Will practice worksheets

conversion. • Check answers

• Practice worksheets • Check their responses
• Check answers.
ELABORATE :

• Encourage children to look • Will observe and answer.
at temperature of different
cities in newspaper and on
TV. • Will practice.

• Give them an idea that
temperatures can be
measured at two different
times of the day. Give
questions based on it.

EVALUATE :

• Collect temperature from • Will collect information • Check their answers.

Newspaper/TV news and prepare table.

chan- nels of last seven

days and prepare table.

Area and its Boundary Periods Allocation : 4-5 Periods

Theme : Area and Perimeter

Short description : The unit is about the space enclosed and the boundary of the given figures and objects.
• This unit gives fair idea and develops the concept of area and perimeter which are the foundation

for understanding other aspects of geometry.

Aim : To develop the concept of Area and Perimeter.

Teacher's Role : To create warm environment for learning.

• To motivate children to perform various activities.
• To clarify the doubts.
• To evaluate.

Learning Resources : worksheets with ‘Mind Maps’, Geoboard, thread, scale, stamps, book,

box, etc.

Targeted Learning outcome : Students Able to apply four arithmetic operations to

solve simple problems based on area and perimeter.

• Able to use this knowledge into their day to day life.

Student Deliverables : Students determine area and perimeter of simple geometrical

figures.

• Apply the four operations in solving problems involving length, weight and volume.
• Convert fractional larger unit into complete smaller units.

Ask Students : Show them one book and ask can you guess the length of the book ?

• Can you guess the breadth of the book ?
• Now can you guess the perimeter of the book ?

TEACHER’S INITIATIVE STUDENTS’ ACTIVITIES ASSESSMENT

ENGAGE :

• After asking introductory • Will answer and measure. • Check responses.
questions ask them to measure
the lengths breadth and the
perimeter of the book, then
discuss.

• Given them more things to
measure the perimeter.

EXPLORE : Will follow the directions.

• Ask them to cover certain area •
with stamps.

Make them practice simple word • Will practice. • Check answers.
problemsbased on the topic.

EXPLAIN : and its • Will listen carefully.
suitable
• Discuss the area
perimeter with
examples.

• Help them practice • Will complete their • Check answers.
worksheets. worksheets. • Check responses.

ELABORATE : • Check answers.
• Check answer.
• Use geoboard for measuring • Will measure.
perimeter of various shapes
like triangles, squares
rectangles using thread.

• Practice more worksheets. • Will practice.

EVALUATE :

• What is the side of a square, • Will solve and answer.
whose perimeter is 4.8 m ?

• Find the area, if l = 3 cm, b = 5
cm.

Smart Charts

Theme : Data Handling Periods Allocation : 4-5 Periods

Short description : The unit is about organising and interpreting the data.

• This unit provides various opportunities for children to strengthen the concept of data handing
which is part of children's everyday lives. This unit allows children to learn the ability of interpreting
and displaying data in various forms.

Aim : To learn the ability to represent data.
Teacher's Role : To create warm environment to learn.

• To explain the concept of data handing
• To guide children to perform activities.
• To clarify the doubts.
• To evaluate.

Learning Resources : worksheets with ‘Mind Maps’, Actual bills, classroom objects like

pencils, erasers, geometry boxes etc., Newspapers

Targeted Learning outcome : Children Able to represent collected data.

• Able to draw conclusions and inferences from the data

•StuAdbleentto Dsolevleisvimerpalebplreosbl:eWmsillucsoinllgecdtaintafo/rcmhaarttiso.n/data.

• Will represent data in tabular form or bar graph.
• Will draw conclusions and inferences from the data.

•AsWkiSll pturadcteicnetwso:rk•sAhereratsn.ge weight of 10 students of your class in ascending order.

• What is the least weight in the given data.
• What weight is being repeated more number of times.

TEACHER’S INITIATIVE STUDENTS’ ACTIVITIES ASSESSMENT

ENGAGE :

• After asking introductory • Will collect data. • Check their responses.
• Check answers.
questions ask children to count

classroom objects like pencils,

erasers, pens, geometry box etc.

and complete table by tally marks.

• Make them practice this with • Will practice.

other data.

EXPLORE : • Check answers.

• Children should be encouraged • Will collect
to use tally marks, to information and
simultaneously record data of represent it.
variety of things with large
numbers like birds, animals,
plants etc.

EXPLAIN :

• Discuss the idea of data and its • Will share their views • Check responses.
presentation with suitable
examples.

• Clarify the doubts if they have • Will ask doubts if • Check their
any they have any representation and
answers.
ELABORATE :

• Ask them to record the • Will record
temperature of any three cities temperature of
from T.V, or Newspapers and to different cities.
represent data. Then ask
questions based on it.

• Make them practice bar graph and • Will practice • Check Worksheets.
• Check answers.
work sheets. worksheets.

EVALUATE :

• Ask children to go to different • Will follow
classes (minimum 10) and note directions and
the total number of children make answer.
the tally mark chart. Find the
total number of children in all the
classes.

Ways to Multiply and Divide

Theme : Multiplication & Division Periods Allocation : 4-5 Periods

Short description : The unit is about repeated addition and repeated subtraction.
• This unit provides a wide platform to practice multiplication and division which are the strongest

foundation of mathematics.

Aim : To estimate sums, differences, products and quotients and verify using approximation.

Teacher's Role :

• To clarify the concept.
• To make children practice.
• To help them completing worksheets.
• To evaluate.

Learning Resources : worksheets with ‘Mind Maps’, Actual bills, pencils, books and

other ob- jects to clear the concept.

Targeted Learning outcome :

• Students Able to multiply 2 or 3 digit numbers.
• Able to divide a numeral by one or two digit number.
• Able to solve problems related to multiplication and division.

Student Deliverables :

• Students will multiply 2 or 3 digits numbers.
• Will divide numerals by one or two digit number.
• Will solve simple word problems based on multiplication and division.

Ask Students :

• What is the product of 135 and 48 ?
• What is the quotient if divisor and dividend are respectively 12 and 5052 ?

TEACHER’S INITIATIVE STUDENTS’ ACTIVITIES ASSESSMENT

ENGAGE :

• Tell children to visit a • Will collect bills and • Check responses.
nearby shop in the market calculate in class.
with their parents and
collect the bills given by
shopkeeper and calculate
them in class.

EXPLORE : Will collect information • Check answers.
• Ask children to collect • and answer

data of daily wages of
workers/ employers from
market/ shops and
calculate their monthly
salary.

EXPLAIN : • Clear doubts if any.

• Explain further the shorter way • Will listen carefully
of multiplication and division.

• Ask them to complete • Will complete • Check worksheets
worksheets. worksheets • Check worksheets.
• Check worksheets.
ELABORATE : • Check answers.

• Encourage children to frame • Will complete
various question related to worksheets.
multiplication and division
from their daily life situations.

• Practice worksheets. (word • Will practice
problems) worksheets.

EVALUATE : • Will solve.

• Solve
2890
× 38

• Solve • Will solve. • Check answers.
25750 ÷ 28

How Big? How Heavy?

Theme : Volume Periods Allocation : 4-5 Periods

Short description : The unit is about total space occupied by an object.
• Measurement is used in our everyday life. This unit develops the concept of volume and provides

many opportunities to master this concept.

Aim : To develop the concept of volume.

Teacher's Role :

• To help developing the concept of volume.
• To perform various activities.
• To create warm environment for learning.
• To evaluate.

Learning Resources : worksheets with ‘Mind Maps’, marbles, erasers, glass, water, books,

scale, spring balance etc.

Targeted Learning outcome :

• Able to understand volume.
• Able to find volume.
• Able to use it in their everyday lives.

Student Deliverables :

• Students will perform various activities based on volume.
• Will find volume of given objects.
• Will practice worksheets and solve simple word problems based on volume.

Ask Students : • A glass will hold more water or a tank.

• What will happen to the level of water in a glass if you drop pebbles in it.

TEACHER’S INITIATIVE STUDENTS’ ACTIVITIES ASSESSMENT

ENGAGE :

• Guide children to put • Will perform activity. • Check responses.
marble/ erasers/coins etc.
in a glass with water.
Observe the rise in level of
water the infer that it is the
volume of the object.

• Further Discuss.

EXPLORE : • Check activity and answer.

• Make a measuring jar, • Will share their views.
using marble/syringe, Put
object and find the
volume of it in
marbles/ml.

• Do the activity How many can • Will do activity. • Check activity.
fit in?

EXPLAIN : • Will share their views. • Check responses.

• Discuss volume with children
with suitable examples.

• Help them complete their • Will solve worksheets. • Check worksheets.
worksheets.

ELABORATE :

• Encourage children to make
different shapes of the same
volume using identical units ex.
bricks or matchboxes.

• Arrange 3 notebooks in one • Will do activity and • Check answers.
line and then measure the total calculate. • Check worksheets
length, breadth, height and find • Check answer.
volume.

• Practice more worksheets. • Will practice
worksheets.

EVALUATE :

• A chess board has equal length • Will calculate and
and breadth of 55 cm each and answer.
its height is 5 cm. What will be
its volume ?