New Countdown TG 5 3rd Edition PDF
New Countdown TG 5 3rd Edition PDF
New Countdown TG 5 3rd Edition PDF
TEACHING GUIDE
THIRD EDITION
Contents
Introduction iv
Curriculum 2
• Strands and Benchmarks
• Syllabus Matching Grid
Assessment 66
• Specimen Paper
1 ivii
Introduction
New Countdown 5 is the last of an eight-book journey into maths designed for the
young mathematician of today’s fast-evolving world. It includes concepts introduced
earlier to a more advanced plane and presents some exciting new ideas: rounding
off; simplification with and without brackets; the line graph; volume; multiplication
and division with common fractions and decimal fractions; percentages and their
everyday application; averages; the relationship between distance, speed, and time; and
measurement of temperature. Students are introduced to more advanced geometry
assignments, learning to use instruments to draw angles and construct triangles, squares,
and rectangles of given dimensions and to draw perpendicular and parallel lines.
New Countdown 5 covers all the topics recommended for Class 5 learners by all major
syllabuses. It also reaches beyond them in a careful, systematic way. As before, worked
examples are provided for every new concept or technique. Plenty of practice exercises
reinforce learning, and a range of puzzles and activities seek to guarantee the interest
and involvement of every student, and help them to grow laterally. Practice sheets and
Maths Lab Activities are included at the end.
New Countdown 5 comprises five major strands, each containing work which can be
covered comfortably in the time available. It is recommended that you follow them in
the sequence, since later portions of the book relate directly to work done or concepts
introduced at an earlier stage. Problem solving is one of the most important skills to be
taught at all levels. In general, it involves the ability to solve real-life problems and apply
mathematics in real-life situations. Questions that enhance logical thinking skills and
problem solving skills are included in all units.
But no textbook—however comprehensive—can do full justice to a subject as exciting
and varied as mathematics. There is so much that you, as a creative and imaginative
teacher, can do to enrich the content of this book. Some teaching ideas and activities
have been suggested that you might like to incorporate in your classes.
General Note
Starting from Book 3, the workbook style followed in junior books is changed to a
textbook style. Thus, it is essential that each student has a notebook to write in, as he/ she
works through the book. Greater use of the board will be necessary to demonstrate new
ideas. Tick-marks, stars, and smileys give students confidence that they are getting their
work right and hence encourage swift progress.
iv 1
The most important feature of the curriculum is its continued focus on the content
of the Mathematics standards. A syllabus matching grid has been added in the Guide
to facilitate the teacher to connect the students learning objectives with the text
in the book. The goal of accelerating the progress of students, through a standard-
based program. These standards necessitate the provision of more continued, more
substantive, more rigorous and more systematic instructions to students.
Planning your work and then implementing your plan are the building blocks of
teaching. Therefore, this teaching guide provides detailed lesson plan, including
learning objectives, learning curves, learning activities, and guidance to implement
textbook exercises.
Different activities are suggested in each unit. Teachers have the liberty to use any
of these suggested activities or any other activity of their choice depending on
interest of their students and time.
Use of resources are important, to make the lesson interesting, engaging and easy to
understand. Teachers can prepare their own material or use any teaching or learning
resource easily available, as and when required.
Shamlu Dudeja
1 v Introduction
NUMBERS and OPERATIONS
MEASUREMENTS
Strands
of the
National
GEOMETRY
Curriculum
for
Mathematics
HANDLING DATA
REASONING and
LOGICAL THINKING
iv
2 1
Strands and Benchmarks of the Pakistan National Curriculum (2006)
1 v
3 Curriculum
Strand 3: Geometry
Benchmarks
• Analyse patterns and relationships with respect to size, number, colour, shape and
other properties.
• Explain and analyse patterns, identify missing numerals and elements in a pattern
or sequence and determine a rule for repeating and extending patterns.
• Use symbolic notation to represent a statement of equality.
Strand 4: Handling Data
Benchmarks
Compare data and interpret quantities represented on charts, tables, and different
types of graphs (pictogram and bar) and make predictions based on the information.
Strand 5: Reasoning and Logical Thinking
Benchmarks
• Sort, classify, and compare familiar shapes.
• Apply analytical reasoning to explain features of a shape.
• Communicate reasoning about patterns and geometric figures.
• Explain method and reasoning when solving problems involving numbers and
data.
Curriculum iv
4 1
Syllabus Matching Grid
Left column of the following grid indicates National Curriculum SLO’s, whereas the
right column indicates the textbook units.
Textbook
Unit 1: Numbers and Arithmetic Operations
Reference
1.1 Numbers up to one billion
i) Read numbers up to 1 000 000 000 (one billion) in numerals and in
words.
ii) Write numbers up to 1 000 000 000 (one billion) in numerals and in
words.
Unit 3: Fractions
1 v
5 Curriculum
3.2 Multiplication
i) Multiply a fraction by a number and demonstrate with the help of
diagrams.
ii) Multiply a fraction by another fraction.
iii) Multiply two or more fractions involving brackets.
iv) Verify distributive laws.
v) Solve real-life problems involving multiplication of fractions.
Unit 3
3.3 Division
i) Divide a fraction by a number.
ii) Divide a fraction by another fraction.
iii) Solve real-life problems involving division of fractions.
4.2 Percentages
i) Recognise percentage as a special kind of fraction.
ii) Convert percentage to fraction and to decimal and vice versa.
iii) Solve real-life problems involving percentages.
Curriculum iv
6 1
Unit 5: Distance, Time, and Temperature
5.1 Distance
i) Convert measures given in
• kilometres to metres,
• metres to centimetres,
• centimetres to millimetres and vice versa.
ii) Add and subtract measures of distance.
iii) Solve real-life problems involving conversion, addition, and
subtraction of units of distance.
5.3 Temperature
i) Recognise units of temperature in Fahrenheit and Celsius.
ii) Solve real-life problems involving conversion, addition, and
subtraction of units of temperature.
Unit 6: Unitary Method
6.1 Unitary Method
i) Describe the concept of unitary method.
ii) Calculate the value of many objects of the same kind when the
value of one of these objects is given.
iii) Calculate the value of a number of the same type of objects when
the value of another of the same type is given. Unit 6
1 v
7 Curriculum
7.2 Triangles
i) Define a triangle.
ii) Define triangles with respect to their sides.
iii Define triangles with respect to their angles.
iv) Use compasses and straightedge ruler to construct equilateral,
isosceles and scalene triangles when three sides are given.
v) Use protractor and straightedge ruler to construct equilateral, isosceles
and scalene triangles when two angles and included side are given.
vi) Measure the lengths of the remaining two sides and one angle of
the triangle.
vii) Define hypotenuse of a right angled triangle. Unit 7
viii) Use protractor and straightedge ruler to construct a triangle when
two angles and included side are given.
ix) Use protractor and straightedge ruler to construct acute angled,
obtuse angled and right angled triangles when one angle and
adjacent sides are given.
7.3 Quadrilaterals
i) Recognise the kinds of quadrilateral (square, rectangle,
parallelogram, rhombus, trapezium, and kite).
ii) Use protractor, set squares and straightedge ruler to construct
square and rectangle with given side(s).
Unit 8: Perimeter and Area
Curriculum iv
8 1
Teaching Mathematics
at Primary Level
Teaching the Strands
Following are the five strands of the National Curriculum:
• Number and operations
• Measurements
• Geometry
• Handling data
• Reasoning and logical thinking
The significance and integration of the above first 4 strands in teaching individual units
of NCD Book 5 are discussed below, whereas the fifth strand is integrated in all the units.
Specifically talking about the fifth strand, students validate answers with logical reasons
by solving problems involving numbers and data. They also communicate and apply
analytical reasoning about geometric shapes and figures.
1 v
9
Make plenty of use of the board, presenting simple two-operation sums like those on
page 14 and asking the students which part of the sum should be tackled first. The
students can then copy and complete the sums in their exercise books. Progress to
3-operation and then 4-operation sums, again discussing the order of operations with
the class. After this, brackets will naturally appear to students as ‘helpers’, simplifying
the job of solving multi-operation problems by telling us what to do, and when.
In this part of New Countdown 5 we look in detail at two areas of primary-level maths
which commonly present problems to young learners: ‘multiplication and division’, firstly
in relation to ‘common fractions’ and secondly in relation to ‘decimal fractions’. A large
part of the difficulty is removed by paying close attention to the language in which
these procedures are presented.
When your students begin to multiply with common fractions, it is essential that they
understand exactly what is happening. Language, therefore, should be kept simple,
and there should be no rush to impose ‘rules’ which may make little sense to students.
I suggest that you begin with multiplication of fractions as repeated addition (see NCD
Book page 42). For example, the students will quickly see that:
2 +2 +2= 2
3× = 3×2
5 5 5 5 5
What happens, then, when we multiply a fraction by another fraction: On page 43
this idea is presented in a sequence of diagrams, each explained in the language of
multiplication.
I recommend that you reproduce this exercise on the blackboard, explaining each stage
slowly and carefully so that no student gets left behind.
Students will begin to see that the answer to the multiplication, say 1 × 3 , can be
2 4
obtained from 1 × 3 , a very important step.
2×4
Language is important at every stage of your discussion; when looking at the example:
3 × 3,
4 5 emphasise that this multiplication asks us to find ‘three-quarters of three-fifths’,
and draw a diagram on the board to illustrate the point. Multiplication with mixed
numbers is the ideal moment for you to bring in the idea of cancelling, since numerators
become large and unwieldy at this stage, and the purpose of cancelling—making
multiplication simpler and quicker—is easily demonstrated.
Your success in teaching ‘division by fraction’ depends largely on the extent to which
your students understand the concept and language of division. This is why, on page 51,
we return briefly to the beginner’s language of division and put students through some
very simple exercises just to remind them of exactly what they do when they divide.
This division language is then applied to a simple problem involving a common fraction
1
divisor: 1 ÷ 4 .
If you ask ‘how many quarters make a whole?’, the answer will come back loud and
clear!
1 v
11 Teaching Mathematics at Primary Level
2. Measurements
Make sure you have a thermometer (ideally two thermometers: one Celsius, the
other Fahrenheit) to show to the class during the discussion of ‘temperature’ and its
measurement (page 109). Ask the students to record temperatures given in TV or radio
weather bulletins over a 7-day period; these Celsius temperatures can then be converted
into the Fahrenheit scale. For a reverse exercise, collect a list of temperatures recorded
at various places throughout the world (many newspapers carry such listings in their
business sections or supplements) and ask the students to convert these into Celsius. Find
the hottest place and the coldest place in the world on a particular day and discuss how
people respond to temperature in terms of clothing, housing, appearance, occupation
and so on. Temperature thus becomes a way of linking up maths with science,
geography and even history.
3. Geometry
In the geometry section, check that your students are using their 180° protractors
correctly by asking them to first estimate (and jot down) what they think an angle is
likely to measure before they actually measure it. If the students are reading the wrong
set of markings, this procedure will quickly reveal the problem.
Try a real-life demonstration of ‘Pencil and Pin’ method of drawing a circle learnt
previously and then graduate to a pair of compasses. Ensure that each student gets plenty
of practice in the handling of compasses before asking the class to construct angles and
triangles. They will then be well prepared to tackle the precision work of constructing
triangles (NCD Book pages 137-145). Similar practice will be needed with the set square
before students can construct squares and rectangles accurately and neatly.
4. Handling Data
The concept of ‘average’ is linked with column graph work, since column graphs help
students to see that the average of a set of numbers is roughly half-way between the
largest and smallest numbers of the set. Line graphs make a re-appearance to help
illustrate the relationship between speed, distance and time; you may want to prepare
additional graph worksheets here.
The introduction of the line graph provides an opportunity for exciting practical work.
Give your students plenty of practice in reading data from simple line graphs, discussing
why some graphs take the form of a straight line while others show variation. Ensure that
all students have access to graph paper by the time you reach the drawing of graphs.
Before students attempt the exercise, make sure you have thoroughly discussed how the
axes of the graph should be positioned and how the squares of graph paper should be
used. Follow up this exercise with your own variants: for example, packets of pop-corn
sold at a fun-fair over the course of a day; or the number of students entering a museum
one Sunday afternoon.
Concentration Building
As students grow older, building concentration becomes imperative. Nothing helps
more than a meditative mode in the morning to kick-start the power of concentration
for the day. To keep them focused it is the teacher’s responsibility to keep their lessons
Interesting and full of variety, include brain breaks or energisers to keep them engaged
and antative to creat a visual environment, ask students to rate their work and keep an
eye on managing time while executing lesson plans.
Logical Thinking
Every page in all the books in this series lays stress on logical thinking. The moment a
child gets into ‘logic’ mode, thought, concentration and retentive memory will be the
natural outcomes.
1 v
13 Teaching Mathematics at Primary Level
A Questioning Mind
If you want your students to be above-average achievers, encourage them to ask as
many questions as they wish to. A question from one student will invariably lead to more
questions from other students in the class. This is a very healthy outcome. There may be
times when you do not have an immediate answer to a question; there is no need to be
ashamed of this, as long as it is ensured that the answer is found within a day or two.
A Retentive Memory
Any kind of learning which is based on concentration, logical thinking, asking questions
and finding answers will automatically lead to retentive memory. The power of
retentive memory as a tool for learning at any stage in life can never be undermined.
Rote learning, uses two senses at the most—listening and seeing (reading), whereas
activity-based learning, involves touching (doing) all the time, in addition to listening
and seeing. The greater the number of senses used for a learning exercise, the better will
be the concentration leading to improved speed of understanding, retention, logic, and
application.
It would be great fun if the art and craft classes, off and on, incorporate mathematical
shapes, concepts, and language. The joy that students derive out of such a learning
experience is an added bonus.
A Sense of Discovery
Discovery is always more joyous than being told. If a mother tells her son that his teacher
loves him, the son believes her, but if he discovers the teacher’s love through a hug or a
pat on the back, imagine the joy. The same applies to learning in Mathematics.
The sense of joy or pleasure at discovering new things, which is missing in rote learning,
is a great accelerator for learning. Each discovery is the result of a practical activity.
Lateral Thinking
By this time students know several number facts and are comfortable with addition,
subtraction, multiplication, and division. Concepts such as multiplication being a form of
repeated addition, and division being a form of repeated subtraction, are used in everyday
life without the necessity of going back to the basics. This is an example of lateral thinking.
Vertical learning would be to learn 2s tables, then 3s, then 4s and so on. Lateral thinking
would entail understanding the facts behind the tables and applying these to solve
everyday problems. In today’s times, more than ever before, it is important that students
think, learn to think and apply their knowledge laterally, i.e. they apply the knowledge
gained from books to their environment, throughout the day.
Learning Curve
The guide identifies concepts taught earlier or, in effect, revises prior knowledge.
Revision is essential, otherwise the students may not understand the topic fully.
The initial question when planning for a topic should be how much do the students
already know about the topic? If it is an introductory lesson, then you can start with an
interesting story, daily life example, use resources, or ask questions which could lead
on to the new topic. In the lesson plan, the teacher can note what prior knowledge the
students have of the current topic.
Each topic is explained clearly by the author in the textbook with detailed explanation,
supported by worked examples. The guide defines the specific learning objectives of the
topic. It will also outline the learning outcomes and objectives.
Real-life Application
Today’s students are very proactive. The study of any topic, if not related to practical
real-life, will not excite them. Their interest can easily be stimulated if we relate the
topic at hand to real-life experiences.
!
PS
OO ? Frequently Made Mistakes
It is important to be aware of students’ common misunderstandings of certain concepts.
If the teacher is aware of these, they can be easily rectified during lessons.
Suggested Activities
Teaching guide provides you enough of suggested hands on activities for making lesson
plan more interesting and engaging. Hands on activities will have more impact on
student’s learning.
1 v
15 Features of the Teaching Guide
Lesson Plan
Model Lesson Plan
Planning your work and then implementing your plan are the building blocks of
teaching.
Teachers adopt different teaching methods/ approaches to a topic.
A model lesson plan is provided in every unit as a preliminary structure that can be
followed. A topic is selected and a lesson plan written under the following headings:
Topic
This is the main topic.
Suggested Duration
Suggested duration is the number of periods required to cover the topic. Generally, class
dynamics vary from year to year, so flexibility is important.
The teacher should draw his/her own parameters, but can adjust the teaching time
depending on the receptivity of the class to that topic. Note that introduction to a new
topic takes longer, but familiar topics tend to take less time.
Key Vocabulary
List of mathematical words and terms related to the topic that may need to be pre-
taught.
Resources
This section includes teaching and learning resources used in a lesson plan. It could
be objects and models, exercises given in the chapter, worksheets, assignments, and
projects.
Strategy
Starter: Engagement Activity
The lesson can begin with something interesting, such as telling a story, relating a
real-life experience or an everyday event which is related to the topic and is interesting
enough to capture the attention of the students. Involving students in a discussion to
find out how much knowledge do their have of the topic being taught is also a good
strategy. You can use their own creativity to come up with idea/s to create a sense of fun.
Written Assignments
Finally, written assignments can be given for practice. It should be noted that classwork
should comprise sums of all levels of difficulty, and once the teacher is sure that students
are capable of independent work, homework should be handed out. For continuity,
alternate sums from the exercises may be done as classwork and homework.
Supplementary Work (Optional): An activity or assignment could be given. It could
involve group work or individual research to complement and build on what students
have already learnt in class.
The students can do the work at home or in class and present their findings in class.
Wrap up
At the end of each lesson, summarise the whole lesson. Make sure wrap up should not
be the repetition of lesson rather it should leave students with sense of accomplishment
that they have learnt something new or important.
1 v
17 Features of the Teaching Guide
Numbers and
1 Arithmetic Operations
Learning Curve
Students have already worked with numbers up to 9 digits. Here they will deal with up
to 10 digit numbers. Previously they have added and subtracted numbers up to 6 digit
numbers. This lesson will lead them to add and subtract numbers of greater complexity.
Students have already learnt about multiplication and division, now they will apply this
knowledge to solve daily life problems involving mixed operations. They will also apply
BODMAS rule to carry out combined operations.
Real-life Application
It would be useful to discuss some interesting situations where we may have to deal with
big numbers in real-life. For example,
• F inding the number of words in a 200 page book with 37 lines per page and 8
words per line. On multiplication, we find that there would be 200 × 37 × 8 = 59
200 words in the book.
• Finding the number of minutes a 97 year old man has lived. On multiplication, we
find the number of minutes to be 97 × 365 × 24 × 60 = 5 09 83 200
• Finding the height of a certain mountain in inches! etc.
!
PS
OO ? Frequently Made Mistakes
Students generally make mistakes when they add bigger numbers in expanded form, as
they start the addition from the left side despite the fact addition should start from the
right side i.e. from the ones column.
Students can make mistake when they deal with subtraction/ addition questions given in
words, they need to be careful while placing one number under the other (correct place
iv
18 1
value) in case of subtraction if given in words, the word FROM causes a confusion, and
students generally write the number first which is written before the word FROM.
Students can also be confused by the BODMAS rule and its application with the
arithmetic operation rule, so teachers should take time to ensure that the BODMAS rule
is clearly understood by all.
Suggested Activities
1. Activity: Pair Work
Learning Outcome: Combined operations using the BODMAS rule.
Resources: Paper slips, Whiteboard, marker
Instructions:
• Divide the class into pairs.
• Ask each pair to think of any number from 2 to 9.
• Instruct them to use the same number with parenthesis ( ) and one or more
operations to get an answer equal to 1.
For example, four 4s or four 3s, as shown below:
(4 ÷ 4) + 4 – 4 or (3 – 3) + (3 ÷ 3)
• Similarly, find an expression to get an answer equal to 0.
• If students are unable to get 1 as an answer then assist them.
1 v
19 Numbers and Arithmetic Operations 1
2 Activity: Individual/ Pair Activity
Learning Outcome:
• Addition/ subtraction of numbers of complexity and of arbitrary size.
• Multiplication/ division of numbers up to 6 digits by 10, 100, and 1000.
Resources: Activity Cards
Instructions:
• P
rovide each student with an activity card with questions on any of the four
operations. This activity can be used for addition or subtraction of complex numbers
and multiplication/ division of numbers up to 6 digits by 10, 100, and 1000.
• Time the activity and get the activity cards peer checked.
Sample Activity Cards:
Complete this addition square. Add the rows and columns to find the total:
1984623 2015246
3407862
1374109
1496953 205343
b) 0.07 × =7
c) ÷ 1000 = 0.0069432
d) 387200 ÷ 10 =
e) × 100 = 9413
Duration
2 Periods
Key Vocabulary
addition, subtraction
Resources
Whiteboard, marker
Strategy
Starter: Engagement Activity (5 mins)
Math Game Double Trouble
Tell students to use their whiteboard for this activity. Call out a 4-digit number and ask
them to double it. Once they have, tell them to double the answer. Repeat doubling of
numbers till they a reach a 7 or 8 digit number.
1 v
21 Numbers and Arithmetic Operations 1
Main Developmental Activity
Teacher’s Exposition (20 mins)
Explain that when we buy or sell expensive things, such as property or prepare a budget
for government projects we deal in bigger numbers.
Example:
Sana bought property worth Rs 31536000 and her brother Ali bought property worth
Rs 31341200. Who has spent more money and how much more?
Rs 31536000
– Rs 31341200
Rs 194800
Sana spent Rs 194800 more than her brother
Activity (10 mins)
Tell students to work in pairs.
Give newspaper cutting to them which have bigger number used in daily life situation.
Ask them to choose any to 7 or 8 digit numbers and add and subtracts them.
Written Assignments (40 mins)
Ex 1b Q4 (a, b, c), Q7 (a, b, c), Q11
Wrap up (5 mins)
End the lesson by asking students, where do you see addition and subtraction of
complex numbers in real-life? Give any two examples.
Learning Curve
Students already know how to find common multiples of numbers and least common
multiple by prime factorisation. Thereafter, they will now find the LCM by the division
method. Students have already learned how to find common factors of a number and
the highest common factor by prime factorisation and Venn diagram. They will now
learn to find the HCF by the long division method. Students will further apply the
knowledge of LCM and HCF to solve real-life problems.
Real-life Application
• H CF is used to find whether an event will repeat again and again. HCF is also used
to divide two or more objects into equal points or split things into smaller equal
sections. For example, if there are 21 students from Grade 4 and 28 students in
Grade 5 and the teacher wants to arrange students in minimum rows, she/he
will calculate the HCF of 21 and 28. Since the HCF is 7, Grade 4 students will be
arranged in 3 rows and Grade 5 in 4 rows.
• LCM is used to find whether an event will happen repeatedly at the same time.
LCM is important to solve problems related to racetracks, traffic lights and load
shedding etc. For example, if there is a race among three students on a circular
track, and student A covers the track in 4 minutes, student B covers the track in 5
minutes and student C covers the track in 10 minutes, all starting from the same
point, after what time will all three of them be at the starting point again?
!
PS
OO ? Frequently Made Mistakes
Students often get confused in recognising events which are related to HCF and LCM in
word problems.
1 v
23
Summary of Key Facts
• Rules of divisibility of 4, 6, 8, and 9.
• A number is divisible by 4 if the number formed by the last two digits of the
number is divisible by 4.
• A number is divisible by 6, if it is an even number and the sum of its digits is
divisible by 3.
• A number is divisible by 8, if the number formed by the last three digits is a
multiple of 8 or there are zeros at its hundreds, tens and ones places.
• If the digits of any number add up to a number which is exactly divisible by 9,
then the original number is also divisible by 9.
• HCF stands for highest common factors.
• LCM stands for lowest common multiple.
• HCF and LCM can be found by prime factorisation and division methods.
• The LCM of the given numbers is the product of all the prime factors including
the common factors used only once.
• The product of two numbers is equal to the product of their HCF and LCM.
Suggested Activity
Starter: Engagement Activity
Provide each student or each pair with a quiz card. Time the students and then swap the
cards with other student or pair for peer checking. This activity saves time and is helpful
for quick revision of prior concepts.
Quiz Card Sample:
1 v
25 HCF and LCM 2
The next step is to change the arrangement on the left yet again into two rows of
three counters each.
Now we find that we can arrange the 20 counters in two rows.
Left Right
Fig. 3
Therefore, 2 is the HCF of 6 and 20 (Fig. 3.c).
In case of three numbers, we use two demarcation lines and three different coloured
sets of counters.
Main Developmental Activity (Teacher's Exposition)
Learning Outcome: Find LCM of given numbers.
Instruction:
Write 3, 4, and 6 on board and ask the students to find the numbers which are divisible
by all these numbers.
(Hints: When we find the product of all three numbers i.e. 3 × 4 × 6 = 72, it is clear that
72 is divisible by 3, 4, and 6 since 72 is the product of these numbers.)
Ask the students, “Is 72 the smallest number that is divisible by 3, 4, and 6?”
After collecting response from students, explain how 12 is the smallest number that is
divisible by 3, 4, and 6 simultaneously. Hence conclude that the smallest number that is
divisible by all given numbers is called LCM or least common multiple.
Introduce the two ways by which we can find the LCM of the given numbers i.e. prime
factorisation method and division method by solving examples on the board. Later on,
give them practice questions to solve and assess their understanding.
Fig. 2
Fig. 3 shows 3 rows with 2 tops in each row.
Since a rectangle is formed with three rows, 3 is
a factor of 6.
Fig. 3
Fig. 4 shows no rectangle is formed with 4 tops in a
column and 2 tops in a row, therefore, 4 is not a
factor of 6.
Fig. 4
Fig. 5 shows 2 bottle tops in the first row and 1 in each
of the remaining rows. No rectangle is formed,
therefore, 5 is not a factor of 6.
Fig. 5
Fig. 6 The next possible rectangular arrangement is
a vertical line with six rows. Therefore, 6 is a
factor of 6.
Fig. 6
Extended Work: We can also ask the students to check whether a given number is prime
or not using this method. The reason is that no rectangular form other than a single
horizontal or vertical line is possible for a prime number.
1 v
27 HCF and LCM 2
2. Activity: Pair Work
Learning Outcome: Finding HCF of given numbers.
Resources: 2 dice per pair of students, paper, pen or pencil
Instructions:
• Divide the class into pairs.
• Give each pair two dice.
• Instruct each student to roll the pair of dice and form a 2-digit number using the
numbers on the dice.
• Ask the students to find all the factors for their numbers and write them down
on a sheet of paper.
• Next ask them to compares their factors and calculate the HCF of the two
numbers.
• Let the students follow the same steps for more numbers.
• The same activity can be used for LCM as well.
BINGO
Duration
2 periods
Key Vocabulary
factors, common factors, highest common factors (HCF)
Resources
Chart papers, markers
Strategy
Starter: Engagement Activity
Mental maths (5 mins)
A quick recall of dodging times-tables up to 12 orally.
Begin the lesson with small numbers and counters. Tell the students that any number of
counters that can be grouped in smaller sets (without leaving a remainder) is a factor of
the larger number. For example, 15 counters can be arranged in either of the following
ways:
1 5 × 3 = 15
2 3 × 5 = 15
3 1 × 15 = 15
4 15 × 1 = 15
Children ‘see’ how the numbers 3 and 5, 1 and 15, are factors of 15. Several similar ex-
amples will serve to make the concept clearer.
1 v
29 HCF and LCM 2
Instructions:
Wrap up (5 mins)
1. Is there any other method to find the HCF?
2. Give one example of HCF from daily life.
Learning Curve
Students already know how to apply four operations on 'like fractions' and they have
also verified the commutative and associative law of addition and multiplication. Here,
they will apply the four operations on 'unlike fractions', which will lead them to solve
real-life problems involving fractions. They will be also be able to apply the BODMAS
rule while simplifying expressions involving fractions.
Real-life Application
Fractions are used:
• in baking to tell what quantity of an ingredient to use.
• in telling time; each minute is a fraction of the hour.
• on a doctor’s prescription to tell how much of a medicine should be taken.
!
PS
OO ? Frequently Made Mistakes
Students make the following mistakes:
• W hile simplifying fractions they sometimes use two different factors of the same
number for cancellation.
• When multiplying two fractions they cancel both numerators or both
denominators by the same factor, instead of cancelling the numerator with the
denominator.
1 7
For example. 4 28
×
71 355
• W
hen dividing fractions, they find the reciprocal of the first fraction instead of
the second fraction.
1 v
31
Summary of Key Facts
• In proper fractions the numerator is smaller then the denominator.
• In improper fractions the numerator is greater then the denominator.
• A mixed fraction is made up of a whole number and a proper fraction.
• A fraction can be reduced to the lowest term by dividing the numerator and
denominator by the common factor.
• To add and subtract, make the denominators the same.
• To multiply fractions, reduce them to the lowest term, then multiply the
numerator with the numerator and the denominator with the denominator.
• Commutative, associated, and distributive laws are true and can be verified for
fractions.
Suggested Activities
1. Activity: Individually, in pairs or in groups
Learning Outcome: Express values in fractions.
Resources: Paper, Pencil, Wastepaper basket, Ball, Whiteboard, Marker
Instructions:
• Divide the class into pairs.
• Mark a throw spot and keep the wastepaper basket at least 6 feet away from it.
• One student in each pair will try to throw the ball in the basket 5 times and his/her
partner record the score. Then tell them to switch their rules.
• Each pair will express the recorded values of their hits and misses in fractions on
the whiteboard.
• Take feedback from each pair.
2. Activity: Individual Work
Learning Outcome: Revision of like and unlike fractions
Resources: Activity Cards
Give each student an activity card to gauge their prior knowledge about fractions. (5 minutes)
Sample Activity Card
3 Fractions iv
32 1
3. Activity: Individual Work
Learning Outcome: Find the lowest common denominator.
Resources: Index cards, Permanent marker
Instructions:
• W rite 20 different fractions on as many index cards, but most of these numbers
should NOT be prime numbers. Mix up smaller numbers (within 1 and 20) with a
few larger ones with a lot of factors.
• Divide the cards into 2 piles of 10 and give them to each pair.
• At the word “Go!” each player turns up one card in their pile and places it in the
center of the table.
• The goal of the game is to calculate the lowest common denominator of both
cards and say it aloud.
• The first player to call out the correct numbers wins the round.
• Repeat the above steps for subsequent rounds.
4. Activity: Individual Work
Learning Outcome: Add and subtract fractions.
Resources: Fraction Puzzle activity sheet
Instructions:
• R
ecall how to add and subtract fractions by writing questions on the board.
Remind students to reduce their answers to the lowest terms.
Examples:
Addition:
a. 2 + 1 = 3
5 5 5
b. 1 + 1 = 2 + 1 = 3 or 1
3 6 6 6 6 2
Subtraction:
a. 5 – 1 = 4 or 2
6 6 6 3
b. 7 – 1 = 7 – 2 = 5
8 4 8 8 8
• Distribute the activity sheets to each student.
• Explain that students should solve the puzzle by adding or subtracting fractions
across and down.
• When everyone is done with their work, discuss the answers as students check
their work.
1 v
33 Fractions 3
Fraction Puzzle
5 – 3 =
7 7
+ – +
2 + 2 =
7 7
= = =
– =
Lesson Plan
Model Lesson Plan
Topic
Fractions
Duration
2 Periods
Key Vocabulary
numerator, denominator, like fractions, unlike fraction
Resources
Worksheet
Strategy
Starter: Engagement Activity (5 mins)
Recall
Write two fractions on the board 18 , 24 and ask students which fraction is bigger and why?
Main Developmental Activity
Teacher’s Exposition (15 mins)
Draw the following diagram on the board and explain to the students that they cannot
add or subtract these fractions because they have different denominators. In order to
add these fractions we need to make the denominators the same; we need to take out
the LCM. Hence the LCM of 8 and 4 is 8.
3 Fractions iv
34 1
1×1 + 3×2
+ 8×1 4×2
1 3 1 6
8 4 8 + 8
Since, the two fractions now have the same denominator, they can easily be added
together.
+ =
1 + 6 = 7
8 8 8
• T
ell each pair to choose two different sums and that both of them should solve
one each on the worksheet.
Instructions Solution
1. Write down the question.
2. Make the denominator the same.
3. Add the fractions
4. Simplify your final answer.
Peer Checking
Worksheets will be checked by peers. While the students are peer checking, the teacher
solves the sums on the board. Discuss possible errors and answer their queries. Students
will do the correction on their own worksheet.
Wrap up (5 mins)
Ali and Sana bought two medium size pizzas. Ali cuts his pizza into 4 equal slices and
Sana cuts the pizza into 3 equal slices. Ali ate two slices and Sana ate two slices, who is
left with more pizza? Discuss the strategies to solve the problem.
1 v
35 Fractions 3
Decimal and
4
1 Percentages
Learning Curve
In the previous Grade, students have already used the decimal point when working with
money. They have already learnt to apply four operations on numbers. They can convert
decimals to fractions and vice versa. This knowledge will further lead them to add and
subtract decimal numbers, and multiply and divide a decimal number by 10, 100, and
1000 and with a whole number. Furthermore, they will use division to change fractions
into decimal numbers, simplify decimal expressions involving brackets, and round
off decimals. They will be able to recognise percentage as a special kind of fraction
and convert percentages to fractions and to decimals and vice versa. Students will be
applying all the above mentioned knowledge when they solve real-life problems.
Real-life Application
• We use decimals in every day life while dealing with money, weight, length etc.
• Decimal numbers are used in situations where more precision is required than the
whole numbers can provide. For example, when we calculate our weight and height.
• Shops advertise discounts on products. These discounts are in percentages.
• Banks quote interest charged to the clients on loans, or interest paid for money
invested, as a percentage.
• Companies describe their success or failure as an increase or decrease in
percentage of their profits.
• Marks sheets also represent students' marks in percentages.
• Antiques or jewelry may increase in value as time goes by; we usually express that
increase as a percentage.
• Items such as equipment and machinery usually decrease in value. We express
that decrease as a percentage.
iv
36 1
!
PS
OO ? Frequently Made Mistakes
• W hen adding or subtracting decimal numbers, students forget to put the decimal
point in the correct place.
• When multiplying or dividing fractions they don't remember whether the decimal
appear to move towards the right or left (although the decimal point does not
move).
1 v
37 Decimal and Percentages 4
• W hen a decimal number is multiplied by 10, 100, and 1000, apply the same rule as
for whole numbers; move one column to the left.
• When a decimal number is divided by 10, 100, and 1000, count the zeroes in the
divisor, then shift the dividend the same number of columns to the right.
• Apply the BODMAS rule to simplify the decimal sums where two or more
operations are used.
• Rounding off means making an estimate but maintaining its value close to the
original figure.
• To round off a whole number to its nearest 10, we look at the ones digit. If it is
less than 5, we round it down and if it is equal to 5 or greater than 5, round it up.
• Rounding off and approximation is especially useful when adding, subtracting,
multiplying, and dividing a group of numbers.
• Always keep in mind that half way numbers are to be rounded upwards. The
numbers with a decimal can also be rounded off to the nearest whole number by
using a number line.
• The word 'percentage' is based on the Latin word ‘Centum’. A percentage is a
special kind of a fraction with 100 as a denominator.
% is the symbol used for percentage, which means ‘per cent’ or ‘upon 100’.
• T
o change a percentage into a decimal, first convert it into a common fraction
and then express it as a decimal.
Suggested Activities
1. Activity: Individual Work
Learning Outcome: Add/ Subtract decimals.
Resources: Magic number puzzle
Instructions:
• P rovide each student with a magic number puzzle (sample given) to solve. Let
them figure out on their own how to solve the puzzle.
• Solve the magic number puzzle below. Each row, column, and diagonal line must
add up to 5.5.
2.4
1.2 2.7
1 v
39 Decimal and Percentages 4
Instructions:
• A sk the students to research about their favorite cricketer and bring information
related to his number of matches played, runs scored, wickets taken in ODIs and
Test Matches.
• Then ask the students to express their findings in terms of percentages.
Example: Samiullah took 364 wickets in Test Matches and 182 wickets in the ODIs overall
in his career.
The percentage of his wickets taken in the test matches is:
364
= × 100 = 66.91% or 67%
544
And that of his wickets taken in ODIs is:
= 100 – 67 = 33%
Topic
Percentage
Duration
2 periods
Resources
Grids with 100 squares (10 × 10), coloured Buttons
Key Vocabulary
percentage, fraction, decimal
Strategy
Starter: Engagement Activity (5 mins)
The teacher can start the lesson by distributing counters (equal amounts to each group)
and 100-square grids among groups of students. The students in each group first
segregate the counters according to their individual colour preference and then fill up
each small square on the grid with a counter.
Main Developmental Activity
Teacher's Exposition (15 mins)
Once students are done with the engagement activity, ask each group to write down
the number of squares occupied by each colour as a fraction by preparing a table in the
Wrap up (5 mins)
Discuss what steps are needed to calculate percentages from fractions. Ask if Ali scores
20 marks out of 25 in maths, what is his percentage in mathematics? Can we convert
percentages into decimals? If yes, then how?
1 v
41 Decimal and Percentages 4
Distance, Time, and
5 Temperature
Learning Curve
Students have already worked with units of length in their previous class. They are well
aware of addition, subtraction and conversion of units of length and this will lead them
to add and subtract measure of distance. Furthermore, the knowledge about conversion
of units of time will help them to add, subtract and convert years to months, months to
weeks, weeks to days, and vice versa. Next, they will recognise units of temperature in
Fahrenheit and Celsius. Students will be able to apply the knowledge of conversion, of
units of distance, time and temperature, in real-life situation.
Real-life Application
• D
istance is a numeral measurement which can be used to tell how far one object
is from other.
• Time is used everywhere while travelling, working and cooking.
!
PS
OO ? Frequently Made Mistakes
• A common mistake while converting one unit to the other, students use the wrong
conversion unit and the wrong operation. Students forget that we 'multiply' while
converting a bigger unit to a smaller unit (e.g. 5 m = 5 x 100 = 500 cm).
On the other hand we 'divide' when converting a smaller unit to a bigger units
(e.g. 200 cm = 200 ÷ 100 = 2 m)
iv
42 1
• When a smaller unit is to be converted to a bigger unit: DIVIDE.
• 1 km = 1000 m , 1 m = 100 cm and 1 cm = 10 mm.
• When hours are converted to minutes multiply by 60. When minutes are
converted to hours divide by 60.
• When minutes are converted to seconds multiply by 60. When seconds are
converted to minutes divide by 60.
• One hour = 60 minutes, half an hour = 30 minutes, quarter of an hour = 15
minutes and three quarters of an hour = 45 minutes.
• Midnight to noon makes 12 hours.
• There are 24 hours in a day, 7 days in a week, 52 weeks in a year and 12 months
in a year.
• Two common calendars are solar and lunar calendars.
• April, June, September and November have 30 days, the rest of the months have
31 days except February which has 28 days, and 29 in each leap year.
Suggested Activities
1. Activity: Individual Work
Learning Outcome: Conversion of measures of distance.
Resources: Activity Cards
Instructions:
For the conversion of metres into centimetres we multiply by 100.
Conversion of measures of distance
1. J awad is going to distribute Eid sweets in his neighborhood. He walks 20 metres to
the first house. How many centimetres did he walk?
Answer:
2. H
e walks 100 metres to the next house. How many centimetres did he walk? How
many millimetres did he walk?
Answer:
3. He walks 4500 centimetres to the next house. How many metres did he walk?
Answer:
4. H
e can’t make it to the next house because it's 2000 metres away. How many
kilometres is it?
Answer:
2. Activity: Pair Work
Learning Outcome: Solve real-life problems involving conversion, addition, and
subtraction of time.
Resources: Activity Sheets
1 v
43 Distance, Time, and Temperature 5
Instructions:
• Divide the class into pairs.
• Explain how to convert units of time.
• Tell each pair to solve the worksheet and then get it peer checked by exchanging
them. (One question as an example is done for you)
What Day & Time is it?
ousuf decides to start 2. 5 hours later he gets
1. Y 3. 15 hours later he picks
practicing for his Maths bored and decides to up his science book and
exam on Friday at 3:15 take a break for dinner. starts reading the new
p.m. which is due after topic his teacher gave
the weekend. him for homework.
Day: Friday Day: Day:
Time: 3:15 p.m. Time: Time:
After 2 hours he decides to 0.5 hours later he takes a He goes for a bicycle ride
take a break for lunch. nap for 45 minutes. with his friends for an hour
at the same time next day.
Day: Day: Day:
Time: Time: Time:
• J averia and Tina drove to their aunt’s house. Javeria drove 9 ¾ kilometers. Tina
drove 3500 meters before they arrived. How many kilometers had they driven in
all?
• M
ira flew 1234 kilometers to Lahore to visit her uncle. After picking up Mira, her
uncle drove 20 kilometers to his house from the airport. How many kilometers
had Mira traveled in all?
• N
obody wanted to ride the 22 kilometers back to town after the family reunion.
So relatives rode 10 kilometers to the nearest hotel. How many kilometers did the
family ride in all?
220 220
212 212
100 210 100 210
200 200
90 190 90 190
180 180
80 170 80 170
160 160
70 150 70 150
140 140
60 130 60 130
120 120
110 110
50 50
100 100
90 90
40 80 40 80
70 70
30 60 30 60
50 50
20 40 20 40
32 32
10 30 10 30
20 20
0 10 0 10
0 0
What is the difference between the temperatures in the warmest and the coldest place?
1 v
45 Distance, Time, and Temperature 5
Model Lesson Plan
Lesson Plan
Topic
Temperature
Duration
2 Periods
Specific Learning Objectives
By the end of the lesson students will be able to convert numbers given on the Celsius
scale to the Fahrenheit scale.
Key Vocabulary
temperature, Celsius scale, Fahrenheit scale
Resources
Thermometer, Activity Worksheet
Strategy
Starter: Engagement Activity
Whole class discussion (5 mins)
Show a thermometer to the students and tell them that temperature is measured using a
thermometer. It can be measured in two units Celsius and Fahrenheit.
Main Developmental Activity
Demonstration (10 mins)
A conversation with the students is useful to gauge their knowledge about temperature
and the thermometer. This may be followed up with a little discussion on how a
thermometer works and a practical demonstration with a real-life thermometer.
Tell the students that when we place a pan full to the rim with water on a fire, and the
water heats, it bubbles over the rim and spills. The mercury thermometer also behaves
similarly. When it is heated, it expands and spills into the bore.
The mercury in the thermometer contracts when there is a fall in temperature.
Explain how to convert the two units of temperature by using the following formulas:
°C = °F – 32 × 5
9
9
°F = °C × 5 + 32
Ice cubes
Wrap up (5 mins)
Do you know which is the hottest and the coldest continent and why?
1 v
47 Distance, Time, and Temperature 5
6 Unitary Method
Learning Curve
Students are familiar with the unitary method and know how to prepare bills. Here,
they will learn to prepare bills of larger amounts using measurements of weight and
capacity together in a bill. Students in their previous classes learnt about fractions. Now,
in this unit they will define the ratio of two numbers which will lead them to define
and identify direct and inverse proportion. They will be able to solve real-life problems
involving direct and inverse proportions.
Real-life Application
The unitary method is important when it comes to cooking and baking as recipes
require specific ratios of different ingredients. When we go shopping we buy things in
bulk. Using the unitary method unable us to find the price of one unit or any quantity
we require.
!
PS
OO ? Frequently Made Mistakes
S tudents only tend to make mistakes when they are unable to understand the language
of the word problems, leading them to performing incorrect operations.
6 Unitary Method iv
48 1
• There are two types of proportion: direct proportion and inverse proportion.
• When one quantity increases as the other increases or one quantity decreases as
the other decreases, the quantities are said to be in direct proportion.
• When one quantity increases as the other decreases, or one quantity decreases
and the other increases, they are set to be inversely proportion.
Suggested Activities
1. Activity: Group Activity
Learning Outcome: Calculate value of many objects of the same kind when the value of
one of these objects is given.
Resources: Grocery item list
Instructions:
• P
rovide a list of 5 grocery items to each group of students. State the unit price
of each item and ask the students to calculate the amount needed to buy these
grocery items.
• Ask each student of the group to calculate the price of each item.
1 v
49 Unitary Method 6
RECIPE CARD
TOMATO SOUP
To make tomato soup for 4 people I To make tomato soup for 8 people I
need: need:
6 Tomatoes _________ Tomatoes
1 Potato _________ Potato
1 Onion _________ Onion
1 Carrot _________ Carrot
2 Table spoon of olive oil _________ Table spoon of olive oil
2 Cups of vegetable stock _________ Cups of vegetable stock
4 Pieces of bread _________ Pieces of bread
6 Unitary Method iv
50 1
4. What is the ratio of triangles to circles? :
5. What is the ratio of triangles to circles when simplified? :
6. What is the ratio of circles to triangles when simplified? :
4. Activity: Individual Work
Learning Outcome: Find the unit rate.
Resources: Activity sheet
Instructions:
• Give each student an activity sheet to work individually.
40 copies in 8 minutes = 40 : 8 = 5 copies per minute
4 trays with 48 ice cubes = _______: _______ = ice cubes per tray
Lesson Plan
Model Lesson Plan
Topic
The Unitary Method
Duration
2 Periods
Resources
Empty boxes, Price lists
1 v
51 Unitary Method 6
Worksheet
Classroom shop; shopping lists in the following format:
Popcorn: Rs 10 per pack
Flour: Rs 52 per kg
Butter: Rs 250 per kg
Orange juice: Rs 69 per bottle
Strategy
Starter: Engagement Activity
Role play (15 mins)
Set up a small market in the classroom and assign students different roles such as
shopkeeper and customer (tell students before conducting the lesson to bring empty
boxes of the above mentioned items or any other, so that they can easily set up the
market).
Wrap up (5 mins)
A short discussion should be held on the importance of the unitary method. Ask students
where they use the unitary method in their daily life.
6 Unitary Method iv
52 1
1
7 Geometry
Learning Curve
Students have learnt to draw vertical and horizontal lines, they also know that angles are
measured and named according to their sizes (acute, right, obtuse, straight, and reflex
angles) with a protractor and according to their positions (adjacent, complementary,
and supplementary). In this unit, students will identify different triangles according to
their sides and angles, and the hypotenuse of a right-angled triangle. Students will also
identify and name different types of quadrilaterals. They will now use compasses and
rulers to construct triangles.
Real-life Application
Geometry helps:
• in the field of medicine e.g. X-ray and ultrasound.
• in the accurate calculation of physical distances.
• in the field of astronomy to map the distance between planets and stars.
• in computer aided designs, it entails lines, curves, and angles.
• in designing buildings, bridges, and furniture, patterns, and geometrical designs.
!
PS
OO ? Frequently Made Mistakes
S tudents enjoy the topic of geometry at this level and make very few mistakes. They only
sometimes are unable to identify or name angles and triangles according to their sides or
angles.
1 v
53
Summary of Key Facts
• A n acute angle is less than 90°, a right angle is equal to 90°, an obtuse angle is
more than 90° but less than 180° and a reflex angle is more than 180°.
• Adjacent angles have a common vertex.
• Two angles are complementary if their sum is 90°.
• Two angles are supplementary if their sum is 180°.
• The sides of an equilateral triangle are equal in length and each angle is of 60°.
• An isosceles triangle has two equal sides and two equal base angles.
• All three sides of a scalene triangle have different lengths, therefore, all three
angles are different.
• The sum of all angles in a triangle is equal to 180°.
• In a right-angled triangle, one of the angles Is 90°.
• In an acute-angled triangle, all the angles are acute.
• In an obtuse-angled triangle, one angle is obtuse and the other two angles are
acute.
Suggested Activities
1. Activity: Individual Work
Learning Outcome: Identify different types of angles.
Instructions:
Ask students to bring pictures of different items or objects 0° 15°
(easily available at home), on which they can identify and make 30°
12
11 1
angles. For example, a fork in a glass or a table and chain, 60°
clock, flag, or any geometrical shape. Ask them to identify the 10 2
type of angle. (This task can be given to students as homework 9 3
also). They may bring a picture of a clock with angles marked as
8 4
shown.
7 5
Ask the students to share their findings with the rest of the class 6
and display their work in the class.
2. Activity: Individual Work
Learning Outcome: Identify different types of triangles.
Resources: Worksheet on triangles.
Instructions:
• Divide the class into groups.
• Provide each group with a worksheet of different types of triangles.
• Ask students to identify the type of each triangle then name it and give a reason
for it.
7 Geometry iv
54 1
Worksheet:
1 2 3
4 5 6
Reason:
Reason:
Reason:
Reason:
Reason:
Reason:
1 v
55 Geometry 7
Model Lesson Plan
Lesson Plan
Topic
Angles
Duration
2 periods
Key Vocabulary
acute angle, right angle, obtuse angle, reflex angle
Resources
A large size wooden geometry box
Strategy
Starter: Engagement Activity (5 mins)
Show the big wooden geometry box to the class and ask them to guess the topic. Once
the students have guessed the topic then ask them to define an acute angle, right angle,
and obtuse angle and side-by-side draw these angles on the board using the wooden
protractor.
• a reflex angle is greater than 180°. Reflex angles can be drawn in two ways.
Look at the following figures:
a
330°
30°
b b
C C
(1) (2)
7 Geometry iv
56 1
Use a protractor to draw an acute angle. Let angle ABC = 30°
Subtract: 360° – 30° = 330°
The outer angle ABC = 330° which is the required reflex angle.
Group Work (15 mins)
Working in groups is fun. Divide the class into groups.
Instructions:
Ask group one to construct an acute angle on A4 size sheet (any size to be given) then
calculate and measure its corresponding reflex angle. In the same manner, the rest of the
groups will construct a right angle, obtuse angle and their corresponding reflex angles.
Ask each group which angle they have drawn and what is its corresponding reflex angle.
Written Assignment (40 mins)
Ex 7a Q7 (a, b, c, d), Q8 (a, b, c, d).
Wrap up (5 mins)
Hold a small discussion on the importance and application of different angles in our daily
life.
1 v
57 Geometry 7
8 Perimeter and Area
Learning Curve
In Grade 3, students have calculated the perimeter of a square and a rectangle and in
Grade 4 they calculated areas and perimeters of simple shapes. In this unit, students will
move on to calculate areas of composite shapes using formulas.
Real-life Application
The calculation of area is beneficial when we want to find:
• h
ow many tiles are needed to cover the floor, or the size of carpet required for a
room.
• the covered area of a plot for construction of a building.
!
PS
OO ? Frequently Made Mistakes
S tudents often get confused between area and perimeter, as they do not realise that
area is the inside part and perimeter is the sum of the sides of the outer boundary. They
also make mistakes in writing the correct units of area and perimeter.
iv
58 1
Suggested Activities
1. Activity: Group Work
Learning Outcome: Find the perimeter of the given region.
Resources: Activity Worksheet
Instructions:
• Divide the class into groups.
• Provide each group with a worksheet as shown in the sample.
• Ask the students to solve the worksheet and exchange it with the other group for
peer checking.
5 9
7 6 6 6 6
12 22 22
18 10 10
6 6 6
14
10 10
12 9
9
12
12 11 11
7 7 10
16
15 15 14
8
9
25 14
8
4 ? 3
? 8
10
1 v
59 Perimeter and Area 8
3. Activity: Individual Activity
Learning Outcome: Find the area of squares and quadrilaterals.
Resources: Square grid sheet (each small box on the grid is equal to 1 square unit).
Instructions:
• Give a square grid sheet to each student and tell them to work on it.
• Draw a quadrilateral that has an area of 20 square units
• Draw two squares and label them, A and B. Square A has an area of 4 square
units. Square B has an area 9 times greater than square A.
Topic
Area and perimeter of composite shapes.
Duration
2 periods
Key Vocabulary
area, perimeter, simple shapes, composite shapes
Resources
Chart papers, markers, cut-outs of different composite shapes.
Strategy
Starter: Engagement Activity
Recall (5 mins)
Paste cut-outs of simple 2D shapes like square and rectangle on the board as shown in
Fig. 1 ask the students if they can find the area and perimeter of these shapes. Once they
say yes, join the shapes as shown Fig. 2 and ask how can the area and the perimeter of
the new composite shape be found using the formula for the area and perimeter of a
square and rectangle?
Fig. 2
Square
Area of a square = length × length = (length)2
Perimeter = 4 (length)
Rectangle
Area of a rectangle = length × breadth
Perimeter = 2 (length + breadth)
2 cm
4 cm
2 cm
6 cm
Wrap up (5 mins)
Ask students where they see composite shapes in their surroundings.
1 v
61 Perimeter and Area 8
9
1 Information Handling
Learning Curve
Students will work on their previous knowledge of how to read and interpret block graphs
and line graphs. They will draw block graphs and column graphs in horizontal and vertical
form. Furthermore, they will also learn to calculate the average of given data.
Real-life Application
• D ata is useful for a census which gives the government facts and figures about
the population.
• Bar graphs tells you about the preferences of different groups of people.
• Averages can be used to calculate the average rainfall in a particular region or the
rate of a batsman in a cricket match (which tells us about his performance) Averages
help people predict the annual, semi or quarterly performance of a company.
!
PS
OO ? Frequently Made Mistakes
• S tudents often make mistakes when drawing bar graphs, where they don’t leave
a gap between the two bars (there should be a gap between the two bars).
iv
62 1
Suggested Activities
1. Activity: Group Work
Learning Outcome: Collect data, draw, and interpret the data in the
form of bar graph.
Resources: Chart Paper, Markers, Paper Plates
Instructions:
• T alk to your students about the importance of having Bar Graph
breakfast in the morning. Discuss healthy options for
breakfast.
• Give one paper plate to each student.
• Ask students to write down what they had for breakfast that morning, and to
draw an image of it.
• Students who did not have breakfast should just write ‘nothing’.
• Group the breakfast items into categories such as ‘milk and cereal’, ‘fruits’, ‘toast’,
‘eggs’, etc.
• Explain that a bar graph will make it easy to organise the students’ responses.
• Each group will sort out and organise the data by gathering all plates which
represents the same category of breakfast, for example, milk and cereals at one
table.
• Spread the chart paper on the board.
• Call out each group one by one. They will tell the data of the particular category
which they had on their table.
• Construct a bar for the particular breakfast category on the chart paper.
• Repeat the same steps for each of the remaining categories. Analyse the bar
graph and discuss the data.
2. Activity: Pair Work
Learning Outcome: Find the mean of the given data.
Resources: Deck of cards, Paper, Pencil
Instructions:
• Divide the class into pairs.
• Take out any 10 cards randomly out of the deck.
• Provide each pair with the cards.
• Instruct students to find the total value of the numbers on the cards and divide it
by the total cards.
• One student will arrange the cards and the other will add all the numbers of the
cards.
• Take feedback from each pair, ask them how they calculated the mean.
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63 Information Handling 9
Model Lesson Plan
Lesson Plan
Topic
Averages
Duration
2 Periods
Key Vocabulary
averages, total, sum
Resources
White board, Markers
Strategy
Starter: Engagement Activity (5 mins)
Start your lesson by asking any ten students about their age and jot down on the board
in the following manner.
10, 8, 9, 9, 8, 10, 9, 10, 8, 9
Just collect the data and move to the explanation.
9 Information Handling iv
64 1
For Example:
Group 1
If there are 20 students in the class, the number of students who the wore wrong
uniform on each day of the week is as follows:
Monday 7 students, Tuesday 13 students, Wednesday, 14 students, Thursday 10 students,
and Friday 6 students. Find the average number of students who wore the wrong
uniform during the week.
Ask each group to share their work with the class, by showing their working on the
white boards.
Wrap up (5 mins)
Discuss the importance of averages in daily life.
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65 Information Handling 9
Assessment
iv
66 1
Specimen Paper 1
Grade V
Mathematics
Instructions:
• Select the correct answer from the given options.
• Shade the circle with the correct answer using blue or black pen only.
• No marks will be given if more than one circle is shaded.
1Assessment v
67 Assessment
Q. 9 he fraction represented by the
T Q. 14 0.6 expressed as a common
shaded part is fraction is
12 3
5 5
3 3
12 50
5 3
12 100
12 0.6
3
Q. 10 12 12 Q. 15 12.05 × 1000 =
÷ =
5 5
9 1205.000
1 12.05000
5 1205000
255 12050
25
Q. 11 10 × 3 Q. 16 Round off 15.6938 to 2 decimal
5 places
6
60 15.69
53 15.60
5
15.70
150 156.93
Assessment iv
68 1
Q. 19 A reflex angle is Q. 25 Convert 412 m into cm.
less than 180° 4120 cm
greater than 180° 41200 cm
equal to 0° 41.2 cm
equal to 90° 4.12 cm
Q. 20 The sum of the lengths of all the Q. 26 5 : 10 : 15 in its simplest form is
sides of a rectangle is called the 5 : 2 : 3
area 1 : 2 : 3
perimeter 3 : 2 : 1
average length
25 : 50 : 75
sum of angles
Q. 21 Amount is equal to Q. 27 In 12 weeks there are
Interest – Principal 84 days
Principal + Interest 7 days
Principal – Interest 14 days
Double of Principal 365 days
Q. 22 9,18 and 27 are multiples of Q. 28 In 4 years there are
3 only 16 months
9 only 8 months
3 and 9 48 months
6 36 months
Q. 23 Express 45% as a common Q. 29 Express 4 km + 540 m in metres
fraction.
40540 m
5
2 4540 m
9 544 m
2 940 m
9
20
5
4100
1 v
69 Assessment
Solve all the questions.
Section – B Total Marks: 45
Q. 1 Simplify:
5 + [35 – {18 + (7 × 2)}] 4 marks
Q. 2 i) Find the LCM of 6, 18, 24 3 marks
ii) Find the HCF of 7, 21, 35 3 marks
Q. 3 Simplify:
1 1 1
3 +2 – 4 marks
5 15 10
Q. 4 Simplify:
15.64 × 0.5 + 100.6 5 marks
Q. 7 Convert:
i) 12 hours and 50 minutes into minutes 2 marks
ii) 104°F into °C 3 marks
Q. 10 Study the graph given below and answer the questions. 4 marks
6
melon?
5
iii) W
hich fruit is liked by the least 4
number of students? 3
iv) W
hat is the total number of 2
students? 1
0
Bananas Pears Melons Apples Oranges
Fruits
Assessment iv
70 1
Specimen Paper 2
Grade V
Mathematics
Instructions:
• Select the correct answer from the given options.
• Shade the circle with the correct answer using blue or black pen only.
• No marks will be given if more than one circle is shaded.
Section – A Total Marks: 30
1 v
71 Assessment
Q. 7 How many days in 12 weeks? Q. 12 The formula for area of a
48 rectangle is
84 l × b
60 l × l + b × b
72 2 × b × l
2
Q. 8 Angle A in the given figure is l × b
equal to Q. 13 One hundred thousand in
45° figures is
A
30° 10 00 000
90° B C 100 000
60° 10 000
1 001 000
Q. 9 An angle of 250° is called a
reflex angle Q. 14 The sum of 8.9 and 9.8 is
right angle 1.87
acute angle 187
obtuse angle 18.7
17.17
Assessment iv
72 1
Q. 17 There are 20 baloons in a bag. Q. 22 What is the lowest common
How many baloons are there in multiple of 9 and 15?
one dozen bags?
45
240 30
32
15
20
24 90
Q. 18 7 21 Q. 23 5 2
16 ÷ 16 8 × 15
147 75
256 16
3 10
12
1
3 7
23
1
4 1
12
1 v
73 Assessment
Q. 26 In the following bar graph Q. 28 52 059 307 in words is
identify the month which has
the least number of rainy days. Fifty two million
F ifty two million, fifty
8 nine thousand three
7 hundred and seven
6
F ive million two
Rainy days
5
hundred and fifty nine
4
thousand three
3
hundred and seven
2
1
F ifty two lac fifty nine
thousand three
0
January February March April hundred and seven
Q. 27 The ratio of two numbers is 3:2. Q. 29 Eight million nine thousand and
If the first number is 24, then seventy written in numbers.
what will be the other number?
8 09 070
16
800 970
8
8 009 070
4
8 000 970
48
3 cm
5 cm 5 cm
3 cm 3 cm 4 cm
4 cm
2 cm
4 cm 7 cm 3 cm 2 cm
Assessment iv
74 1
Section – B Total Marks: 45
Q. 1 Simplify:
[30 × {15 + (3.6 + 1.2)}] + 55 4 marks
Q. 2 A
fruit seller sells 345 apples packed in 15 boxes. 3 marks
How many apples are there in one box?
Q. 3 T
here are 120 marbles in a bag. How many marbles will be in 3 marks
87 such bags?
Q. 4 Find the area of the given shape.
5 cm
3 cm
4 cm
1 cm
4 marks
Q. 8 R
ashid's monthly expenditures from January to June are Rs 2000,
Rs 3500, Rs 2600, Rs 2010, Rs 1990, and Rs 2150 respectively.
Calculate his average expenditure. 4 marks
Q. 9 i) sif saved Rs 496.80. His uncle gave him Rs 215.50. How much
A
money does he have altogether? 3 marks
ii) R
aza spent Rs 95.15 in shopping. He had Rs 155 in his wallet.
How much money was left with him? 3 marks
1 v
75 Assessment
Q. 10 he graph given below shows the number of cars sold in a month at a car
T
showroom. 4 marks
80
70
60
Assessment iv
76 1