AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class: 6 | Subject:

Chapter Name:

Time Allocated

for the Lesson

This lesson is divided across three modules. It will be completed in three class meetings.

Prerequisite

Knowledge

Basic Geometrical Ideas: Class VI Understanding Elementary Shapes: Class VI

Objectives

. Related Module Types of Angles Objectives: Describe the various types of angles Prove that vertically opposite angles are equal Related Module Intersecting and Parallel Lines Objectives: Explain the terms ‘intersecting lines’ and ‘parallel lines’ ·Explain the term ‘transversal’ ·Measure the angles formed by a transversal on a pair of intersecting lines ·Related Module Verify Parallel Lines Objectives: · Measure the angles formed by a transversal on a pair of parallel lines · Prove that a given pair of lines is parallel

Short

Description of

Lesson

In this lesson, learners will study the different types of angles. They will also learn about intersecting and parallel lines. The learners will be explained the concept of ‘transversal’ and the different angles formed by it on a pair of parallel and intersecting lines. Moreover, learners will be taught how to prove that vertically opposite angles are equal. They will also learn to verify if a given pair of lines is parallel

Audio Visual

Aids

Relevant Modules from TeachNext Types of Angles Intersecting and Parallel Lines Verifying Parallel Lines Other Audio Visual Aids TLM on: Basic Geometrical Ideas: Class VI Understanding Elementary Shapes: Class VI Access the videos relevant to the chapter ‘Lines and Angles’ from the Library resources. Aids Non-Technical

Procedure

Teacher-Student Activities A. Warm-up Session Begin the lesson by showing the image of a Warli painting. Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved After showing the image, you may arouse the interest of learners by telling them that they can use a combination of lines and angles to form lovely patterns. Then, ask the learners to identify the different types of lines and angles they see in the image. Thereafter, write the letters A, E, F, H, K, L, M, N, T, V, W, X, Y and Z and the numbers 4, 7 and 11 on the board. Then, ask the learners to identify the different lines and angles in these letters and numbers. Then, lead into the lesson. B. Discussion and Activity: Angles

In this activity, learners will study the different types of angles. Teacher’s Notes Mention that different types of angles are seen in everyday objects. You may give real life examples of the different types of angles, such as the corners of a room, the inclination of a staircase, the opened hinges of doors and windows and the blades of a fan. Thereafter, explain the different types of angles (complementary, supplementary, adjacent, linear pair and vertically opposite angles) with the help of diagrams/images. After the explanation, draw different pairs of angles and write their measures. The learners need to identify the type of angle. Note: You may conduct five rounds of this activity. C. Activity: Intersecting and Parallel Lines In this activity, learners will be asked to identify intersecting and parallel lines. Teacher’s Notes Divide the class into two groups. Conduct an activity by showing images/illustrations of objects that are examples of parallel lines and intersecting lines. The groups need to identify if the object shown has intersecting lines or parallel lines. You may time the activity and provide score to the groups. Tip: To make the activity challenging, select the Images / illustrations that have a mix of parallel and intersecting lines. Tell them that a few lines may not appear parallel due to their Perspective. Refer to the images here. D. Discussion and Activity: Transversal In this activity, learners will learn about a ‘transversal’ and the angles formed by it. Teacher’s Notes Explain the concept of a ‘transversal’ with the help of diagrams/images to learners. Then, show illustrations of a transversal on a pair of parallel lines and a transversal on a pair of intersecting lines. Thereafter, explain the eight angles formed in the two cases. Angles formed by the intersecting lines cut by a transversal Angles formed by the parallel lines cut by a transversal After the explanation, divide the class into small groups. To each group, provide a set of Illustrations (with both the intersecting and parallel lines cut by a transversal). In

each illustration, write the values of some angles and then ask the learners to calculate the values of the other angles. You may time the activity and provide score to the groups. E. Group Activity: Lines and Angles In this activity, learners will identify the different types of lines and calculate the angles made by intersecting lines. Teacher’s Notes Draw the following illustration on the board. Based on the illustration, ask the learners to answer the following questions: Which line is parallel to the line LM? Which line is parallel to the line EF? Which four lines intersect the line EF? Which two lines are perpendicular to the line AB? After the learners have answered, provide the values of some angles, and then ask the learners to find the values of the other angles. Lesson Closure Close the lesson by holding a quiz on the various concepts taught in the class. At the end, ask the learners to refer to the experiments given in the CCE section in the TeachNext box. Also, ask them to refer to the questions given in the ‘Examples’ and ‘Exercises’ sections in the TeachNext box.

Supplemental

Activities

Ask the learners to do the following activities: List various objects in home and then write the different lines and angles that are seen in each object. Also, draw the sketches of these objects and label the lines and angles. Draw a Warli painting on a chart paper. Refer to the Internet to get some interesting ideas.

Expected

Outcome

After studying this chapter, learners will be able explain the different types of angles. They will also know the concepts of intersecting and parallel lines. The learners will be able to explain the concept of ‘transversal’ and the different angles formed by it on a pair of parallel and intersecting lines. Moreover, they will be able to prove that vertically opposite angles are equal and also verify that a given pair of lines is parallel.

Student

Deliverable

Review questions given by the teacher

Assessment Questions Bank created by the SME in TN box

AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class: | Subject:

Chapter Name: Mensuration

Time Allocated

for the Lesson

This lesson is divided across three modules. It will be completed in three class meetings.

Prerequisite

Knowledge

Area and Perimeter (Area and its Boundary): Class V

Objectives

Related Module Perimeter of Closed Figures Objectives: Calculate the perimeter of regular closed figures, such as a square, rectangle and equilateral triangle Related Module Area of Closed Figures Objectives: · Calculate the area of a closed figure using a squared paper Related Module Areas of Rectangles and Squares Objectives: Calculate the area of a rectangle and a square using a squared paper

Establish the relationship between the area and dimensions of a regular closed figure

Short

Description of

Lesson

In this lesson, learners will be taught the concepts of perimeter and area. They will also be taught the formulae to calculate the area and perimeter of different geometrical figures. In addition, the lesson also focuses on the relationship between the perimeter and area of a geometrical figure

Audio Visual

Aids

Relevant Modules from TeachNext Perimeter of Closed Figures Area of Closed Figures Areas of Rectangles and Squares Other Audio Visual Aids TLM on: Area and Perimeter (Area and its Boundary): Class V Access the videos relevant to the lesson ‘Mensuration’ from the Library resources. Aids Non-Technical

Procedure

Teacher-Student Activities A. Warm-up Session Divide the class into four groups. Provide cardboard cutouts of the following shapes to each group: Square Rectangle Triangle Hexagon Ask each group to calculate the length of the boundary of each cutout. Ask each group to share its answer with the other groups. Now, tell the students that they have just calculated the perimeter of the cardboard cutouts. Explain the concept of perimeter and then lead into the lesson. B. Group Activity: Perimeter and Area In this activity, learners will calculate the perimeter and area of different geometrical figures. Teacher’s Notes Divide the class into three groups. Ask each group to arrange their notebooks to form a square, rectangle and triangle. The

size of geometrical figures can vary from group to group. Ask each group to sketch the inner boundaries of the geometrical figures on a graph paper. Then, ask each group to calculate the perimeter of geometrical figures. Also, ask them to calculate the area of the square and the rectangle. C. Group Activity: Cover the Blackboard In this activity, learners will use the formula to calculate the area of geometrical figures. Teacher’s Notes Divide the class into two groups. Ask the first group to calculate the area of their mathematics textbook. Ask the second group to calculate the area of the blackboard. Now, ask both groups to find the number of books required to cover the entire blackboard. D. Calculating Area Using a Graph Paper In this activity, learners will be asked to calculate the area of a given figure using a graph paper. Teacher’s Notes Ask each learner to sketch the outlines of their hands and feet on a graph paper and then calculate the areas of these shapes. E. Group Activity: Area and Dimensions In this activity, students will learn about the relationship between the dimensions of a geometrical shape and its area. Teacher’s Notes Divide the class into two groups. Ask each group to paste two square and two rectangle images on a chart paper. These images can be sourced from old books, newspapers and magazines. Ask each group to calculate the dimensions (length and breadth) of the images pasted and note down the same on the chart paper. Then, ask the two groups to interchange the charts prepared by them. Now, each group has to determine the area occupied by each image pasted on the interchanged chart. The groups also have to write about commonalities they find between the readings of the dimensions and the area of each image. Lesson Closure

Close the lesson by mentioning the practical uses of perimeter and area. For instance, the area is calculated while laying a carpet in a room, painting the walls of a room or even for laying the artificial grass on a sports field. Likewise, the perimeter is calculated when one has to fence the fields or ground or build compound walls

Supplemental

Activities

Discuss with learners whether the shapes with equal areas can have the same perimeter. You can draw different shapes having the same area on a graph paper and then ask the learners to guess whether the perimeters of all the shapes will also be equal or not. You can use the following reference image for drawing shapes. Answer: The shapes having same areas can have different perimeters.

Expected

Outcome

After studying this lesson, learners will be able to explain the concepts of perimeter and area. They will also be able to calculate the area and perimeter of different geometrical figures. In addition, they will also be able to explain the relationship between the perimeter and area of a geometrical figure.

Student

Deliverable

None

Assessment

Questions Bank created by the SME in TN box

AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class: | Subject:

Chapter Name: Algebra

Time Allocated

for the Lesson

This lesson is divided across seven modules. It will be completed in seven class meetings

Prerequisite

Knowledge

Whole Numbers: Class VI

Objectives

Related Module Patterns in Letters Objectives: Write the rules based on the patterns made by the letters of the English alphabet Describe the terms constant, variable and algebraic expression Related Module Patterns Using Geometrical Figures Objectives:

Write the rules based on the patterns made by geometrical figures . Write the algebraic expression for a given scenario Related Module Frame Rules for Perimeter of Geometrical Figures Objectives: Write the rules for the perimeter of geometrical figures using variables Related Module Frame Rules from Arithmetic Objectives: Write the rules for the commutative property under addition and multiplication using variables Related Module Associative and Distributive Properties Objectives: Write the rules for the associative and the distributive properties using variables Related Module Equations Objectives: Write equations using variables Related Module Solution of Equations Objectives: · Solve an algebraic equation

Short

Description of

Lesson

This lesson will teach learners to frame or write the rules based on the patterns made by the letters of the English alphabet and geometrical figures. They will also learn about variables, Constants and algebraic expressions. Further, they will learn to frame rules for the perimeter of geometrical figures and the properties associated with arithmetic. Additionally, they will learn about equations and how to solve equations

Audio Visual

Aids

Relevant Modules from TeachNext Patterns in Letters Patterns Using Geometrical Figures Frame Rules for Perimeter of Geometrical Figures

Frame Rules from Arithmetic Associative and Distributive Properties Equations Solution of Equations Other Audio Visual Aids TLMs on: Whole Numbers: Class VI Access the videos relevant to the lesson ‘Algebra’ from the Library resources. Aids Non-Technical

Procedure

Teacher-Student Activities A. Warm-up Session Begin the lesson by talking about the need to study algebra. You can inform students that algebra has a wide range of applications in various spheres of life. It is needed for the simplest day-to-day mathematical calculations and for the most complicated problems of space science. It is used in engineering, finances and many scientific fields. Algebra is needed to calculate the distance, the volume of a container, the amount of fuel required to travel a particular distance and so on. You can tell the students that an average person performs simple algebra without even realising it. You can support this with an example as follows. For example, a boy goes to the grocery store to purchase candy bars. Each candy bar cost Rs 2 and he has Rs 10 with him. Hence, the total number of bars that can be purchased (which is the unknown quantity ) is , which is equal to five. Now, present a few interesting facts about algebra. Tell your students that Al-Khwarizmi, an Arab mathematician, is credited with writing Al-jabr waʾl Muqabalah, the first algebra book. The book was very famous and had great significance during Al-Khwarizmi’s time and remained the most important text in algebra for several years. The title of the book means ‘restoring and balancing,’ and refers to the way in which equations are handled in algebra. Al-Khwarizmi did not use variables as they are used today. It

was the French mathematician Françoise Vièta (1540–1603) who first suggested the use of letters, such as , to represent variables. B. Writing Rules for Patterns In this activity, students will be presented with some patterns formed by a few letters of the English alphabet as well as geometrical figures. These patterns will be made using matchsticks or toothpicks. The students need to write a general relationship or rule for the number of matchsticks required for replicating a given shape. Teacher’s Notes Present the students with a few patterns as shown. These patterns can be drawn on the board or can be actually made using matchsticks or toothpicks. Ask the students to write a general relationship or the rule for the number of matchsticks required for replicating a given shape. At this point, discuss the term ‘algebraic expression’. Note: Refer to the ‘Exercises’ and ‘Examples’ sections of the modules ‘Patterns in Letters’ and ‘Patterns Using Geometrical Figures’ in the TN box for additional problems. C. Framing Rules for Perimeter and Arithmetic Properties In this activity, students need to frame the rules for the perimeter of geometrical shapes and arithmetic properties. Teacher’s Notes Divide the class into four groups. Create chits with the names of regular polygons written on them. Also, create chits with the names of the arithmetic properties. First, present the chits with the names of polygons. Ask a student from a group to pick up a chit and read out the

name of the polygon. Then, ask the student to draw the polygon on the board and write the rule for the perimeter of the polygon using variables. Once done with polygons, present chits with arithmetic properties. A student from the team must explain the property and write down the rule for the property on the board. The team Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved that gets maximum correct answers is the winner. Some of the polygons that can be included are square, rectangle, rhombus, pentagon, hexagon and so on. The arithmetic properties that can be included are as follows: Commutative property under addition Commutative property under multiplication Associative property under addition Associative property under multiplication Distributive property of multiplication over addition Note: Refer to the ‘Exercises’ and ‘Examples’ sections of the modules ‘Frame Rules for Perimeter of Geometrical Figures’, ‘Frame Rules from Arithmetic’ and ‘Associative and Distributive Properties’ in the TN box for additional problems. D. Equation Activity In this activity, students need to identify if a given mathem-atical expression is an equation or not. They also need to identify the constants, variables and operators in the expression. Teacher’s Notes Divide the class into four groups. For each group, write down an algebraic expression on the board and ask the students to identify if it is an equation or not. Also, ask them to identify the constants, variables and operators in the expression. If the given expression is an equation, ask the students to solve the equation. The team that gets maximum correct answers will be

the winner. Note: Refer to the ‘Exercises’ and ‘Examples’ sections of the modules ‘Equations’ and ‘Solution of Equations’ in the TN box for additional problems. E. Evaluating and Writing Simple Algebraic Expressions In this activity, students need to evaluate a few algebraic expressions. Additionally, they need to write simple expressions in algebraic form with a variable. Teacher’s Notes Write down a few expressions on the board and ask the students to evaluate the same. For example, you can provide the value of the variables a, b and c as a = 3, b = 5 and c = 6. Then, present a few expressions like a + 6, 15 - c, , 13b, and so on. Additionally, write phrases on the board and ask the students to rewrite each phrase as an algebraic expression. Some examples of phrases are c multiplied by 7, 12 more than e, 9 less than y, triple p and so on. Also, present the students with scenarios and ask them to write the algebraic expression for the given scenario. For example, the age of a boy can be written in terms of his father’s age. Moreover, ask them to find the solution of a given equation. For example, ask the students which of the values is the solution for the equation . Note: Refer to the ‘Exercises’ and ‘Examples’ sections of the modules ‘Equations’ and ‘Solution of Equations’ in the TN box for additional problems. Lesson Closure Close the lesson by asking the students to explain why a

variable is used in some of the algebraic expressions. Ask them to find real world applications for using algebraic expression

Supplemental

Activities

Ask students to write a few algebraic expressions or equations using the four different mathematical operators ( ). Present students with a few equations with two variables and ask them to find the value of the unknown variable in each equation. For example, if 10 a = b and a = 4, then find the value of

Expected

Outcome

After studying this lesson, learners will be able to frame the rules based on the patterns made by the letters of the English alphabet and geometrical figures. They will also be able to frame the rules for the perimeter of geometrical figures and arithmetic properties. Additionally, they will be able to identity if a given algebraic expression is an equation or not. They will also be able to solve algebraic equations

Student

Deliverable

Review questions given by the teacher

Assessment

Questions Bank created by the SME in TN box

AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class: | Subject:

Chapter Name: Basic Geometrical Ideas

Time Allocated

for the Lesson

This lesson is divided across five modules. It will be completed in five class meetings.

Prerequisite

Knowledge

Introduction to Geometry: Class V

Objectives Related Module

Points and Lines Objectives: Describe ‘geometry’ and its uses Explain the terms ‘point’, ‘line segment’, ‘line’ and ‘ray’ Related Module Curves Objectives: · Explain the term ‘plane’ · Explain various types of curves · Describe intersecting and parallel lines · Related Module Angles Objectives: · Describe an angle and its regions Related Module Polygons Objectives: · Explain the concept of a ‘polygon’ with the help of a triangle and a quadrilateral Related Module Circles Objectives: · Describe a circle and its regions · Explain the terms ‘circumference’, ‘arc’, ‘chord’, ‘radius’, ‘diameter’, ‘segment’ and ‘sector’ of a circle

Short

Description of

Lesson

In this lesson, the learners will be taught about geometry and its uses. They will study the different geometrical concepts, such as point, line segment, line, ray, parallel and intersecting lines, curves, angles, polygons and circle

Audio Visual

Aids

Relevant Modules from TeachNext · Points and Lines · Curves · Angles · Polygons · Circles Other Audio Visual Aids TLM on: · Introduction to Geometry: Class V Access the videos relevant to the chapter ‘Basic Geometrical Ideas’ from the Library resources. Aids Non-Technical

Procedure

Teacher-Student Activities A. Warm-up Session Begin the lesson by mentioning that geometry is one of the oldest mathematical sciences, which deals with shapes, sizes and the position of figures. You

can arouse the interest of learners by telling them about the origin of geometry. The term ‘Geometry’ has originated from a Greek word ‘Geometron’, where ‘Geo’ means ‘Earth’ and ‘Metron’ means ‘Measurement’. Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved Interestingly, the ancient Greeks developed geometry to measure distances and calculate areas. In fact, Euclid, a Greek mathematician, is known as the ‘Father of Geometry’. B. Discussion and Quiz: Geometry In this activity, the learners will study various geometrical shapes. Teacher’s Notes With the help of everyday objects or their images, teach the concepts, such as point, line segment, line, ray, parallel and intersecting lines, curves, angles and polygons. For example, you may show a chalk or a pencil to teach your students about a line segment. After teaching the concepts, display a new set of everyday objects or their images to check the understanding of the learners. You may hold a quiz and reward the learners. C. Scrapbook on Geometry In this activity, the learners will learn about various geometrical shapes. Teacher’s Notes Ask the learners to make a scrapbook on the various geometrical shapes taught in the class. The learners need to stick at least three images of objects that are examples of a point, a line

segment, a line, a ray, parallel lines, intersecting lines, curves, angles and polygons. Note: Ask the learners to use images from old books, newspapers and magazines. D. Flash Card Activity In this activity, the learners will be asked to identify the various terms used in the lesson. Teacher’s Notes On the flash cards, write the description of the various terms taught in the chapter. Display the flash cards one by one in the class. Ask the learners to identify the term. For example, show a flash card with the description ‘It divides a circle into two equal parts.’ The answer is ‘Diameter’. E. Quiz on Geometric Symbols In this activity, the learners will be asked to identify the various geometric symbols taught in the lesson. Teacher’s Notes Divide the class into two groups. On the board, write the different geometric symbols one by one, and then ask the learners to identify each symbol. You may time the activity and provide score to the groups. F. Group Activity: Position Yourself In this activity, the learners will be taught the position of a point on geometric shapes through an outdoor game. Teacher’s Notes Note: This activity should be performed in the playground or in an open space. Divide the class into three groups: A, B and C. Assign the different shapes to each group as follows: ·

Group A: Triangle · Group B: Quadrilateral · Group C: Circle Draw the three shapes on the ground. Say aloud ‘Exterior’, ‘Boundary’ and ‘Interior’ one by one. Depending on your instructions, the learners need to stand inside the shape, on the boundary or outside the shape. For instance, if you say ‘Interior’, the members of the three groups need to stand inside their respective shapes. After one round of this activity is complete, you may swap the shapes between the groups. Assign a fixed time to one round of the activity and reward the winners. Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved G. Charts on Polygons In this activity, the learners will be asked to make a chart on polygons using matchsticks or ice cream sticks. Teacher’s Notes Divide the class into groups. Ask each group to make a chart on polygons using matchsticks or ice cream sticks. The learners also need to write the following information for each polygon: · Name of the polygon · Number of sides · Sides of the polygon ·

Number of vertices · Angles of the polygon · Adjacent sides of the polygon · Opposite sides of the polygon · Adjacent angles of the polygon · Opposite angles of the polygon Lesson Closure Close the lesson by mentioning that geometry is used by various professionals, such as painters, craftsmen, architects, textile designers and engineers.

Supplemental

Activities

Ask the learners to do the following activities: · Select their favourite monument or building and list the various geometrical shapes seen in the architecture. · Make a tessellation using various shapes. The learners can use the tessellation as book covers, table mats or bookmarks. Below are the references of tessellation:

Expected

Outcome

After studying this chapter, the learners will be able describe geometry and its uses. They will also be able to discuss various geometrical concepts, such as

point, line segment, line, ray, parallel and intersecting lines, curves, angles, polygons and circle

Student

Deliverable

· Review questions given by the teacher · Scrapbook on geometry · Charts on polygons

Assessment

Questions Bank created by the SME in TN box

AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class: | Subject:

Chapter Name: Data Handling

Time Allocated

for the Lesson

This lesson is divided across three modules. It will be completed in three class meetings.

Prerequisite

Knowledge

Data Handling: Class IV Handling Data (Smart Charts): Class V

Objectives

Related Module Organising Data Using Tally Marks Objectives: · Define data · Organise the recorded data in a table using tally marks Related Module Pictograph Objectives: · Define a pictograph · Interpret data from a pictograph · Draw a pictograph to represent the given data Related Module Interpreting Bar Graphs Objectives: · Describe a bar graph · Draw a bar graph to represent the given data · Interpret data from a bar graph

Short

Description of

Lesson

This lesson will introduce the students to the concept of data handling. They will learn to organise data in a table using tally marks. They will also learn to create and

interpret pictograms and bar graphs.

Audio Visual

Aids

Relevant Modules from TeachNext · Organising Data Using Tally Marks · Pictograph · Interpreting Bar Graphs Other Audio Visual Aids TLMs on: · Data Handling: Class IV · Handling Data (Smart Charts): Class V Access the videos relevant to the chapter ‘Data Handling’ from the Library resources. Aids Nontechnical

Procedure

Teacher-Student Activities A. Warm-up Session Begin the lesson by telling the students about some practical examples of data. A few examples are as follows: · Result card: data of marks scored by a student · Scoreboard in a cricket match: data of runs scored by a team · Shopping list: data of items to be purchased · Attendance register: data about the number of students present/absent in a class for a particular period. Similarly, you can provide other examples of data. Tell the students that ‘data’ is the plural of Latin word ‘datum’, which means a single piece of information or fact. Therefore, data refers to a collection of numbers that provide some information.

Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved 3 B. Recording Data In this activity, groups of students will record data and prepare lists. Teacher’s Notes Divide the class into two groups with 20-22 students in each group. Assign a topic to each group on which they need to collect data. The following two topics can be assigned: · Favourite breakfast item (eggs and toast, idli, dosa, parathas, upma) · Favourite Music (rock, instrumental, film music, classical, folk) C. Organising Data: Tally Marks In this activity, students have to organise the data collected by them (in Activity B) using tally marks. Teacher’s Notes Recall the concept of tally marks learnt by the students in the previous class. Arouse their interest by informing them that bones with marks or notches carved on them were the first tally marks used by early humans to record numbers, quantities and sometimes even messages. These bones date back to the upper Palaeolithic period. For example, wolf jaw bone discovered in 1937 in Czechoslovakia, is more than 20,000 years old with 55 notches marked in groups of five. This tally system followed by the early humans is used for calculation till today. Now, ask the two groups to organise the data collected by them using tally marks. Note: You may also refer to the other questions given in the Examples and Exercises sections in the TeachNext box. D. Pictographs In this activity, students will interpret data from a few pictographs. They will also represent the data given to them in pictographs. Teacher’s Notes Show a few pictographs in the class and explain how pictographs represent data. You can also ask the students to analyse the data given in a few pictographs. Note: Please refer to the questions given in the Examples and Exercises sections in the TeachNext box.

Teach the students how to make pictographs. Thereafter, give them some scenario-based questions along with data. For example, favourite colours of some children and the number of apples eaten by a family during one month. Ask the students to represent the data given to them as pictographs using the coloured stars and apples as symbols. They need to draw the pictograms in their notebooks. Note: For practice, you may use questions given in the Examples and Exercises sections in the TeachNext box. E. Bar Graphs In this activity, students will interpret a few bar graphs. They will also represent the data given to them as bar graphs. Teacher’s Notes Show a few bar graphs to the students and explain how the bars represent data. Note: Please refer to the questions given in the Examples and Exercises sections in the TeachNext box. After the students have analysed a few bar graphs, teach them how data can be plotted on a bar graph. Now, ask them to draw bar graphs using the data from Activity C. Note: For practice, you may also use questions given in the Examples and Exercises Section. F. Quiz Conduct a quiz in the class by asking questions about the main concepts taught in the lesson, such as data, pictogram, bar graph and tally marks. You can also show some pictographs and bar graphs to the students and ask them to interpret the same. Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved 4 Teacher’s Notes Divide the class into two teams and conduct the quiz. Keep the time and score. Note: Please refer to the Examples and Exercises sections in the TeachNext box to create quiz questions. Lesson Closure Close the lesson by talking about practical applications of pictographs and bar graphs. You can create a collage with pictures of pictographs and bar graphs from various magazines and

newspapers. Show this collage in the class.

Supplemental

Activities

Ask the students to find out the information about different types of graphs, such as pie charts, line graphs and histograms. Create a collage with pictures of different graphs from various magazines and newspapers.

Expected

Outcome

After completing this lesson, the learners will be able to organise data in a table using tally marks. They will also be able to create and interpret pictograms and bar graphs.

Student

Deliverable

· Review questions given by a teacher · Table with tally marks (Activity C) · Pictographs based on the questions given by a teacher · Bar graphs on data collected in Activity C

Assessment

Questions Bank created by the SME in TN box

AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class: | Subject:

Chapter Name: Decimals

Time Allocated

for the Lesson

This lesson is divided across three modules. It will be completed in three class meetings.

Prerequisite

Knowledge

Introduction to Decimals: Class V

Objectives

Related Module Introduction to Decimals Objectives: · Describe the concept of decimals · Represent decimals in a place value table and on a number line · Convert fractions into corresponding decimals and vice versa Related Module Comparing and Using Decimal Numbers Objectives: · Compare two or more decimal numbers · Explain the different uses of decimals Related Module Addition and Subtraction of Decimal Numbers Objectives: ·

Add decimal numbers by adding their whole parts and decimal parts · Subtract decimal numbers by subtracting their whole parts and decimal parts

Short

Description of

Lesson

This lesson introduces learners to the concept of decimals and conversion of fractions into corresponding decimals and vice versa. The learners will study about the methods to represent decimals on a number line and in a place value table. They will also learn to compare, add and subtract decimals. Moreover, they will be taught the different uses of decimals.

Audio Visual

Aids

Relevant Modules from TeachNext · Introduction to Decimals · Comparing and Using Decimal Numbers · Addition and Subtraction of Decimal Numbers Other Audio Visual Aids TLMs on: · Introduction to Decimals: Class V

Access the videos relevant to the chapter „Decimals‟ from the Library resources. Aids Nontechnical

Procedure

Teacher-Student Activities A. Warm-up Session Begin the class by explaining the relation between fractions and decimals. Recall the concept of fractions that students have already learned. Then, explain that decimals are related to fractions. Tell them that the numbers on the left side of the decimal point stand for the whole numbers in fractions, while the numbers on the right side correspond to the fractional part in fractions. Also, briefly narrate the history of decimals. It was a Scottish mathematician John Napier, who suggested that fractions can be represented as decimal numbers. He used the decimal point to make such representation.

After the warm-up session, play all modules in TeachNext. B. Arrange the Cards In this activity, students will learn to compare decimal numbers. Teacher’s Notes Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved 3 Make cards from cardboard and write a decimal number on each card. Make as many cards as the number of students in your class. Please note that any two cards should not have the same decimal number. Divide the class into two groups. Distribute cards to each group. Each group needs to arrange their cards in the ascending order of the numbers written on them. Declare the group that completes the ordering first as the winner. However, check if each group has ordered the cards correctly. C. Balance Scale Game In this activity, students will learn to compare, add and subtract decimal numbers. Teacher’s Notes

Divide the class into two groups – the „left‟ and the „right‟. On the blackboard/whiteboard, draw the image of a balance scale with decimal numbers as shown here. Tell your students that they need to make additions and subtractions to balance the scale. The

„left‟ group should solve the problems where the left pan of the scale is empty

and the „right‟ group should work out the problems where the right pan is empty.

In the example provided, the „right‟ group needs to write „0.6‟ in the empty box on the right side in order to balance the scale. Keep changing decimal numbers, the position of the empty box and the number of boxes on the either side. Ensure that both groups get equal number of problems to solve. D. The Fastest Runner In this activity, students will learn about the concept of decimal numbers and the use of a place value table and a number line for representing decimals. They will also

learn to compare, add and subtract decimal numbers. Additionally, they will learn to convert decimals into fractions and vice versa. Teacher’s Notes Divide the class into four groups. Ask each group to measure the time taken by the students in the group to complete a 100-metre dash. They need to use a digital stopwatch to record the time. Caution: Allow only physically fit students to participate in this exercise. The other students can record the time. Ask each group to make a table with two headings as follows. Name of Student Time in Seconds and Milliseconds Ramesh 16.25 Jaya 17.12 Students need to represent these decimal numbers on a number line and in a place value table. Ask them to arrange the time taken by runners in the ascending order to determine the fastest runner in each group. Now, they need to compare the time taken by the fastest runners across all four groups. They also need to calculate how much the winner of the race is faster than the second best runner, third best runner and so on. Finally, ask the students to assume that all runners take time more (than to run the first 100 metres) to run an additional 100 metres distance. Based on this assumption, ask each group to calculate the time that their fastest runners would take if they ran for 200 metres. Note: Refer to the activity on the addition and subtraction of decimals in the CCE section. You may also refer to the Examples section for the solved examples. Then, ask the class to solve Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved

4 the questions in the Exercises section. Lesson Closure Close the lesson by explaining a few real life applications of decimals. Some examples are as follows: · Currency · Petrol pump meter ·

Vehicle‟s odometer · Measuring equipment like rulers, measuring cups, timers and the weights for weighing scales Ask the students to find out more such examples.

Supplemental

Activities

Make a flash card game to teach the concept of decimals. Create as many flash cards as per the design shown here. Each card will have a shape with its few parts coloured to represent a decimal number. In the lower half, there will be a question as shown on the card (Who has 0.8?). Note: Make sure that you create a card with the decimal number asked in the question. In this case, make another card with coloured shapes to indicate 0.8. Distribute these cards in your class. Now, one student should stand up and say aloud the decimal indicated by the coloured parts in the shape on his/her card (in this case, he/she should say “I have the decimal number 0.6.”). Then, he/she should ask the class “Who has the card with the decimal number 0.8?”. In response, the student who has the card with the shape having 0.8 parts coloured should stand up. Continue this activity till all cards are exhausted

Expected

Outcome

After completing the lesson, learners should be able to explain the concept of decimals and conversion of fractions into corresponding decimals and vice versa. Learners will be able to

represent decimals on a number line and in a place value table. They will also be able to compare, add and subtract decimals. Additionally, they will be able to explain the different uses of decimals.

Student

Deliverable

None

Assessment

Questions Bank created by the SME in TN box

AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class: | Subject:

Chapter Name: Fractions

Time Allocated This lesson is divided across eight modules. It will be completed in eight class

for the Lesson

meetings

Prerequisite

Knowledge

Introduction to Fractions: Class III Fractions: Class IV Factors and Multiples: Class IV Fractions: Class V

Objectives

Related Module Fractions on a Number Line Objectives: · Describe the concept of fractions · Represent fractions on a number line Related Module Types of Fractions Objectives: · Explain the difference between proper fractions and improper fractions · Explain the concept of mixed fractions · Convert improper fractions into mixed fractions and vice versa Related Module Equivalent Fractions Objectives: · Calculate the simplest or the lowest form of a fraction using the highest common factor of its numerator and denominator · Identify equivalent fractions using their simplest or lowest forms · Calculate equivalent fractions of a given fraction · Verify equivalent fractions using cross products Related Module Comparing Like Fractions Objectives: · Describe like fractions · Compare like fractions using their numerators and whole parts

Related Module Comparing Unlike Fractions Objectives: · Describe unlike fractions · Compare unlike fractions using their equivalent fractions or the least common multipliers Related Module Addition and Subtraction of Like Fractions Objectives: · Add a like fraction to other like fraction · Subtract a like fraction from other like fraction Related Module Addition and Subtraction of Unlike Fractions Objectives: · Add an unlike fraction to other unlike fraction · Subtract an unlike fraction from other unlike fraction Related Module Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved 3 Addition and Subtraction of Mixed Fractions Objectives: · Add mixed fractions by adding their wholes and parts separately · Add mixed fractions by converting them into improper factions · Subtract mixed fractions by subtracting their wholes and parts separately · Subtract mixed fractions by converting them into improper factions

Short

Description of

Lesson

This lesson introduces learners to the concept of fractions and their types. They will also learn to calculate equivalent fractions and compare fractions. Finally, they will be taught the methods to add and subtract like, unlike and mixed fractions

Audio Visual

Aids

Relevant Modules from TeachNext · Fractions on a Number Line · Types of Fractions · Equivalent Fractions · Comparing Like Fractions · Comparing Unlike Fractions · Adding Like Fractions · Addition and Subtraction of Unlike Fractions · Addition and Subtraction of Mixed Fractions Other Audio Visual Aids TLMs on: · Introduction to Fractions: Class III · Fractions: Class IV · Factors and Multiples: Class IV · Fractions: Class V

Access the videos relevant to the chapter „Fractions‟ from the Library resources. Aids Nontechnical

Procedure

Teacher-Student Activities A. Warm-up Session Begin the class by narrating the history behind the concept of fractions. Almost all ancient civilisations – the Egyptians, the Greeks and the Indians – knew about fractions. The Egyptians knew about fractions as long as 1000 B.C. There are references to operations with fractions in the book "Sthananga Sutra" written in 150 B.C. by Jain mathematicians in India. The references to fractions are also found in the Sanskrit literature. After stating the brief history, lead into the lesson by stating some real life

examples of fractions. The simplest example would be cutting a pizza or chocolate bar in pieces and distributing them amongst a few children. If anyone in the class knows how to play a musical instrument, then the concept can be taught with the help of music notes! You can ask the student to play a whole note, half note, quarter note and eighth note. A half note is played for half ( ) the duration of a whole note, while a quarter note is played for quarter ( ) duration of a whole note. After the warm-up session, play all modules in TeachNext. B. Number Line Game In this activity, students will use number lines to learn the concept of fractions. Teacher’s Notes Draw fractions on different number lines as shown here. You may draw such lines with more fractions than shown here to make the activity more interesting. Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved 4 Divide the class into groups. Each group should have different number of students. The maximum number of students in a group should never exceed the maximum number of fractions on your number line (in this case, it is 12). Ask students in any group to raise their right hand and then bring them down quickly. They should do the up and down movement of their hand till you ask them to stop. When you say

„stop‟, some students would still have their hands raised, while the others would have them in the normal position. Now, ask the other groups to count the raised hands and use the appropriate number line to find out the fraction of raised hands in the group. Repeat this activity multiple times with each group. Keep the record of the fractions for each group separately. Finally, compare the fractions for each group. C. Count Your Eggs

In this activity, students will learn to calculate fractions. Teacher’s Notes Divide the class into two groups. Get an egg carton with 12 eggs as shown in the image. Ask Group A to remove eight eggs from the carton. Group B needs to identify the fraction of the total eggs still remaining in the carton (answer is ). Some students might answer or other equivalent fractions. In such cases, introduce the concept of equivalent fractions. If Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved 5 students do not provide equivalent fractions in their answers, guide them towards the concept by asking them about the other possible correct answers. Now, ask both groups to take turns to remove varying number of eggs from the carton. Each time one group should remove eggs and the other group should identify the fraction. Finally, ask both groups to work out the different ways in which they can arrange the eggs for any given fraction. For example, ask Group A to find out the different ways in which eggs can be arranged in the carton. D. Make Sugar Cookies In this activity, students will calculate, add and subtract fractions. Teacher’s Notes On the board, write the recipe for making sugar cookies. Sugar Cookie Recipe • cup butter • cup sugar • teaspoon baking powder • teaspoon salt • 1 large egg • 1 teaspoon vanilla essence • 2 cups flour

Ask students to do the following activities with the data provided in the recipe: · Identify fractions and whole numbers. · Identify proper fractions and mixed fractions. · Convert mixed fractions into improper fractions. · Identify like fractions and unlike fractions. · Write fractions on a number line. · Assume that the current recipe makes cookies for four students and then convert the recipe to make cookies for: o One student o Two students o Three students o 20 students Note: For more practice on the questions based on fractions, equivalent fractions and addition and subtraction of fractions, refer to the Examples and Exercises sections in TeachNext. E. Fraction Flash Cards In this activity, students will recall different concepts related to fractions. Teacher’s Notes Make flash cards with different partially coloured shapes drawn on their front side. The fraction of the coloured portion of the shape should be written on the back side of the card. A few examples are shown here; however, you should use all types of fractions that are taught in this lesson. Front Side Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved 6

Back Side Divide the class into two groups. Ask a volunteer from the first group to pick up a flash card and look at the partially coloured shape on its front side. The students in the group should identify the fraction. Thereafter, they should verify the answer by turning the card over. Now, the other group should repeat the activity with other card. In the next step of the activity, the groups should compare the fractions on their cards. They should also perform the addition and subtraction of these fractions. Continue this activity with all cards. Lesson Closure Close the lesson by explaining a few real life applications of fractions. Some examples are as follows: · Cooking recipes · Measuring spoons and cups · Medicinal dosage · Experiments and tests, especially gauging liquid quantity · Different patterns in sewing, quilting and knitting · Measuring tapes. For example, taking measurements in carpentry · Scrapbooking and photography. For example, the most widely used „the rule of

thirds‟ in composition Ask students to find out more such examples.

Supplemental

Activities

Make a flash card game to teach fractions. Create as many flash cards as per the design shown here. The upper half of each card will have a divided shape with its few parts coloured. In the lower half, there will be a question as shown on the card (Who has ?).

Note: Make sure that you create a card with the fraction asked in the question. In this case, make another card with coloured shapes to indicate . Distribute these cards in your classroom. Now, one student should stand up and say aloud the fraction indicated by the coloured parts of the shape on his/her card (in this case, he/she should say “I have the fraction ”). Then, he/she should ask “Who has the card with the fraction ?”. The student who has the card with the shape having parts coloured should stand up. Continue this activity till all cards are exhausted.

Expected

Outcome

After completing the lesson, learners should be able to explain the concept of fractions and their types. They should also be able to calculate the equivalent fractions and compare fractions. Additionally, they should be able to add and subtract like, unlike and mixed fractions

Student

Deliverable

None

Assessment

Questions Bank created by the SME in TN box

AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class: | Subject:

Chapter Name: Integers

Time Allocated

for the Lesson

This lesson is divided across three modules. It will be completed in three class meetings.

Prerequisite

Knowledge

Addition and Subtraction: Class IV

Objectives

Related Module Introduction to Integers Objectives: · Define integers · Represent integers on a number line · Define positive and negative integers · Compare the given pairs of numbers using the less than or the greater than signs Related Module Addition of Integers Objectives: · Calculate the sum of the given integers with and without using a number line · Define the term additive inverse Related Module Subtraction of Integers Objectives: · Subtract an integer from another integer with and without using a number line

Short

Description of

Lesson

This lesson will introduce learners to integers. They will learn to represent integers on a number line and compare them. Additionally, they will learn to add and subtract integers with

and without using a number line.

Audio Visual

Aids

Relevant Modules from TeachNext · Introduction to Integers · Addition of Integers · Subtraction of Integers Other Audio Visual Aids TLMs on: · Addition and Subtraction: Class IV Access the videos relevant to the lesson ‘Integers’ from the Library resources. Aids Non-Technical

Procedure

Teacher-Student Activities A. Warm-up Session In this session, talk about the need for negative numbers and then introduce the concept of integers. You can also cite a few examples where positive and negative numbers are used. Teacher’s Notes Get a thermometer to the classroom and briefly explain its working. Ask the class to assume the current temperature to be 200C, and then ask a student to point this temperature on the thermometer. Thereafter, ask another student to assume that the temperature has fallen down by 100C and point out the same on the thermometer. Repeat this activity one more time, so the temperature is 00C. Now, ask them what would be the temperature if it got colder by another 100C? Discuss and arrive at the right answer. Then, ask the students to compare which of the numbers 0 or -10 is greater. Now, discuss a few more examples where negative numbers are used. Some examples include the elevator, profit and loss situations, sea level and earnings and spending figures. Then, explain to the students that integers are obtained by putting together whole numbers

Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved and negative numbers. Define integers at this point. B. Number Line In this activity, students will need to answer questions pertaining to a number line. Teacher’s Notes Draw a number line on the blackboard. Write the numbers to the right and the left of zero in two different colours. Then, explain the position of positive and negative integers on the number line. Also, talk about the increase and decrease in the value of integers as we move to the right and the left on the number line. Thereafter, refer to the ‘Examples’ and ‘Exercises’ sections for the module ‘Introduction to Integers’ for more questions pertaining to a number line. C. Flash Card Activity – Comparing Integers In this activity, students need to compare two integers given to them and identify which integer is greater and which one is smaller. Teacher’s Notes Divide the class into a few groups. Prepare flashcards with positive and negative integers written on them. Make one card with ‘zero’ as well. Now, ask one student from each group to pick up two flashcards and show them to his or her group. One member from the group will have to stand up and identify the greater and the smaller integer written on the flashcard. The group that gets maximum correct answers is the winner. Additionally, a student can be asked to write the two numbers on the blackboard with the greater than or the less than signs written between them. D. Addition and Subtraction of Integers In this activity, students need to add and subtract integers. Teacher’s Notes You can teach the concept of addition and subtraction of integers using a number line. Write one number per sheet and tape these sheets on a wall (in a linear manner) to make a number line with integers. If the given problem is 2 – (–3), ask a student to stand near the wall next to the number 2. Since the next number (that is, –3) is a negative number, ask the same student to face the negative side of the line (to the left).

Explain that every time a number is added, the student must move forward and every time a number is subtracted, the student must move backward. In the given problem, as –3 is subtracted from 2 ask the student to move three steps backwards. The student will now land on 5. At this point, explain the concept of ‘additive inverse’. Refer to the ‘Examples’ and ‘Exercises’ sections for the modules ‘Addition of Integers’ and ‘Subtraction of Integers’ for problems pertaining to the topic. Lesson Closure Close the lesson by conducting a quiz on various topics covered in the lesson.

Supplemental

Activities

Take out the face cards (Jack, Queen and King) from a regular deck of cards. These face cards have the values 11 (for Jack), 12 (for Queen) and 13 (for King). Designate the red cards as negative and the black cards as positive. Ask each student to choose two cards and determine which of the two cards has a greater value. You can also ask the students to add or subtract the values of the cards.

Expected

Outcome

After studying this lesson, learners must be able to define integers and represent them on a number line. They must also be able to compare two integers. Additionally, they should be able to add and subtract integers with and without using a number line.

Student

Deliverable

Review questions given by the teacher

Assessment

Questions Bank created by the SME in TN box

AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class: | Subject:

Chapter Name: Knowing Our Numbers

Time Allocated

for the Lesson

This lesson is divided across eight modules. It will be completed in eight class meetings.

Prerequisite

Knowledge

Numbers: Class V Operation on Numbers: Class V

Objectives

Related Module Comparing Numbers Objectives: · Write a given set of numbers in the ascending or the descending order Related Module Forming Numbers Objectives: · Form the smallest or the greatest number from a given set of digits · Related Module Reading and Writing Large Numbers Objectives: · Read a large number by writing it in its expanded form ·

Explain the similarities and the differences between the Indian Numeration system and the International Numeration system Related Module Working With Large Numbers Objectives: · Use the units of measurements for length, distance, the weight of solids and the volume of liquids · Explain the relationship between different units of measurements · Perform number operations on large numbers Related Module Estimating Numbers Objectives: · Estimate numbers to the nearest tens, hundreds and thousands by rounding them off · Related Module Estimating the Outcomes of Numbers Objectives: · Estimate the outcome of mathematical operations performed on a given set of numbers Related Module Using Brackets Objectives: · Use brackets to simplify a given set of numbers for performing mathematical operations Related Module Roman Numerals Objectives: · Describe the Roman numeral system · Convert the Hindu-Arabic numerals into the Roman numerals

Short

Description of

Lesson

In this lesson, students will learn to read and write large numbers and round them off to their nearest place values. They will also learn how to use brackets and simplify large

numbers for performing mathematical operations. In addition, students will learn about the Indian and the International Numeration system as well as the Roman Numeral system.

Audio Visual

Aids

Relevant Modules from TeachNext · Comparing Numbers · Forming Numbers Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved · Reading and Writing Large Numbers · Working With Large Numbers · Estimating Numbers · Estimating the Outcomes of Numbers · Using Brackets · Roman Numerals Other Audio Visual Aids TLMs on: · Numbers: Class V · Operation on Numbers: Class V Access the videos relevant to the lesson ‘Knowing Our Numbers’ from the Library resources. Aids Non-Technical

Procedure

Teacher-Student Activities A. Warm-up Session Begin the lesson by drawing the numeral systems used by different civilisations on the board. Refer to the given images.

Babylonian Numeral System Greek Numeral System Egyptian Numeral System Then, ask the students to guess the concept depicted by the drawings. After the students have answered, explain that the drawings actually represent the numbers used by different civilisations. You can also tell the class the names of the civilisations. Thereafter, explain that fingers were the first symbols that were used for numbers. Later on, people started using pebbles. The Babylonians invented the first form of written numbers. However, the numbers that we currently use belong to the ‘Hindu-Arabic Numeral System’ [reference image given]. This system was developed by Indian mathematicians centuries ago. Later, the system was adopted by Persian and Arab mathematicians before it became popular in Europe. Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved Development of the Hindu-Arabic Numeral System B. Group Activity: Fun with Numbers In this activity, students will form four-digit numbers, write the numbers in the ascending and descending order, identify the greatest and the smallest numbers, read large numbers, use brackets to simplify mathematical operations and express large numbers in the Indian and International Numeration systems. Teacher’s Notes Materials Required:

· Bowl · Chits [Each chit should have a single digit number written on it. Prepare multiple chits of a single digit.] Part 1: Divide the class into small groups. Ask each group to pick four chits from the bowl. Each group then has to write down the numbers that can be formed from the digits written on the chits. They also need to work out the smallest and the greatest numbers that they can form using these four digits. They should also write down all the numbers that they have formed in the ascending and the descending orders. Part 2: Ask the groups to write down the sum of the smallest and the greatest numbers. Thereafter, the groups need to read the sum by writing it down in its expanded form. Part 3: Ask the groups to multiply the smallest and the greatest numbers using brackets. Then, ask the groups to express the answer in the Indian and the International Numeration system. In addition, a member from each group will come up and read the answer in Indian and International Numeration system. C. Rounding off Numbers In this activity, students will round off the given numbers to their nearest place values. Teacher’s Notes Ask each student to write down any two-digit, three-digit and four-digit number of their choice (one number from each category). Then, they need to round off all three numbers to their nearest tens, hundreds and thousands. D. Group Activity: Estimation of Outcome In this activity, students will estimate the outcome when numbers are added, subtracted or multiplied. Teacher’s Notes Materials Required: · Bowl ·

Chits [Each chit should have a single digit number written on it. Prepare multiple chits of a single digit.] Divide the class into small groups. Ask each group to select five chits. Each group needs to form three numbers from the digits given on the chits. Then, they have to estimate the outcome when the three numbers are added, subtracted and multiplied. Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved E. Scrapbook Activity: Units of Measurements In this activity, students will learn about the different units of measurements. Teacher’s Notes Ask the students to draw the images of objects that display different units of measurements. They should also write the unit of measurement displayed on the particular object. For instance, they can draw the image of a syrup bottle wherein the contents are measured in millilitres. They should also write down the unit ‘millilitres’ below the image. F. Quiz: Conversion of Units of Areas In this activity, students will recall the conversion of units of area. Teacher’s Notes Conduct a quiz on the conversion of units of area. For instance, you can ask the students to convert 50 kilometres into metres. Note: Refer to the ‘Exercises’ section of this topic in the TeachNext box for additional practice problems. G. Fun with Roman Numerals In this activity, learners will convert the Hindu-Arabic numerals into the Roman numerals. Teacher’s Notes Ask each student to write down his/her date of birth in Roman numerals. Lesson Closure Close the lesson by asking the students to solve the problems given in the ‘Exercises’ section in the TeachNext box. You can also ask the students to perform the activities given in the CCE section (the Experiments tab) of the module.

Supplemental

Activities

Ask the students to write the numbers 0-9 in their mother tongue and read them in the class. · While travelling, observe the distance written on the milestones and signboards. Try converting this distance from kilometres to metres. · Observe the number on the odometer of your vehicle and try rounding off this number.

Expected

Outcome

After studying this lesson, students will be able to read and write large numbers and round them off to their nearest place values. They will also know how to use brackets and simplify large numbers for performing mathematical operations. In addition, students will be able to explain the Indian and the International Numeration system as well as the Roman Numeral system.

Student

Deliverable

Scrapbook on Units of Measurements

Assessment

Questions Bank created by the SME in TN box

AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class: 6 | Subject:

Chapter Name: Playing with Numbers

Time Allocated

for the Lesson

This lesson is divided across eight modules. It will be completed in eight class meetings

Prerequisite

Knowledge

Factors and Multiples: Class V

Objectives

Related Module Factors and Multiples Objectives: · Calculate the ‘factors’ of a number · Calculate the ‘multiples’ of a number · Explain the term ‘perfect number’ Related Module Prime and Composite Numbers Objectives: · Explain the terms ‘prime numbers’ and ‘composite numbers’ · Explain the Eratosthenes’ method to find prime numbers between 1 and 100 · Explain the terms ‘even numbers’ and ‘odd numbers’ ·

Related Module Test of Divisibility by 2, 3, 4, 5 Objectives: · Test the divisibility of a number by 2, 3, 4 and 5 Related Module Test of Divisibility by 6, 8, 9, 10, 11 Objectives: · Test the divisibility of a number by 6, 8, 9, 10 and 11 Related Module General Rules of Divisibility Objectives: · Explain the term ‘co-prime numbers’ · Explain the three general rules of divisibility Related Module Prime Factorisation Objectives: · Explain the concept of ‘prime factorisation’ · Express a number as a product of its prime factors Related Module Finding the Highest Common Factor Objectives: · Determine the highest common factor of a given set of numbers Related Module Finding the Least Common Multiple Objectives: · Determine the least common multiple of a given set of numbers using the prime factorisation method and division method

Short

Description of

Lesson

In this lesson, the learners will be taught to calculate factors and multiples of a number. They will also learn about prime numbers, composite numbers, odd numbers and even numbers. The learners will study the test of divisibility of a number by 2, 3, 4, 5, 6, 8, 9, 10 and 11. They will learn about prime factorisation and will also learn to express a number as a product of its prime factors. Moreover, the learners will be taught to calculate the highest

common factor and the lowest common multiple of a given set of numbers.

Audio Visual

Aids

Relevant Modules from TeachNext · Factors and Multiples · Prime and Composite Numbers Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved · Test of Divisibility by 2, 3, 4, 5 · Test of Divisibility by 6, 8, 9, 10, 11 · General Rules of Divisibility · Prime Factorisation · Finding the Highest Common Factor · Finding the Least Common Multiple Other Audio Visual Aids TLM on: · Factors and Multiples: Class V Access the videos relevant to the chapter ‘Playing with Numbers’ from the Library resources. Aids Non-Technical

Procedure

Teacher-Student Activities A. Warm-up Session Begin the lesson by engaging the learners in the following mathematical tricks. Trick 1 Select 5 learners and ask each of them to think of any number (The learners should not

disclose the numbers they have picked). Then, ask them to multiply the number by 2 and then by 5. Now, ask the learners to tell you that answer. Thereafter, tell each of them the number that they had thought of. This is how the trick works. Suppose a learner has selected number 6. Now, multiplying 6 by 2 gives 12 and then multiplying this number by 5 gives the answer 60. So, when the learner says the answer is 60, all you have to do is to drop the last number, which in this case is 0, so you have 6. Number 6 is what the learner had thought of. Trick 2 Select a learner and ask him/her to choose a number from 1 to 9. Let us say, the learner has selected number 7. Now, tell the learner that you can show him/her how to get a row of sevens. This is how the trick works. Ask the learner to multiply the selected number by 9. In this case, 7 multiplied by 9 gives the answer 63. Next, tell the learner to write numbers 1 to 9, without 8. (That is 12345679). Then, ask the learner to multiply the number 12345679 with 63. The learner will get 777777777 as the answer. You may try this trick on different learners. Note: This trick will work for any number from 1 to 9. For example, if the learner selects ‘4’, he/she will get a row of fours. After mentioning the tricks, tell the learners that these tricks are based on multiplication. Likewise, there are many mathematical tricks based on division, addition subtraction, even and odd numbers and prime and composite numbers. You can conduct these tricks in the class. B. Activity: Factors and Multiples In this activity, the students will learn about factors and multiples of numbers. Teacher’s Notes Prepare two bowls of chits – one bowl for the activity on factors and the other for the activity on multiples. Divide the class into small groups. Ask a team member from each group to pick up a chit from the ‘factors’ bowl. Then, ask the group members to find the factors of the number on the chit. For example, the factors for number ‘24’ are 1, 2, 3, 4, 6, 8, 12 and 24. You may

have five rounds of this activity. Time the activity and reward the winner. After the activity on ‘factors’, ask a team member from each group to pick up a chit from the ‘multiples’ bowl. Then, ask the group members to write the first five multiples of the number on the chit. For example, the first five multiples of number 6 are 6, 12, 18, 24 and 30. You may have five rounds of this activity. Time the activity and reward the winner. C. Discussion and Activity: Prime Numbers and Composite Numbers Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved In this activity, the learners will be taught prime numbers and composite numbers. Teacher’s Notes Explain the concepts of ‘prime numbers’ and ‘composite numbers’. Then, demonstrate the Sieve of Eratosthenes method to find the prime numbers between 1 and 100. As you are demonstrating the method, the learners can simultaneously mark the prime numbers from 1 to 100 in their books. After the demonstration, divide the class into small groups. Now, speak out random numbers one by one. As each number is spoken out, each group needs to identify if the mentioned number is a ‘Prime Number’ or a ‘Composite Number’. Time the activity and reward the winner. Note: You may start with one-digit numbers and then go up to three-digit numbers. D. Game: Odd or Even In this activity, the learners will be asked to identify if a given object depicts an odd or an even number. Teacher’s Notes In the class, briefly discuss about odd numbers and even numbers. After the discussion, divide the class into small groups. Now, show images of various objects and ask the groups to identify if the image depicts an odd or an even number. For example, you may show the image of a flower with 5 petals or a train with 10 compartments.

E. Discussion and Activities: Divisibility Tests In this activity, the learners will test the divisibility of numbers. Teacher’s Notes In the class, demonstrate how to test if a number is divisible by 2, 3, 4, 5, 6, 8, 9, 10 and 11. After the demonstration, conduct three activities to check the understanding of the learners. Activity 1 Draw a table on the board and write a list of numbers as shown here. You may use the different numbers. Numbers Divisible by 2 3 4 5 6 8 9 10 11 140 967 2895

5612 34211 942 837 760

Thereafter, ask the learners to find which numbers are divisible by 2, 3, 4, 5, 6, 8, 9, 10 and 11. For example, if you have given the number ‘140’, then the learners need to put tick marks in the columns for ‘2’, ‘4’, ‘5’ and ‘10’ and put cross marks in the other columns. Activity 2 Provide a list of incomplete numbers. Ensure that each number has an empty space. Now, ask the learners to fill in the blank space with an appropriate number to make it divisible by 2/3/4/5/6/8/9/10/11. For example, you may give the number ‘56243_’ and ask the learners to fill in the blank space to make the number divisible by 10. The answer will be ‘0’. Activity 3 Divide the class into groups. Ask each group to prepare a chart on the rules of divisibility of numbers. Later, the charts can be displayed in the class. Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved F. Chart on Prime Factorisation In this activity, the learners will study prime factorisation of a number. Teacher’s Notes In the class, explain the concept of ‘prime factorisation’ using examples. After the explanation, divide the class into small groups. Provide a set of numbers to each group. Now, ask the groups to prepare a chart by writing the prime factorisation of the numbers assigned to them. Later, the charts can be displayed in the class. G. Discussion and Activity: Highest Common Factor In this activity, the learners will be asked to find the highest common factor of a given set of numbers. Teacher’s Notes In the class, demonstrate how to find the highest common factor of a set of numbers. After the demonstration, divide the class into small groups. Provide a set of numbers to each group and

ask them to find the highest common factor for each set of numbers. Note: You may have five rounds of this activity. Time the activity and reward the winner. H. Discussion and Activity: Lowest Common Multiple In this activity, the learners will be asked to find the lowest common multiple of a given set of numbers. Teacher’s Notes In the class, demonstrate how to find the lowest common multiple of a set of numbers. After the demonstration, divide the class into small groups. Provide a set of numbers to each group and ask them to find the lowest common multiple for each set of numbers. Note: You may have five rounds of this activity. Time the activity and reward the winner. Lesson Closure Close the lesson by holding a quiz on the various concepts taught in the class. At the end, ask the learners to refer to the experiments given in the ‘CCE’ section in the TeachNext box. Also, ask them to refer to the questions given in the ‘Examples’ and ‘Exercises’ sections in the TeachNext box.

Supplemental

Activities

Ask the learners to do the following activities: · Come up with a mathematical trick based on concepts taught in the class. · Make a scrapbook using the images of indoor and outdoor games. Below each image, write the number of players and then mention if the number of players is ‘odd’ or ‘even’. · Write the birth dates and the ages of your family members. Of these numbers (dates and age), identify the prime and composite numbers. · Use numbers from 1 to 100 and make a Venn diagram of the following: o Multiples of 2, 3 and 5 o

Multiples of 2, 3 and 6 o Multiples of 2, 5 and 10

Expected

Outcome

After studying this chapter, the learners will be able to find out the factors and multiples of a number. They will also be able to explain the concepts of prime numbers, composite numbers, odd numbers and even numbers. The learners will be able to demonstrate the test of divisibility of a number by 2, 3, 4, 5, 6, 8, 9, 10 and 11. They will be able to explain prime factorisation and will learn to express a number as a product of its prime factors. Moreover, the learners will be able to calculate the highest common factor and the lowest common multiple of a given set of numbers.

Student

Deliverable

· Review questions given by the teacher · Charts on tests for divisibility of numbers · Charts on prime factorisation

Assessment

Questions Bank created by the SME in TN box

AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class 6 | Subject:

Chapter Name: Practical Geometry

Time Allocated

for the Lesson

This lesson is divided across seven modules. It will be completed in seven class meetings.

Prerequisite

Knowledge

Basic Geometrical Ideas: Class VI

Objectives

Related Module Introduction to Practical Geometry Objectives: · Explain the uses of various geometrical tools Related Module Using Compass and Ruler Objectives: · Measure the length of a line segment with the help of a ruler · Draw a line segment of required length with the help of a ruler · Draw a line segment of required length with the help of a ruler and a compass · Draw a circle of required radius with the help of a ruler and a compass · Related Module

Using Set Squares and Protractor Objectives: · Draw perpendicular and parallel lines using a ruler and set squares · Measure angles with the help of a protractor · Draw an angle with the help of a protractor Related Module Constructions of Lines and Line Segments Objectives: · Construct a line segment of required length with the help of a compass and a ruler · Construct a copy of a given line segment using a compass · Construct a line perpendicular to a line segment with the help of a compass and a ruler · Construct a perpendicular bisector of a line segment using a compass and a ruler Related Module Construction of Angles and Angle Bisectors Objectives: · Construct a copy of a given angle using a compass · Construct the bisector of an angle using a compass Related Module Construction of Special Angles: 60 and 30 Degrees Objectives: · Explain the term ‘special angles’ · Construct angles measuring 60o and 30o with the help of a compass and a ruler Related Module Construction of Special Angles: 90 and 120 Degrees Objectives: · Construct angles measuring 120o and 90o using a compass and a ruler

Short

Description of

Lesson

In this lesson, the learners will study the different geometrical tools, such as ruler, compass, divider, set square and protractor. They will also learn to use these geometrical

tools to draw and construct line segments, circles, perpendicular lines, parallel lines, perpendicular bisectors and angles. Moreover, the learners will be taught the construction of special angles, measuring 30o, 60o, 90o and 120

Audio Visual

Aids

Relevant Modules from TeachNext · Introduction to Practical Geometry · Using Compass and Ruler · Using Set Squares and Protractor · Construction of Lines and Line Segments Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved · Construction of Angles and Angle Bisectors · Construction of Special Angles: 60 and 30 Degrees · Construction of Special Angles: 90 and 120 Degrees Other Audio Visual Aids TLM on: · Basic Geometrical Ideas: Class VI Access the videos relevant to the chapter ‘Practical Geometry’ from the Library resources. Aids Non-Technical None

Procedure

Teacher-Student Activities A. Warm-up Session Begin the lesson by showing the given images.

Then, show the corresponding blueprints/designs of the same images to the learners. Thereafter, mention that before any object is made or constructed, its blueprint is drawn with the help of various geometrical tools. Now, show the different tools in a geometry box. B. Discussion and Quiz: Geometrical Tools In this activity, the learners will study the different geometrical tools. Teacher’s Notes Show the different geometrical tools to the students. Describe the tools and mention their uses. You may also demonstrate the use of each tool. For example, you may draw a circle on the board using a compass. After explaining the use of tools, divide the class into two groups. Hold a quiz by asking the learners to identify the different geometrical tools. You may time the activity and reward the winners. C. Geometry Activity In this activity, the students will learn to draw a line segment and a circle with the help of a ruler and a compass. Teacher’s Notes In the class, demonstrate how to: · Draw a line segment of a known length · Draw a line segment of an unknown length · Draw a circle of a known radius After the demonstration, provide the length of a line segment and the radius of a circle to the students. Then, ask them to draw the given line segment and circle in their books. Note: For practice, you may ask the learners to draw line segments and circles of various lengths and radii respectively. Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved D. Drawing Perpendicular and Parallel Lines In this activity, the students will learn to draw perpendicular and parallel lines.

Teacher’s Notes In the class, briefly discuss about parallel and perpendicular lines. Then, demonstrate how to draw a parallel line and a perpendicular line (when a point is on the line and when a point is not on the line) using a ruler, compass and set squares. After the demonstration, select two learners. One learner has to draw perpendicular lines on the board using a ruler and a compass, while the other learner has to draw perpendicular lines with the help of set squares. Note: The learners need to draw a perpendicular line to a line segment when a point is on the line and when a point is not on the line. Thereafter, select another two learners. Ask them to draw parallel lines on the board with the help of set squares. E. Scrapbook on Special Angles In this activity, the learners will be asked to draw special angles. Teacher’s Notes In the class, demonstrate the construction of special angles (30o, 60o, 90o and 120o) with the help of a ruler and a compass. After the demonstration, ask the learners to draw angles measuring 15o, 30o, 45o, 60o, 75o, 90o, 105o, 120o, 135o, 150o, 165o and 180o in their scrapbook using a ruler and a compass. After the learners have drawn the angles, you may ask them to verify the measurements of the angles with the help of a protractor. After the activity on ‘special angles’, draw five angles with different values. Then, select five learners and ask them to measure the angles with the help of a protractor. Thereafter, select five learners and give them a value each. The learners have to draw the angles of the given value with a help of a protractor. F. Chart on Perpendicular Bisectors In this activity, the learners will study perpendicular bisectors. Teacher’s Notes In the class, demonstrate the construction of a bisector of a line segment and an angle. After the demonstration, draw a line and an angle on the board. Then, select two learners. One learner has to construct a bisector of the line segment, while the other learner

has to construct a bisector of the given angle. Later, the charts can be displayed in the classroom. Lesson Closure Close the lesson by mentioning how different geometrical tools are used by professionals, such as architects, designers and engineers. Use ‘NextStudio’ to demonstrate the construction of line segments, circles, perpendicular lines, parallel lines, perpendicular bisectors and angles. At the end, ask the learners to refer to the ‘Exercises’ and ‘Examples’ sections in the TeachNext box.

Supplemental

Activities

Ask the learners to do the following activities: · On a chart, draw the letters of English alphabet (A to Z) with the help of various geometrical tools. · Select any two objects and draw them with the help of geometrical tools. For example, the learners can draw a flower with the help of a compass as shown here. Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved

Expected

Outcome

After studying this chapter, the learners will be able to explain the uses of different geometrical tools, such as ruler, compass, divider, set square and protractor. They will be able to draw and construct line segments, circles, perpendicular lines, parallel lines, perpendicular bisectors and angles with the help of the geometrical tools. Moreover, the learners will be able to construct special angles measuring 30o, 60o, 90o and 120o

Student

Deliverable

Review questions given by the teacher · Scrapbook on special angles · Charts on perpendicular bisectors

Assessment

Questions Bank created by the SME in TN box

AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class: | Subject:

Chapter Name: Ratios and Proportions

Time Allocated

for the Lesson

This lesson is divided across three modules. It will be completed in three class meetings.

Prerequisite

Knowledge

Division Basics: Class III More Division: Class III Multiplication: Class III Introduction to Fractions: Class III

Division: Class IV Factors and Multiples: Class IV

Objectives

Related Module Ratios Objectives: · Explain the different methods to compare numbers or quantities · Calculate the ratios of given numbers or quantities Related Module Equivalent Ratios Objectives: · Calculate the equivalent ratios of a given ratio Related Module Proportions Objectives: · Explain the concept of proportion · Describe respective terms, extreme terms and middle terms · Calculate the value of the required number of units using the unitary method

Short

Description of

Lesson

This lesson introduces learners to the concept of ratios. They will learn about the method to calculate the ratios of given numbers or quantities. The learners will be further explained the method to calculate equivalent ratios. They will also learn about the concepts of ‘proportion’ and ‘respective terms’. Finally, they will study the method to calculate the value of the required number of units using the unitary method.

Audio Visual

Aids

Relevant Modules from TeachNext · Ratios · Equivalent Ratios

· Proportions Other Audio Visual Aids TLMs on: · Division Basics: Class III · More Division: Class III · Multiplication: Class III · Introduction to Fractions: Class III · Division: Class IV · Factors and Multiples: Class IV Access the videos relevant to the chapter ‘Ratios and Proportions’ from the Library resources. Aids Nontechnical None

Procedure

Teacher-Student Activities A. Warm-up Session Begin the class by introducing the term ‘ratio’ to the students. Although we do not exactly know when the concept of ratio originated, we do know that the concept was used during ancient times. People in ancient times made comparisons by saying that a particular village was twice as large as some other village. They also used this concept to compare the head of cattle and the size of farm owned by two people or families. The theory of ratios and Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved 3 proportions, that we use these days, was developed by the Greek philosopher and mathematician Pythagoras and his followers. After stating the brief history, lead into the lesson by stating some real life

examples where ratios and proportions are used. You can show the map of India or the world, which has a scale mentioned on it. For example, a map could be made to the scale of 1:50,000. In this case, each state or country is actually fifty thousand times larger than its size on the map. After the warm-up session, play all modules in TeachNext. B. Measure the Height of a School Building In this activity, students will calculate ratios and proportions in a real life situation. Teacher’s Notes On a sunny day, take your students to the school playground or any open area near the school building where the shadow of the building falls. Ask a student to stand near the shadow of the building in such as manner that his/her shadow lines up with the shadow of the building. Measure the length of the student’s shadow and the building’s shadow. After coming back to the classroom, measure the height of the student. Use the ratios and proportions to find out the height of the school building. After the activity, discuss the concepts of ratios, equivalent ratios and proportions in detail with the help of the Examples and Exercises sections in TeachNext. C. How Small Are Your Toys? In this activity, students will calculate ratios and proportions in a real life situation. Teacher’s Notes Ask students to bring their old toys, which are actually smaller models of real things. For example, toy cars, buildings, aeroplanes, tanks and stuffed toys. Before coming to the class, students should also find out the approximate size of corresponding objects in real life. They can use the internet or any other resources such as library to find out this information. If they do not have access to these resources, you should help them in finding out the information. Now, the students need to measure the height and length of their toys. Then, they can use ratios and proportions to find out how much these toys are scaled down as compared to their real life counterparts.

After the activity, discuss other applications of ratios and proportions. For example, finding out a vegetable vendor who is selling vegetables at the cheapest price or calculating the quantity of petrol to be added in the car’s fuel tank on a weekend family trip. In the vegetable price example, use the unitary method to work out the answer. Lesson Closure Close the lesson by explaining a few other real life applications of ratios and proportions. Some of these examples are as follows: · Maps, blueprints and scale models use ratios and proportions. In maps, blueprints and scale models, large objects or areas are scaled down in size. The scale models of buildings, ships, planes and bridges are used extensively in movies, especially for special effects. · The globe is used as the scale model of the earth. · Models of different huge animals (like dinosaurs and woolly mammoths) in museums are created using ratios and proportions. · Medicine dosages are prescribed by doctors as per the weight of the patient. The dosage may be either increased or decreased in proportion to the patient’s weight. · Recipes for food are scaled up or down using proportions. · Formulas for making a mixture are adjusted as per the quantity of the mixture required. · Economic and sociological forecasts are based on the relationship between two quantities. · The mileage calculation for a vehicle. · The unit cost or price calculation. · The safe period for the people to work in a radiation zone is determined using ratios Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved 4 and proportions. ·

Sportsperson in some sports, like football, use scale maps of playgrounds to plan their moves. · Conversion of the common units of measurement is done with the help of ratios and proportions. Ask students to find out more such examples.

Supplemental

Activities

Ask the students to do the following activities: · Construct models of their own homes or schools with clay or cardboard using ratios and proportions. Each student should then make a presentation in the class on how they constructed their models. They also need to mention the ratio by which the model is scaled down as compared to the actual building. · Take a normal bicycle (the one without gears). Place it upside down on the ground, so that its wheels are up in the air. Slowly turn its pedal to make a complete turn and observe the number of turns of the wheel. As soon as you stop the pedal, stop the wheel by applying the brakes. Your aim is to find out the ratio of the number of turns of the pedal to the wheel. Now, repeat this experiment with a geared bicycle. Find out the change in the ratio when the gears are changed. Make a list of the number of turns the wheel takes for different gears. Learn about the benefits of the gears from your teachers or parents.

Expected

Outcome

After completing the lesson, learners should be able to describe the concept of ratios and calculate the ratios of given numbers or quantities. They will also be able to calculate equivalent ratios. They will also know about the concepts of ‘proportion’ and ‘respective terms’. Moreover, they will also be able to calculate the value of the required number of units using the unitary method.

Student

Deliverable

None

Assessment

Questions Bank created by the SME in TN box

AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class: | Subject:

Chapter Name: Symmetry

Time Allocated

for the Lesson

This lesson is divided across three modules. It will be completed in three class meetings.

Prerequisite

Knowledge

Shapes and Patterns: Class V

Objectives

Related Module Line Symmetry Objectives: · Define the term ‘line of symmetry’ · Identify the line or lines of symmetry in a given figure · Draw the line or lines of symmetry for a given symmetrical figure Related Module Creating Symmetrical Patterns Objectives: · Complete a given figure to make it symmetrical against a given line of symmetry Related Module Mirror Symmetry Objectives: · Describe mirror symmetry · Create the mirror image of a given image or pattern · Identify the letters of the English alphabet that exhibit mirror symmetry

Short

Description of

Lesson

This lesson will introduce the learners to symmetrical figures with one or multiple lines of symmetry. They will learn to draw the line of symmetry for a given symmetrical figure and also complete a given figure to make it symmetrical against a given line of symmetry. Additionally, they will study about mirror symmetry and will also learn to create the mirror image of a given image or pattern.

Audio Visual

Aids

Relevant Modules from TeachNext

· Line Symmetry · Creating Symmetrical Patterns · Mirror Symmetry Other Audio Visual Aids TLMs on: · Shapes and Patterns: Class V Access the videos relevant to the lesson ‘Symmetry’ from the Library resources. Aids Non-Technical None

Procedure

Teacher-Student Activities A. Warm-up Session Begin the lesson by conducting simple activities and a discussion on the topic of symmetry. Teacher’s Notes Start with a discussion on the importance of symmetrical figures. Talk about how symmetrical objects and shapes are aesthetically pleasing to the eye. You could draw a symmetric flower and an asymmetric flower and then discuss how symmetrical figures reflect perfection and are more appealing. At this point, explain to the students the term ‘line of symmetry’. You could also provide examples of a few religious symbols that are symmetrical. Then, ask the students to give examples of a few natural and man-made objects that are symmetrical. Divide the class into a few groups and ask the students from each group to draw Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved at least two symmetrical images on the blackboard. Thereafter, draw images of symmetrical figures as well as asymmetrical figures on the blackboard or show the pictures of such figures to each group. Then, ask them

to identify the number of lines of symmetry for each image. B. Chart – Symmetrical Images In this activity, the students need to collect symmetrical images and stick them on a chart paper. Teacher’s Notes Ask the students to collect symmetrical images of various objects from newspapers, magazines or other sources and stick them on a chart paper. These charts can be displayed in the classroom. C. Activity for Lines of Symmetry In this activity, the students need to draw or create the line or lines of symmetry. Teacher’s Notes Draw a few images on the blackboard. Ask the students to come one by one to the blackboard and draw the line or lines of symmetry for the images. The students can also be asked to cut out a few shapes and fold the shapes along their lines of symmetry. For example, cut out a square from a sheet of paper. A square has four lines of symmetry. Fold it on its lines of symmetry. A few images that the students can cut out and fold along the lines of symmetry are provided. Note: For additional practice questions, refer to the ‘Exercises’ and ‘Examples’ sections for the modules ‘Line Symmetry’ and ‘Creating Symmetrical Patterns’. D. Completing a Figure In this activity, the students need to complete a given figure to make it symmetrical along a given line of symmetry. Teacher’s Notes Draw a line of symmetry and one half of an image on the blackboard. Ask the students to copy the image in their notebooks and complete the other half. A few images that

can be drawn on the board are provided. Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved Additionally, ask a few students to form a line of symmetry and a few others to form a pattern on one side of the line of symmetry. Then, ask a few students to complete the pattern or the image. Note: For additional practice questions, refer to the ’Exercises’ and ‘Examples’ sections for the modules ‘Line Symmetry’ and ‘Creating Symmetrical Patterns’. E. Mirror Images In this activity, the students will need to draw the mirror image of a given figure or pattern. Teacher’s Notes Bring a mirror to the classroom and place an object in front of it. Now, ask the students to compare the object and its mirror image. Discuss about the shape and the size of the mirror image, mirror line and how the left and the right sides of an object appears reversed in its mirror image. Also, talk about how the mirror line is not always up-down or left-right but can be in any direction. Then, place a few letters of the English alphabet in front of the mirror. Ask the students to identify the letters, whose mirror images appear the same as well as the letters, whose direction appears reversed in the mirror. Once this activity is done, draw a few letters on the blackboard and ask the students to draw their mirror images. Also, ask the students to identify the letters that have a horizontal line of symmetry and those with a vertical line of symmetry. Note: For additional practice questions, refer to the ‘Examples’ section in the module ‘Mirror Symmetry’ in the TeachNext box. Lesson Closure Close the lesson by discussing the real life applications of symmetry. Symmetry is widely used in architecture. The roads are symmetrical, and if not, it would result in accidents. Most man- made objects are symmetrical. For example, bottles, cars, houses and T-shirts to

name a few.

Supplemental

Activities

· Provide the students with a few patterns and ask them to colour the patterns in such a way that they become symmetrical designs. A few examples of patterns are as follows. · Ask the students to draw the picture of a symmetrical snowman, alien, sailboat and flower. They also need to draw the line of symmetry in each of the images. · Ask the students to create a symmetrical face mask. Firstly, ask the students to fold a paper into two halves to form a vertical line of symmetry. Then, ask them to draw one half of the mask using paint. Thereafter, ask the students to fold the paper along the line of symmetry. On doing so, the other half of the mask appears.

Expected

Outcome

After studying this lesson, the learners must be able to identify symmetrical images and the number of lines of symmetry in them. They must be able to draw the line of symmetry for a given symmetrical figure. They should also be able to complete a given figure to make it symmetrical against a given line of symmetry. Additionally, they must be able to explain the concept of mirror symmetry and create the mirror image of a given image or pattern.

Student

Deliverable

a. Review questions given by a teacher b. Chart - Images of Symmetrical Figures

Assessment

Questions Bank created by the SME in TN box

AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class: | Subject:

Chapter Name: Understanding Elementary Shapes

Time Allocated

for the Lesson

This lesson is divided across seven modules. It will be completed in seven class meetings.

Prerequisite

Knowledge

Introduction to Geometry: Class V Basic Geometrical Ideas: Class V

Objectives

Related Module Perpendiculars and Perpendicular Bisectors Objectives: · Compare the lengths of the given line segments by the methods of observation, tracing and using a ruler and a divider · Define the terms ‘perpendicular lines’ and ‘perpendicular bisector’

Related Module Types of Angles Objectives: · Identify the different types of angles · Calculate the fraction of revolution · Measure a given angle using a protractor Related Module Types of Triangles: Based On Sides Objectives: · Classify a given triangle, based on its sides, as scalene, isosceles or equilateral Related Module Types of Triangles: Based On Angles Objectives: · Classify a given triangle as acute-angled, right-angled or obtuse-angled with the help of a protractor · Classify a given triangle as acute-angled, right-angled or obtuse-angled by drawing perpendiculars from each vertex to the opposite sides Related Module Types of Quadrilaterals Objectives: · Describe a parallelogram, rectangle, square, rhombus and trapezium Related Module Polygons Objectives: · Identify different types of polygons Related Module Three-Dimensional Shapes Objectives: · Identify different three-dimensional shapes · Calculate the numbers of faces, edges and corners of a given three-dimensional figure

Short

Description of

Lesson

In this lesson, learners will be taught to compare the lengths of the given line segments. They will learn about perpendicular lines and perpendicular bisectors. They will also study different types of triangles based on their sides and angles. Additionally, they will learn about different types of quadrilaterals, polygons and three-dimensional shapes.

Audio Visual

Aids

Relevant Modules from TeachNext · Perpendiculars and Perpendicular Bisectors · Types of Angles · Types of Triangles: Based On Sides · Types of Triangles: Based On Angles · Types of Quadrilaterals · Polygons · Three-Dimensional Shapes Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved Other Audio Visual Aids TLMs on: · Introduction to Geometry: Class V · Basic Geometrical Ideas: Class VI Access the videos relevant to the lesson ‘Understanding Elementary Shapes’ from the Library resources. Aids Non-Technical Non

Procedure

Teacher-Student Activities A. Warm-up Session Begin the lesson with a simple activity to help students recall prior learning of the different geometrical figures. Thereafter, conduct a discussion on the topic. Teacher’s Notes You can draw a point, line, line segment, ray, curve, polygon, triangle, quadrilateral and circle on a chart paper and ask the students to identify these geometrical shapes and figures. Alternatively, you can call out the names of different geometrical shapes and figures and ask the students to draw them on the board. After drawing or identifying different geometrical shapes or figures, discuss their properties. Also, ask the students to mark the angles in the polygon, triangle and quadrilateral. Once the activity is done, ask the students to cite examples from daily life where these geometrical figures and shapes are seen and used. They can look at the different objects in the classroom and identify the shapes known to them. Moreover, talk to the students about the significance of angles in construction and architecture. B. Measuring Line Segments In this activity, students will need to compare the lengths of two or more line segments. Teacher’s Notes Draw a long and a short line segment on the board and label them. Now, ask the students to compare the lengths of the two line segments just by observing them. Again draw two line segments of almost the same length and ask the students to compare their lengths by observing them. The students will find it difficult. Now, demonstrate the method of tracing as well as the use of a ruler and a divider to measure the length of a line segment. Thereafter, ask the students to draw two line segments of almost the same length in their notebooks and compare their lengths using the tracing method as well as by using a ruler and a divider. Once the activity is done, discuss the advantages of using a ruler and a divider over mere observation and the tracing method. At this point, also introduce the concept of perpendicular lines and ask the students to cite real life examples of perpendicular lines. You may also draw a line segment and its

perpendicular bisector. Explain the term ‘perpendicular bisector’ to the students. Note: Refer to the ‘Examples’ and ‘Exercises’ sections of the module ‘Perpendiculars and Perpendicular Bisectors’ for the problems pertaining to the topic. C. Angles Activity In this activity, students will have to identify the angles in the images shown to them. Teacher’s Notes Begin the activity by asking the students to find the angles in the different objects present in the classroom. Then, divide the class into a few groups and show the same geometrical figure to all the groups. Ask the students to find out all the acute, obtuse and right angles in the figure. The group that identifies all the angles correctly will be the winner. Two reference figures are given. Show the first image and then the second image to all groups. Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved Once the students have identified the angles, mark a few angles in the figure and ask them to measure these angles with the help of a protractor. Note: Refer to the ‘Examples’ and ‘Exercises’ sections of the module ‘Types of Angles’ for the problems pertaining to the topic. D. Clock Activity In this activity, students will need to determine the fraction of a revolution. Teacher’s Notes Get a clock into the classroom. The hands of the clock should be movable. Now, move the hands of the clock such that they make different angles. Ask the students to find the fraction of revolution in each case. Note: Refer to the ‘Examples’ and ‘Exercises’ sections of the module ‘Types of Angles’ for the problems pertaining to the topic. D. Triangle Activity In this activity, students need to make scalene, isosceles and equilateral triangles. They also need to find out the angles of these triangles and classify the triangles as acute-angled, right-

angled or obtuse-angled. Teacher’s Notes Materials Required: Drinking straws, thread, adhesive tape, pencil, protractor and paper. Group the students into the teams of three or four and present each group with a few straws. Ask them to cut the straws into two pieces. Ensure that the students cut the straws at varying lengths. Then, using the string and the tape, ask them to make as many different kinds of triangles as they can in 10 to 15 minutes. Also, ask them to label the triangles as scalene, isosceles or equilateral. Now, ask the students if it is always possible to make a triangle using three straws of varying lengths. Once the students have made the triangles, ask them to measure the angles of the triangles using a protractor and classify the triangles as acute-angled, right-angled or obtuse-angled. Tip: You can also ask the students to draw the outline of two or three triangles on a piece of paper. Then, direct them to draw perpendiculars from each vertex to the opposite sides of the triangles. Thereafter, ask the students to classify the triangles as acute-angled, right-angled or obtuse-angled. Note: Refer to the ‘Examples’ and ‘Exercises’ sections of the modules ‘Types of Triangles: Based On Sides’ and ‘Types of Triangles: Based On Angles’ for the problems pertaining to the topic. E. String Activity-Quadrilateral and Polygons In this activity, students will need to create different quadrilaterals and polygons using a string. Teacher’s Notes Get a piece of string in the classroom and ask the students to form the shapes of different quadrilaterals and polygons using the string. Call upon different groups of students to form different shapes. For example, a group of four students can form a rectangle, while another group of four students can form a parallelogram and so on. Once geometrical shapes are formed, discuss their properties. A few reference images are shown.

Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved Note: Refer to the ‘Examples’ and ‘Exercises’ for the modules ‘Types of Quadrilaterals’ and ‘Polygons’ for the problems pertaining to the topic. F. Solid Shape Activity In this activity, students will have to identify the three-dimensional shapes shown to them. Teacher’s Notes Show three-dimensional objects or images of these objects to the students and ask them to identify the three-dimensional shape represented by the objects. A few examples of three-dimensional objects are as shown. Once the students recognise the shapes, discuss their properties. Also ask them to calculate the number of faces, edges and vertices of the shapes, if any. You can also ask questions like “Which object is die shaped?”, “Which object is orange shaped?” or “Which object does the shape of an orange resemble?”. Additionally, ask the students to recognise various three-dimensional shapes in the classroom. You can even tell the students to collect three-dimensional objects, present them in the class and explain their properties. Note: Refer to the ‘Examples’ and ‘Exercises’ sections of the module ‘Three-Dimensional Shapes’ for the problems pertaining to the topic. Lesson Closure Close the lesson with a chit activity. Divide the class into a few groups and present the groups with chits. A few chits can contain the images of objects having angles. Ask the students to recognise these angles. Likewise, draw a few triangles on the chits and ask the students to identify these triangles based on their sides and angles. You can also draw images of quadrilaterals, polygons and three-dimensional shapes and ask the questions pertaining to these shapes. Additionally, the chits can also include properties of angles, triangles, quadrilaterals, polygons and three-dimensional shapes. Ask the students to identify the correct shape to which a property belongs.

Supplemental

Activities

Ask students to stand in a line facing you and give commands such as “right 90 degrees”. The students should follow the command by making a quarter turn towards right in such a manner that their line bends to make a 90-degrees angle. Similarly, give the commands for 180, 270 and 360 degrees. Also, ask them to form acute, obtuse and reflex angles.

Expected

Outcome

After studying this lesson, the learners will be able to compare the lengths of the given line segments. They will be able to identify perpendicular lines, perpendicular bisectors, angles, triangles, quadrilaterals, polygons and three-dimensional shapes. Additionally, they will also be able to explain the properties of angles, triangles, quadrilaterals, polygons and three- dimensional shapes.

Student

Deliverable

· Review questions given by the teacher · Calculation of the fraction of revolution in the clock activity

Assessment

Questions Bank created by the SME in TN box

AIR FORCE SCHOOL HASIMARA

Lesson Plan

Board: CBSE | Class: | Subject:

Chapter Name: Whole Numbers

Time Allocated

for the Lesson

This lesson is divided across five modules. It will be completed in five class meetings.

Prerequisite

Knowledge

Numbers: Class III Numbers: Class IV Numbers: Class V Knowing Our Numbers: Class VI

Objectives

Related Module Whole Numbers Objectives: · Explain the concept of natural numbers · Explain the concept of whole numbers · Calculate the successor and the predecessor of a whole number Related Module Whole Numbers on the Number Line Objectives: · Represent whole numbers on a number line · Use the number line to compare, add, subtract and multiply whole numbers

Related Module Commutative and Closure Properties Objectives: · Explain the commutative property of addition and multiplication with respect to whole numbers · Explain the closure property of addition and multiplication with respect to whole numbers · Explain the additive and multiplicative identities of whole numbers Related Module Associative and Distributive Properties Objectives: · Explain the associative property of addition and multiplication with respect to whole numbers · Explain the distributive property of whole numbers Related Module Patterns in Whole Numbers Objectives: · Explain the use of patterns for simplifying the calculations of whole numbers

Short

Description of

Lesson

This lesson introduces learners to the concept of whole numbers. They will also learn to calculate the successor and the predecessor of a whole number (except the successor of zero). They will also be taught to represent whole numbers on a number line and use such line to compare, add, subtract or multiply whole numbers. Additionally, they will learn about the different properties of whole numbers. Moreover, they will learn about the use of patterns for simplifying the calculations of whole numbers.

Audio Visual

Aids

Relevant Modules from TeachNext · Whole Numbers · Whole Numbers on the Number Line · Commutative and Closure Properties ·

Associative and Distributive Properties · Patterns in Whole Numbers Other Audio Visual Aids TLMs on: · Numbers: Class III · Numbers: Class IV · Numbers: Class V Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved 3 · Knowing Our Numbers: Class VI Access the videos relevant to the chapter ‘Whole Numbers’ from the Library resources. Aids Nontechnical None

Procedure

Teacher-Student Activities A. Warm-up Session Begin the class by briefly narrating the history of whole numbers. Tell the class that the natural numbers were used by people even during the Stone Age; however, the concept of whole numbers came much later (only after ‘zero’ was invented). While the Egyptians and the Babylonians first used the natural numbers in 3000 BC, the use of ‘zero’ (and the whole numbers) started with the Indian mathematician Brahmagupta in 7th century AD. Due to invention of zero or ‘sunya’ (as the Indians called it in Sanskrit), it became possible to write any number using just nine numerals and zero. Later, the Arab introduced zero to the European mathematicians. After the warm-up session, play all modules in TeachNext. B. Activity: Successors and Predecessors In this activity, students will calculate the successors and the predecessors of

whole numbers. Teacher’s Notes Begin the activity by briefly explaining the concept of whole numbers. Now, divide the class into two groups. One group needs to calculate the successors and the other the predecessors of the students based on their roll numbers. Initially, they need to just calculate the immediate successor and the predecessor of each student. In the next round, each group needs to calculate three students immediately before and after a particular student. Once the activity is over, reverse the roles of the groups and repeat the activity. C. Fun with a Number Line In this activity, students will represent whole numbers on a number line and use the number line to compare, add, subtract or multiply whole numbers. Teacher’s Notes Divide the class into two groups. Ask them to draw a number line for whole numbers ranging from zero to 40. You also need three dice for this activity. Change one of these dice into the maths dice as shown in the image. To make the maths dice, paint the normal dice with the white colour and write the following three mathematical operators on its surfaces: addition, subtraction and multiplication. Write each operator on two surfaces. Give two normal dice to one group and the maths dice to another group. The first group should roll the two normal dice and check the number of spots on each dice. They should write down these two numbers. The other group should roll the maths dice. Depending on the mathematical operation indicated by the dice, the first group should multiply, add or subtract the two numbers using the number line. Repeat this activity as many times as possible. Verify all answers. Now, reverse the roles of groups and repeat the activity. D. Activity: Commutative and Closure Properties In this activity, students will verify the commutative and closure properties of whole numbers. Teacher’s Notes Divide the class into two groups. Give any three whole numbers to these groups. For example, 267, 374 and 33. One group needs to test the commutative property of addition and multiplication with respect to these whole numbers. While, the other group

needs to test the closure property of addition and multiplication with respect to these whole numbers. Refer to the Examples section in the TeachNext box for the solved examples that prove these properties. Copyright 2011 © Next Education India Pvt Ltd. All Rights Reserved 4 Once the activity is over, discuss the additive and multiplicative identities of whole numbers with examples. E. Activity: Associative and Distributive Properties In this activity, students will verify the associative and distributive properties of whole numbers. Teacher’s Notes Divide the class into two groups. Give any two whole numbers to these groups. For example, 202 and 19. One group needs to test the associative property of addition and multiplication with respect to these whole numbers. While, the other group needs to test the distributive property of whole numbers. Refer to the Examples section in the TeachNext box for the solved examples that prove these properties. Lesson Closure Close the lesson by explaining the use of patterns in simplifying calculations that involve whole numbers.

Supplemental

Activities

· Fastest 50: You need a normal dice and a math dice (which has addition, subtraction and multiplication signs) for this activity. Pair up students in the class. Ask each pair to roll a normal dice and count the number of spots on the dice. Then, they should roll the maths dice followed again by the normal dice. Depending on the mathematical operation indicated

by the dice, each pair should multiply, add or subtract the two numbers. Each pair of students should continue throwing the maths dice followed by the normal dice. Depending on the mathematical operation indicated by the dice, each pair should subtract, multiply or add the number indicated by the normal dice to the total they obtained in the earlier calculation. Continue this activity. The group that first reaches (or crosses) 50 wins. · Ask any four students in the class to stand up. The other students in the class need to note down the role numbers of these students. Then, ask each student to add, subtract or multiply these whole numbers. Various properties of whole numbers can also be checked with these numbers. Repeat this activity as many times as possible.

Expected

Outcome

After completing the lesson, learners should be able to explain the concept of whole numbers and find their successors and predecessors. The learners should also be able to represent whole numbers on a number line and use such line to compare, add, subtract or multiply whole numbers. Additionally, they will know about the different properties of whole numbers and the use of patterns for simplifying the calculations of whole numbers.

Student

Deliverable

None

Assessment

Questions Bank created by the SME in TN box