manjula kv singrauli on back to basic

KENDRIYA

VIDHYALAYA

SINGRAULI

Contents of Back to basics

programme

Class –v

Sub. Maths

CONTENTS

I TERM

(APRIL 2016 – SEPTEMBER 2016)

Sr no. Topic

1 THE FISH TALE

2 SHAPES AND ANGLE

3 HOW MANY SQUARES

4 PARTS AND WHOLES

5 DOES IT LOOK THE SAME

6 BE MY MULTIPLE ,I LL BE YOUR FACTOR

7 CAN YOU SEE THE PATTERN

II TERM

(OCTOBER 2016 – MARCH 2017)

Sr no. Topic

8 MAPPING YOUR WAY

9 BOXES AND SKETCHES

10 TENTHS AND HUNDREDTHS

11 AREA AND ITS BOUNDARY

12 SMART CHARTS

13 WAY TO MULTIPLY AND DIVIDE

14 HOW BIG ? HOW HEAVY ?

ACTIVITY SHEET

SUBJECT-MATHS CLASS-V LESSON- 1.THE FISH TALE

ACTIVITY – 1

COMPETENCIES – Knowledge and Understanding

TLO: Knowledge of different shapes

SUGGESTED STRATEGIES: Individual /group work

Seenu used different shapes to make drawing of fishes. Now use some shapes given to

draw the different sea animals.

Class Subject Lesson name Skill Focused TLO Suggested Activity

L AT

V Mathematics The fish tale Knowledge and understanding

Knows about various

shapes and frames different

shapes

Activity-1 Assessment-1

Understanding

Basic Concepts

Understand

s the concept of place value

in large numbers

Activity-2 Assessment-2

Ability in Computation

Understands the

concept of mathematical operation

and computes problems

Activity- 3

ACTIVITY -2

COMPETENCY- Understanding

TLO: Understands the concept of place value and face value

SUGGESTED STRATEGIES: Playway method

Write the face and place value of underlined digit

ACTIVITY -3

COMPETENCY – Ability to compute

TLO: Understands the concept of mathematical operation.

SUGGESTED STRATEGIES: Individual activity

PRICE LIST PER KG

Fresh fish Rs. 65

Dry Fish Rs. 75

S.No. Number Face value Place value

1. 1452639

2. 8452963

3. 6366221

4. 4591253

King Fish Rs. 105

Sardine Rs. 98

(a) How many kg of sardine can you buy if you have Rs. 588?

(b) Gracy buys 2kg fresh fish, 1 kg dry fish, 4 kg king fish and pays Rs 1000. What amount

will she get back?

(c) Shyama buys 2kg of sardine. What amount will she have to pay?

LEARNING ASSESSMENT-1

1. Which is the largest 7 digit number?

(i) 1000000 (ii) 9999999 (iii) 8888888

2. How many lakhs make a crore?

(i) 100 (ii) 10 (iii) 1000

3. 4, 00, 000 + 2000 + 50 + 8=……………………………..

(i) 4,02,058 (ii) 4,20,580 (iii) 4,00,258

4. Cost of King fish is Rs. 120 per kg. What is the cost of a King fish which weighs five and

a half kg?

(i) Rs. 550 (ii) Rs. 600 (iii) Rs. 660

5. Find the distance covered by an Express train in 2 hours, if its speed is 120 km/hr

LEARNING ASSESSMENT-2

1 Write the numeral for the following:

i) Nine lakh seventeen. ___________________________________________________

ii) One million two hundred thirty one.

_______________________________________________

iii) Six lakh ten thousand four hundred thirty seven. _____________________________________

2 Write the number according to Indian system of numeration.

a) 124567._________________________________________________

_________________________________________________

b)5647892_________________________________________________

_________________________________________________

ACTIVITY SHEET

SUBJECT-MATHS CLASS-V LESSON- 2 (Shapes & Angles)

Sample Activity – 1 TLO: Understanding different angles

(Competencies – knowledge and understanding)

Suggested strategy:Group task

A few figures are given. Identify the different angles involved.

Class Subject Lesson name

Skill Focused TLO Suggestive Activity

L AT

V Maths Shapes & Angles

Knowledge

Understanding

Classify angles by naming

them

Understands the meaning

of an angle.

Understands clockwise and

anticlockwise directions.

Identify and construct

right, acute and obtuse

angels.

Activity- 1

Assessment-1

Ability to

compute

Measure angles using a

protractor

Activity-2

Problem Solving Ability

Estimate and measure

angles using other angles.

Sample Activity – 2 TLO:Measure angles using a protractor

(Competencies –Ability to compute)

Suggested strategy:Group task

A pie chart is given with different angles. Use a protractor and measure the

angles.

Learning Assessment -1

1. What is the name of the figure given?

2. Which term best describes the angles below?

3. Find the value of unknown angle ABD? D

A B C

4. What type of angles is shown below?

(a)acute angle

(b)obtuse angle

(c)right angle

(d)straight angle

5. Give the measure of each angle of the equilateral triangle ABC?

A

B C

6. What is the measure of one angle in a regular pentagon?

(a) 5 degrees (b) 108 degrees (c) 540 degrees (d) 900 degrees

7. Measure the angles in the square?

ACTIVITY SHEET

Activity 1:

Word Study Meets Math : Students write their weekly word list on Square centimeter graph paper

and then calculate the area and perimeter of each word .

Suggested Strategies - *Individual Task / Group Task

Word Study Meets Math : Students write their weekly word list on Square centimeter graph paper

and then calculate the area and perimeter of each word .

Subject -- Mathematics Class --V Lesson –3 How Many Squares?

CLASS

SUBJECT

LESSON NAME

SKILL FOCUSSED

TLO

SUGGESTED ACTIVITY / STRATEGIES

LAT

V

Maths

How Many Squares?

Knowledge

Understands the concept of area and perimeter.

Activity – 1

*Individual Task *Group Task

Assessment -

1

Understanding/

Graphical

drawing skill

Measures area of regular and irregular

shapes using 1cm square grid ( graph

paper ) or geo board

Activity – 2

*Individual Task

*Demonstr

ation method

Assessment -2

Problem solving ability

Derives formulae for finding the perimeter and area of given figure. Solves simple problems related to the measurement of area and perimeter in real life. .

Activity – 3

*Individual

Task *Group

Task

Assessment -3

TLO : Understands the concept of area and perimeter

First they use the square centimeter graph paper to write out their names. Next they find the area

and perimeter of each letter and add those together to find the area and perimeter of their entire

name .

Students try to compare the sizes of their letters and names .I have also had students break their

words up and sort them after writing them on the centimeter grid.

Activity 2 Suggested Strategies - *Individual Task / Group Task

In this follow-up activity, students use rubber bands on geoboards to create shapes with different perimeters that I have written on the board. For example, I’ll ask them to make a square with a perimeter of 16, a triangle with a perimeter of 12, etc. To wrap up this

activity, I ask students to create four different polygons and record the perimeter of each on their small dry erase boards. As I walk around, it is easy to see who has grasped the

idea and who needs more time and practice.

TLO : Measures area of regular and irregular shapes using 1cm square

grid ( graph paper ) or geo board

https://www.scholastic.com/content/dam/teachers/blogs/genia-connell/migrated-files/leadimage_area_jessica_0.jpeg

Activity 3

We will discuss here how to find the perimeter of a square. Perimeter of a square is the total length (distance) of the boundary of a square.

We know that all the sides of a square are equal.


We will discuss here how to find the perimeter of a square. Perimeter of a square is the total length (distance) of the boundary of a square.

We know that all the sides of a square are equal.

Perimeter of the square ABCD

= AB + BC + CD + AD A 2cm D

= 2 cm + 2 cm + 2 cm + 2 cm

= (2 × 4) cm 2cm 2cm

= 8 cm

Perimeter of a square is 4 times of s side. B 2cm C

Perimeter of a square = 4 × length of a side.

Learning Assessment - 1

Q.1 Fill in the blanks (a). Area of a rectangle = ……………….. x ……………………

(b). Area of a square = …………………..x ……………………. (c). Perimeter of a square = ……………………………………...

(d). Perimeter of a rectangle = …………………………………...

TLO : Derives formulae for finding the perimeter and area of given figure. ( Perimeter of

a Square )

Q.2 Measure the perimeter of these figures by counting the lines along the boundary. (Each square is 1 cm in length)


Q.3 Find the missing length:

(a) 6 cm (b) 4cm (c)

? 5 cm 6 cm

4 cm ? 3 cm 2 cm

3 cm 4 cm ?

Perimeter = 18 cm Perimeter = 15 cm

Perimeter= 20 cm Length=_________ length = _______

length = _______


Q. Find out the length of the boundary of these shapes.(You can use the

thread).

ACTIVITY SHEET

CLASS

SUBJECT LESSON NAME SKILL FOCUSSED

TLO

SUGGESTED ACTIVITY / STRATEGIES

LAT

V

Maths

PARTS AND

WHOLE

Knowledge

Identifies

fraction as a part

of whole or a

part of

collection.

Activity – 1

Activity method /

play way method

Assessment -1

Understanding

Understands

fraction as a

division.

Activity – 2

*Individual Task *Demonstration method

Assessment -2

Suggested Strategies - *Individual Task

Activity I

COMPETENCY-UNDERSTANDING/KNOWLEDGE

TLO – Identifies fraction as a part of whole or a part of collection

1. Game: Who colours the Circle Fast?

This game is to be played in groups of 4. Each player has to make

a circle as shown. Each one has to make 15 tokens on slips on

paper.

Write to make your tokens.

Shuffle, the tokens and make a pile in the middle of the group.

Now you are ready to start the game.

SUBJECT : - MATHS CLASS : - V TOPIC - 4. PARTS AND WHOLE

The first player takes a token from the pile, colours that part of

the picture, and puts the token under the pile. The next player

does the same, and so on. The winner is the one who first colours

the circle completely.

Who won the game?

What are the winner’s tokens?

Write the tokens you got.

What part of the circle did you colour?

LEARNING ASSESSMENT -1

Activity II

COMPETENCY: Understanding basic concepts TLO – Identifies symmetrical and non symmetrical shapes .

- Solves simple problems related to symmetrical and asymmetrical patterns.

LEARNING ASSESSMENT - 2

1. Compare the fraction and fill the correct symbol <, > or equal in circle.

2.

ACTIVITY SHEET

SUBJECT : - MATHS CLASS : - V TOPIC 5. DOES IT LOOK THE SAME

CLASS

SUBJECT LESSON

NAME

SKILL

FOCUSSED

TLO

SUGGESTED

ACTIVITY / STRATEGIES

LAT

V

Maths

DOES IT LOOK THE SAME

Knowledge

Observes , describes the simple geometrical

patterns.

Activity – 1

Activity

method / play way

method

Assessment -1

Understanding

Identifies symmetrical and non symmetrical shapes,alphabets etc

Activity – 2

*Individual

Task *Demonstra

tion method

Assessment -2

Observation Understands the

clockwise and anticlockwise ½ turn ,

1/3 turn and ¼ turn.

Activity -3

Audio / Visual presentation

Assessment -3

Activity I Suggested Strategies - *Individual Task


TLO – Generate pattern involving numbers and operations.

Observe the following shapes on rotating 1/3, 1/2, 1/4, 1/6 .

Q1.Which of these English words reads the same on half a turn?

(a) ZOOM , MOW , SWIMS , SIS , NOON

Sol._____________________________________________________________

_

Q2.Write all 2 , 3 and 4 digit numbers which look the same on half a turn.

(a) 2 digit numbers 11 , ------------- , --------------

(b) 3 digit numbers 101 , 111 ------------- , --------------

(c) 4 digit numbers 1001 , 1111 ------------- , --------------

Q3.Draw what the following shapes would look like on ¼ turn and half a turn.

On ¼ turn on half turn

(a) ----------------- ----------------------

(b) --------------------- ------------------------

(c) -------------------- -----------------------

d) --------------------- -----------------------


Q1.Draw the mirror halves:-

(a)

(b)

(c)

d)

Activity II

COMPETENCY: Understanding basic concepts

TLO – Identifies symmetrical and non symmetrical shapes . - Solves simple problems related to symmetrical and asymmetrical

patterns.

*Observe and write whether the dotted line on each shape represents a line of symmetry.

(Write yes or no.)


2. Draw lines of symmetry on the shapes below. Some shapes may have more than one line of symmetry.

2.Colour the pattern to make a symmetrical design.

Activity III

COMPETENCY – Observation / Understanding

TLO – Identifies symmetrical and non symmetrical shapes , alphabets .

A. Draw lines of symmetry in those alphabets that are symmetrical. Colour them.


A) Colour those shapes which will look the same after rotation – BLUE.

B) Colour those shapes which will look the same after rotation – RED.

Activity Sheet

Sub: Maths Class V Lesson- 6. Be multiple, I will be your factor

class subject Lesson name

Skill focused

TLO Suggested activity

LAT

Maths Be multiple, I will be your Factor

Factors of number

Applies the knowledge to form multiple

Activity 1 Assessment 1

Prime and composite number

Understanding of type of number


LCM and HCF

Ability to understand lower /higher number


Activity -1

Suggested Strategies Individual /group work

(competencies -Knowledge and Understanding)

The Mouse and the Cat

The hungry cat is trying to catch Kunjan the mouse. Kunjan is now on the 14th

step and it can jump 2 steps at a time. The cat is on the third step. She can

jump 3 steps at a time. If the mouse reaches 28 it can hide in the hole. Find out whether the mouse can get away safely!

TLO:-Understand the concept of factors and multiples of a number.

1. The steps on which the mouse jumps-

2. The steps on which the cat jumps-

3. The steps on which both the cat and the mouse jump -

Activity -2



Using the numbers from the earthen pot find that multiply together to give the

following numbers

Then find the factors of given number;

(1) 36 (3×12, 4×9)

So (3, 4, 9 and 12 are factors of 36)

36 is the multiple of all these numbers

(1) 18 ( 2) 24 (3) 30

Q. Do the factor of these numbers.

(a) 18 (b) 24 (c) 30

Q.Sort out the primary and composite numbers between the given numbers.

TLO:-To understand the relationship of factor and multiples

2 3 6 15 8 4

12 1 9 5 24 32

Activity -3

Suggested Strategies Individual /group work (competencies -Knowledge and Understanding)

These prime and composite number worksheets have M.C.s to find the odd

prime, even prime, odd composite and even composites.

(A) Circle all the Prime numbers

13, 96, 45, 61, 78 ,

29, 78 41 53 36

(B) Circle all the composite numbers

73 78 67 45 11 59

78 56 92 78 56 78

Learning Assessment 1

Choose the greatest prime number

(a) 74 (b) 23 (c) 69 (d) 31

(D) Choose the smallest composite number

(a) 12 (b) 59 (c) 8 (d) 43

TLO:-To understand the relationship of factor and multiples


Find the highest common factor and least common multiple of

the following pairs of numbers:

(i) 576 and 1440

(ii) 625 and 325

(iii) 496 and 1116

(iv) 1000 and 1125


Word problems on highest common factor (H.C.F.) and lowest common multiple (L.C.M.):

(i) The product of two numbers is 120. If their H.C.F. is 6 what is their L.C.M.

(ii) Find the smallest number which, on being added 23 to it, is exactly divisible by 32, 36, 48 and 96.

(iii) Find the least length of a rope which can be cut into whole number of pieces of lengths 45 cm, 75 cm and 81 cm.

(iv) Find the greatest number of 4-digits which is exactly divisible by 40, 48 and 60.

ACTIVITY SHEET

Sub: Maths CLASS -V Lesson – 7.Can You See The Pattern

Activity -1 Observe the rule and complete the pattern using the rule.

Suggested Strategies - Individual /group work

(competencies-knowledge &Understanding )

Class Subject Lesson

name

Skill

focused

TLO SUGGESTED ACTIVITY

LAT

v Maths Can you

see the

pattern

understanding specific pattern of numbers in a series and extends it.

Aplies the knowledge to form pattern.

Activity -1 Assessment -1

Identifies patterns inmultiplication,addtion and division

Understanding of patterns


Ability to make patterns


TLO -Aplies the knowledge to form pattern

Activity -2 Makes patterns with numbers


(competencies-knowledge &understanding)

TLO -Understanding of patterns

Activity -3 Left and right same to same


(competencies-problem solving ability)

Take any number 48

Now turn it back to front 84

Than add them together 132

Again turn it back 231

Than add the two together 363

Learning Assessment -1Patterns and sequences Look at what is happening from What will occur next in thepattern

Fill in the blank speces in the same

14 + ------- + --------- = 34 +

14 + 20

200 + ---------- +300 + --------- = ----------- +

400 + -------------

24 + 19 + -------------- = 37 + 24

+ 19

TLO -Ability to solve patterns

Draw the shapes would look like on 1/4 turn1/2 turn


Complete the patterns for next two steps:

1. 16 x 1 + 3 = 19

16 x 2 + 3 = 35

16 x 3 + 3 = 51

16 x 4 + 3 = ___

Fill in the blanks

25 ___ + ___ = 38 + ___ + 64

____x____+ ______ = 83

1 + 3 + 5 = 16 = 4 x _______


look at the calender let us mark a 3x3 box ( 9 dates ) on the calender and

see some magic

Take the smallest no. ______________

Add 8 to it ________________

= ______________________

Multiply it by 9 = _________________________

= ___________________________

Add it from both side = __________________________

ACTIVITY SHEET

SUBJECT : - MATHS CLASS : - V TOPIC - 8. MAPPING YOUR WAY

CLASS

SUBJEC

T

LESSON

NAME

SKILL

FOCUSSED

TLO

SUGGESTED


LAT

V

Maths

Mapping your way

Knowledge

Reads a school map, city map and other

maps.

Activity – 1

Activity method / play way method

Assessment -1

Understanding

Understands the need

of a scale in a map Develops the concept

of enlarging /reducing the area in the given

map.

Activity – 2


Assessment -2


Understands the four

directions and locates the areas asked

Activity -3

Audio /

Visual presentation

Assessment -3

Sample Activity 1 : Reading a Map


COMPETENCY-Understanding & Knowledge

Look at the view if the classroom from above. Now answer the

following.You can use words like front, back, left and right.

1- How many doors and windows are there in the classroom?

2- Where is the blackboard?

3- How many rows of desks are there in the middle and back rows?

TLO –Understand the concept of direction

1- There are ________trees between the classroom and the playground.

2- The ___________trees line the passage from the entrance.

3- Many __________trees are along the side of the playground.

Activity II Suggested Strategies - *Individual Task

COMPETENCY: Understanding basic concepts


i) Largest state in term of area ____________

ii) The state which touches all the three oceans: Arabian sea, Indian ocean and Bay of Bengal ________________.

iii) Tamil Nadu and Kerala lie in the __________ ofthe country

iv) Rajasthan lies on the ___________ of the country

v) Three states which share border with Nepal are ________, ________ and _________.

Look at the map of India as shown and answer the questions that follows.

TLO - Develops the concept of enlarging /reducing the area in the

given map

Activity III Suggested Strategies - *Individual Task

COMPETENCY: Problem solving ability

a) Name any one state which is present in the east part of India a) Name any one state which is present in the south-east part of India.

b) Name the states which touches border of Haryana.

c) Name the states which touches the border of Pakistan

TLO - Understands the four directions and locates the areas asked

LEARNING ASSESSMENT- 1

The actual distance between Boirdadar and Chakradharnagar is 4 km but in map it is 2 cm. What would be the scale.

a)1 km on the ground = 1 cm on map.

b) 1 km on the ground = ½ cm on map.

c) 1 km on the ground = 2 cm on map.

d) 1 km on the map = ½ cm on the ground.

Look at weather map and answer the following questions



1. Which place had the lowest temperature in January month?

Ans-

2. Which place had the highest temperature in January month?

Ans-

3. Which place had the lowest temperature in June month?

Ans-

4. Which place had the highest temperature in June month?

Ans-

5.How much higher is the temperature in Delhi from that in Srinagar?

Ans-

Look at the weather chart for Indian cities and answer the questions.

ACTIVITY SHEET

(a) Name the states you cross while going from Thiruvanthapuram in Kerala to Amritsar in Punjab.

Ans- (b) Name the states which touch the border of Pakisthan.

Ans-

(c) Which state is located in center.

Ans-

(d) What is the capital of uttarpradesh.

Ans-

SUBJECT : - MATHS CLASS : - V TOPIC - 9. Boxes and sketch

CLASS

SUBJECT LESSON

NAME

SKILL

FOCUSSED

TLO

SUGGESTED


LAT

V

Maths

Boxes and sketch

Knowledge

Understands the concept of 2D and 3D shapes

Activity – 1

Activity

method / play way

method

Assessment -1

Understanding

Differentiates between the 2D and 3D figures

Activity – 2


Assessment -2

Observation

Draws 2D and 3D shapes

.

Activity -3

Audio / Visual

presentation

Assessment -3


Activity I


TLO – Understanding the concept of 2D and 3D shapes.

Trace the following figure on the tracing paper;

Make same figure on chart paper using the above used tracing paper.

Cut out the shape along dark or bold line and fold along the light lines

Solid figure, thus obtained, is having five faces without cover.

Observe and write

Number of faces______________

Number of edges______________

Number of vertexes ______________


1. Draw a 2-Dimensional figure by cutting and flattening the edges of a match-box of

cuboids shape.

2. Draw any two 3 dimensional shapes.

3. Label 2 D and 3 D shapes for the given figures:

Activity II

COMPETENCY: Understanding basic concepts TLO – Identifies symmetrical and non symmetrical shapes .


Here are some drawings of the model. Mark the correct top view drawing with

T and the correct side view drawing with S.

Activity III

COMPETENCY – Observation / Understanding

TLO – Identifies symmetrical and non symmetrical shapes , alphabets .

This cut-out is folded to make a cube.

Which of these are the correct deep drawings of that cube?


How many cubes are needed to make this interesting model?

ACTIVITY SHEET

SUBJECT-MATHS CLASS-V LESSION- 10. Tenths and hundredths

Activity I



TLO – Understanding the concept of Decimal number name

Class Subject Lesson name Skill Focused TLO Suggestiv

e Activity

LAT

V Maths Tenths and hundredths

Knowledge

Understanding

Understanding the concept of Decimal number name

Group activity Individual Activity

Assessment-1

Ability to

compute

Compares the fractions

Demonstration


Develops understanding of decimal

Play way

. Solve it

(a) 5.8-2.7 =__________

(b) 0.38-0.12 =___________

(c) 18.6+6.4 =____________

(e)32.8÷4 = ____________

Activity 2



TLO – Develops understanding of decimal

Here is a grid of 100 squares. It has 10 columns. Colour each column in the table according

to instructions.

Read the instructions for each column given below.

1 2 3 4 5 6 7 8 9 10

Activity 2




Write fraction of shaded part of the whole:

Activity 3




1. The graph displayed here has 100 small squares and 10 bars of which 9 have been

coloured. Observe the coloured bars and answer the following questions.

J

I H

G

F E

D C

B A

1 2 3 4 5 6 7 8 9 10

What fraction of the graph is orange? /10 What fraction of the graph is blue? /100

How much smaller is the pink bar compared to the

brown bar?

3/

What fraction must be added to the light green bar to make it equal to the yellow bar?

5/

What fraction of the graph is white? /

What fraction of the graph is taken up by the blue and green bars?

/100 = /10

Assessment-1

ACTIVITY SHEET

Sub: Maths CLASSV Lesson –11. Area and its Boundary

Activity -1 Find out the perimeter of the following figure



Class Subject Lesson

name

Skill focused TLO SUGGESTED ACTIVITY

LAT

v Maths Area and its

Boundary

Knowledge Understanding

Understands the concept of

area and perimeter


Ability to compute

Derives the formula for finding perimeter and area of a square and rectangle


Problem solving ability

Solves simple problems

related to area and perimeter

Activity -3

Assessment -3

TLO - Understands the concept of perimeter

Activity -2 choose the correct answer


(competencies -Ability to Compute)

a) The perimeter of a square whose sides are 10.5cm will be

b) The area of a square of side 12 cm will be

c) A rectangular plot is 20cm by 15 cm its area will be

d) The perimeter of a square whose sides are 10.5cm will be

e) The perimeter of a square whose sides are 10.5cm will be

f) The area of a square of side 12 cm will be

36.6cm 33.6 25.6

TLO - Understands the concept of area and perimeterof rectangle and square

32 sq cm 156 sq cm 144 sq cm


36.6cm 33.6 25.6

36.6cm 33.6 25.6


Activity -3


(competencies -Problem Solving ability )

i )Find the area of the floor of a room to carpet whose length is 12m and breadth is 9m

.

ii) What will be the cost of the carpet if sq. m costs Rs50?

iii) Find the cost of fencing a Rectangular park of 120m length and 80m breadth at the rate of Rs.2 per metre .

TLO - Understands the concept of area and perimeterof rectangle and square



Measure the perimeter of these figures by counting the lines along the

boundary. (Each square is 1 cm in length

Learning Assessment -3 Objective Question

1. Area of a square = ____________ x ______________.

2.Area is expressed in ______________ units.

3.Area of rectangle = ______________ x breadth.

4.All sides of a square are ______________ in length.

5.The area of a square of side 1 cm is ______________.

6.The perimeter of a square of side 1 cm is ________________.

7. Area is expressed in ______________ units.

8. The distance around a closed figure is called its ______________. 9. The formula used to find the perimeter of rectangle is ______________.

10. sq. m and sq. cm are units of measuring ___________________.

Find area of this figure_______________sq cm and draw one more figure

whose area is 4 sq cm

Complete this table

ACTIVITY SHEET

SUBJECT : - MATHS CLASS : - V TOPIC - 12 SMART CHARTS

Activity 1:


Tally marks – Yamini did a project animals and birds : She asked each child of her class

about one favourite pet animal .

She used Tally marks to record each answer. For example if someone said ‘ cat ‘ she put one

line | in front of ‘cats ‘. When someone said ‘cat’ again ,she added a line . So ∟ means two

cats and means 5 cats . In all 24 children said ‘ cat ‘ was their favourite animal. Help

Yamini complete the table .

CLASS

SUBJECT LESSON NAME SKILL FOCUSSED

TLO

SUGGESTED ACTIVITY /

STRATEGIES

LAT

V

Maths

SMART

CHARTS

Knowledge

Collects and records

data

Activity – 1

*Individual Task

*Group Task

Assessment -1

Understanding

Understand the graphical representation of data ( Bar graph , Pie graph )

Activity – 2


Assessment -2

Problem

solving ability

Compares the data and

Solves simple problems using chart / data .

*Individual

Task *Group Task

TLO : Collects and records data

Animals Tally Marks Number

Cats 24

Dogs ∟ 32

Rabbbits 10

Cows ∟ 22

Parrots | 7

Goats 20

Squirrel 15

Look at the tally marks and find out how many children in all did Yamini talk to ? Which is

the most favourite pet animal in this table ?

Similarly students can make their own tally marK

Activity 2

Bar Graph : Bar graph or bar diagram is another way of representing data. This method is

easy and less time consuming as compared to pictograph. Here we use bars of equal width

and spacing to represent the data. These bars be represented horizontally or vertically on

the graph.

Representation of data by using bars or rectangles is called bars graph .

INTERPRETATION OF BAR GRAPH Let us read the bar graph given below

showing the number of students playing different types of games.

0

20

40

60

80

100

120

football cricket chess basketball

TLO -Understand the graphical representation of data : Bar graph

Students playing different types of games

In this graph , vertical bars represent the number of students playing a

particular games.

Now let us answer the questions given below :

What are the different types of games playing by students ?

How many students playing chess ?

Which game is playing by maximum number of students ? Also gives its

number.


Q 1: Look at the pictograph showing the strength of students in a primary

school . Complete the table and answer the questions that follow :

Class Tally marks

Number of students

I 45

II 36

III 40

IV 35

V 40

Total

(a) Which class has the maximum number of students ?

__________________.

(b) Which class has the minimum number of students ?

__________________ .

(c) Which two class have the same number of students ?

_________________.

(d) The total number of students of class I and II is ____________ than the

total number of students of class IV and V .

(e) The total number of students is ____________.


Q 2 : Read the bar graph which is showing the number of students present in a

school from Monday to Saturday.

Now let us answer the questions given below :

(a) Mention the day when maximum students were present in the

school . ___________.

(b) Mention the day when minimum students were present in the

school . ___________.

(c) Name the days in which number of students were the same .

Ans

=_______________________________________________________________

(d) Find the difference number of students between Monday and

Tuesday .__________.

(e) Find the total number of students present in a school from a week

.______________.

0

200

400

600

800

1000

Monday Tuesday Wednesday Thursday Friday Saturday

ACTIVITY SHEET

SUBJECT-MATHS CLASS-V LESSION-13. WAY TO MULTIPLY

AND DIVIDE

Sample Activity – 1 TLO: To understand the lowest common multiple

(Competencies – knowledge and understanding)The lowest common multiple (L.C.M) of

two or name numbers is the smallest numbers which is the smallest number which is a

multiple of the number Calculating L.C.M of 264 and 624 by prime factorization method.

Step-1- Prime Factorization of 204

X

X

X

X

Class Subject Lesson name Skill Focused TLO Suggestive Activity

L AT

V Maths Be My Multiple

And I’ll Be Your Factor

Knowledge

Understanding

Solves

problems related to

multiplication and division

Individual

Task

Demonstra

tion

Method

Assessment-1

Ability to

compute

Can multiply 2 or 3 digit numbers

Play Way


Understands that division is repeated

subtraction

Pair task

264

132

66

33

3 11

2

2

2

Activity – 2

Complete the multiplication chart

(TLO Understanding the concept of multiplication table)


Activity – 2

Complete the multiplication chart

(TLO Understanding the concept of multiplication table)


Calculate the total cost of the items in each row then work out how much change you would get

Rs 20

Rs 15

Rs 10

Rs8

Rs10

Rs 9

Rs40

total

2 1 1

1 2 5 1 2

1 4 4 2 3 1

2 2 1 2 1 1 1

2 1 2 2

1 1 1 1 1

Learning Assessment

1. Complete the bill and write the total money spent

Ite

m

Cost per item

Quantity

Total Cost

Water Bottles RS.50.00 4waterbottles

Pencil Boxes Rs.20,00 3pencilboxes

Socks Rs.35.00 2pairs of socks

Shirts Rs.75.00 3shirts

Poster colours Rs.40.00 4postercolours

Write total money in words

Total

2. Fill in the blanks

(a) 12 × 7 = ______ × 4

(b) ______ × 7 = 147

(c) 78 ÷ ________ = 13

3. What is the missing operation? × , + , - , ÷

(a) 440 10 =44

(b) 315 20 = 6300

ACTIVITY SHEET

SUBJECT-MATHS CLASS-V 14. LESSON- HOW BIG? HOW

HEAVY?

ACTIVITY -1

COMPETENCY – Understanding

Class Subject Lesson name Skill Focused TLO Suggestive

Activity L AT

V Mathematics HOW BIG? HOW HEAVY?

Understanding Basic Concepts

Differentiates between length,

breadth and height and

develops spatial understanding

Activity-1 Assessment 1

Ability in Computation

Understands the

concept of volume. Computes volume of

cube and cuboid.


S.No. Doors Length Breadth Height

TLO: Differentiates between length, breadth and height an develops spatial understanding

SUGGESTED STRATEGIES : Playway method

Measure doors in your house and school and find its length, breadth and height.

ACTIVITY -2

COMPETENCY – Ability to compute

TLO: Understands the concept of volume

Suggested Strategies : Demonstration method

Calculate the volume of the given objects below.{The measurements are all in

centimeters(cm)}

3cm 1

cm

1 cm 6 cm 1 cm

3cm 5 cm

4 cm

1 cm

Vol-…….…cm cubes Vol-…….…cm cubes Vol-…….…cm cubes


1. Fill in the blanks:

(i) Volume of a cube = …………………. x……………………….. x……………………….

(ii) Volume of a cuboid = …………………. x ………………………. x……………………….


1. A storage container is 60cm long, 25cm wide and 15 cm deep. What is its

volume in cubic cms?

2. Seema has a rectangular pool in her garden which is4m by 2m. She has

cleaned it out and wants to refill it with water to a depth of25cm.

how many litres of water does she need?

Volume=_________________________cm cubes

Volume=_________________________cm cubes

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