contentspitekp.gov.pk/pite/images/cpd-material/session plan pdd 6-final.pdf · plan. 8 make sure...

of 50

Contents Agenda ............................................................................................................................................................ 3

Pre-session Planning and Arrangements ............................................................................................ 4

SOPs for Submission of PD Day Attendance Sheet ......................................................................... 5

Session Plans ............................................................................................................................................. 6

GENERAL SCIENCE ....................................................................................................................................... 6

ENGLISH .................................................................................................................................................... 17

MATHEMATICS .......................................................................................................................................... 32

of 50

Agenda

PROFESSIONAL

DEVELOPMENT DAY 6

AGENDA

TIME SESSION

08:00 - 08:15 Attendance

08:15 - 08:20 Recitation

08:20 - 09:50 General Science

09:50 - 11:20 English

11:20 - 11:40 Break

11:40 - 01:40 Mathematics

01:40 - 02:00 Action plan and close of the day

of 50

Pre-session Planning and Arrangements

Facilitators are requested to take necessary actions before the start of the Professional

Development Day. They are required to perform the following actions. Please tick √

against each activity if completed.

S# Activities Status

1 Practice the session plans and prepare all the required handouts /

charts.

2

All the required teaching and learning material is available like

whiteboard/ blackboard, marker, charts, required material of the

activities mentioned.

3 Coordinate with primary school(s) to make sure that teachers bring

textbooks from class 1 to 5 and teachers’ guides from class 1 to 5.

4 The seating arrangement of the training room is made according to

the session plans and supportive for adults teaching.

5 All other essential supporting material drinking water, refreshment

etc. is arranged.

6 The list of primary schools is placed at the training centre / or outside

the training room.

7 Reach the venue at least 30 minutes before the start of the session

plan.

8 Make sure the availability of the attendance sheet of the PDD.

9

Make sure that all the fields of the attendance sheet is properly filled

especially:

PDD Center: Name, PDD 6, Date, Facilitators Name, Name and

signatures of Facilitators on each page

Participants: Participants name, school name and EMIS Code

10 Make sure that copy of attendance sheet is signed (by the principal

and yourself) and submitted to ASDEO within 3 days after the PDD.

of 50

SOPs for Submission of PD Day Attendance Sheet Facilitators are requested to follow the below procedure and timeline for the submission

of Attendance sheets:

Responsible

Tasks

Facilitators on

the PDD

1. Attendance sheet is properly filled on the PD Day.

2. Keep original attendance sheet in the PDD center for 4 PD Days.

3. After each PD Day make a copy of the attendance sheet hand over

to ASDEO duly verified by Facilitator and Principals/ Head of the

PDD center.

ASDEOs

1. ASDEOs will collect attendance sheets from all PD Day centers in

their respective circle.

2. Enter the attendance record of each participant of the PD Day in

the given excel file format.

3. Scan all attendance sheets.

4. ASDEO will send the following documents to PITE at

[email protected] in one email:

a) Scanned attendance sheets

b) Filled Excel file to PITE

Note:

▪ Mention in subject line “ CPD Attendance sheet PDD No -

District – Month”

e.g. CPD attendance sheet – PDD No 4 – Peshawar

– September 2018

▪ Avoid sending multiple emails from one circle.

5. Review attendance sheet of each PD Day and take necessary

action (call an explanation) against absent teachers.

6. At the end of 4th and 8th PD day ASDEO will collect original

attendance sheet from PD Day centers in their respective circles

and submit to PITE.

ADEO

Establishment 1. Follow-up with ASDEOs for timely submission of attendance

sheets.

of 50

Session Plans

GENERAL SCIENCE

Topic: Public Issues in Local Areas, Electricity and Magnetism

1. Concepts coverage according to National Curriculum 2006 and Academic

Calendar

According to academic calendar1 the following topics are scheduled for teaching in the

month of November in winter zone districts and in the month of January in summer

zone districts.

Note: Share the below table with the teachers so that they are aware of the topics of the

next month and their SLOs. Do not hold any discussion on this as they are taken form

academic calendar.

1,2 available from the link http://www.kpese.gov.pk/download.html or http://pitekp.gov.pk/download

Class Topics Student Learning Outcomes (SLOs) from National

Curriculum 2006

1

General

Knowledge

• Physical

Science • Sound and light

• Social

Science • Transport and traffic lights

2

General

Knowledge

• Physical • Light and heat

• Life science • Uses of earth resources

• Economics • Construction

• Conservation of earth resources

3

General

Knowledge

Political

Science:

• Making the

world a better

place.

• Describe the activities that individuals perform for the welfare of the local community.

• Identify key public issues in their local area (drinking water, school, sewage system etc.).

• Inquire into one issue, identify its causes, suggest solutions and take a responsible action to solve the issue.

• Recognize that people organize themselves to meet their needs.

• Describe what government does to meet the needs of the people and suggest ways the government and people can work together to meet people’s needs in the area.

• Identify ways they can demonstrate good citizenship (playing fairly, helping other, following rules, taking responsibility for one’s actions).

http://www.kpese.gov.pk/download.html

of 50

• Identify the personal treats of good citizen (trustworthiness, respect for law, responsibility, honesty and respect for the rights of others).

• Working out

Disagreement

• Identify the disagreements/ conflicts that occur at home,

in school and in the local community (from stories and

role plays).

• Identify the feelings of people in different conflicting situations.

• Identify causes and impact of conflict on the people involved and the larger community.

• Identify the ways in which people resolve conflicts at home in school and in the local community.

• Suggest strategies for preventing conflicts. Use discussion and problem solving methods to work out disagreement.

• Ref: TB. P. 94 – 102 and 103 – 107

4

Science

Physical

Sciences

• Distinguish between insulators and conductors.

• Identify examples of conductors and insulators in their environment.

• Make a simple electric circuit.

• Differentiate between an open and close electric circuit.

• Investigating using a magnet that some materials are magnetic and some are non-magnetic

• Recognize that a magnet has poles.

• Demonstrate that like poles repel each other and unlike poles attract each other.

• Investigate that a freely suspended magnet always points in the N-S direction.

• Identify the various uses of magnets and magnetic materials in daily life.

• Demonstrate that how magnets can be farmed and stored.

• Differentiate between temporary and permanents magnets.

Topic: Electricity and Magnetism, Ref: TB. P. 81-91

5

Science

Physical

Science

• Describe the flow of electric current in an electrical circuit

• Describe fuse and its importance in any electric circuit.

• Explain the phenomena of lightening.

• Explain the production of static electrical charges in some common materials.

Topic: Electricity and Magnetism, Ref: TB. Pg.#108-113

of 50

2. Why are these topics selected?

Assessment results mentioned in the compendium of assessment findings 20172 the

percentage of participants who responded correctly to the topics covered in the

assessment for the following topics are mentioned below:

1. Concept of electric current, charges and circuits: 33% on average answered

correctly

Topics of class 1 to 5 to be covered next month and assessment findings were reviewed

thoroughly and Public Issues in Local Areas, Electricity and Magnetism were selected

for the PDD. Moreover, it was also realized that these topics lay foundation for the higher

order topics in the subsequent classes.

3. Learning Outcomes of the Session Plan

By the end of this session plan the participants will be able to:

• Describe the activities that people do to benefit their local community.

• Identify key public issues in their local area (drinking water, school, sewage system etc.).

• Describe the flow of electric current in an electrical circuit.

• Describe fuse and its importance in and electric circuit.

• Explore different electromagnetic devices used in daily life.

4. Key words

Make a deliberate effort to use the following vocabulary/concepts/terms during the

session all the participants understand the meaning with correct pronunciation

Classification, electricity, magnetism, circuit, power, flow, charge, current,

sewage, concentric

5. Reference Materials

Lesson Plans are available on the following topics in the Teachers’ Guides (رہنمائے اساتذہ).

These teachers’ guides are prepared by DCTE and provided in all the schools by the

E&SED.

Class Lesson Plan Page No.

3

General Knowledge ▪ Making the World a better Place 115-126

4

Science ▪ Electricity and Magnetism 109-117

5

Science ▪ Electricity and Magnetism 111-119

2, available from the link http://www.kpese.gov.pk/download.html

of 50

6. Notified Teacher Competencies

Inform participants that this session plan will address the following facilitator

competencies:

S# Competencies

1. Apply subject knowledge for teaching and to develop teaching activities.

2. Select and organize content into a coherent teaching learning sequence based on the curriculum that engages students and promotes learning

3. Selects (and/or creates) and uses resources to engage students in learning

4. Select and use strategies that develop problem solving skills and critical and creative thinking

5. Provide opportunities that support student’s intellectual, social, emotional and physical development.

6. Assess student learning to inform the pace and content of teaching and learning for the whole class and individual students

7. Use teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the range of abilities.

7. Materials required

Facilitator will ensure that all required materials for each activity is available before the

start of the session.

1. Charts, markers, board, comb, 4/5 balloons of different colours, tiny pieces of paper,

2 magnets, woollen cloth piece, Silky cloth piece, 2 magnet bars, glass plate, iron

filing, iron nail, thread, cloth to hold battery, AA cell/battery, paper clips, copper wire

etc.

2. Textbooks and teacher guides for class 3, 4 and 5.

of 50

The purpose of this session is to:

1. Describe the activities that people do to benefit their local community.

2. Identify key public issues in their local areas e.g. about drinking water, school, sewage

system, parks, etc.).

Material Required

Charts, markers, board

Activity 1: Walk Around and Observe (15 minutes)

1. Divide participants in 4 groups.

2. Tell participants that they will walk around the school and observe the following:

Group 1: Classrooms’ condition i.e. cleanliness, decoration, furniture settings

Group 2: Washroom’s conditions

Group 3: Drinking water areas

Group 4: Canteen, playground, garbage facilities

3. Ask them to take notes of their observations.

4. Ask each group to make brief presentation about their observations.

5. Initiate discussion on general condition of the school and narrow down the

discussion to drinking water and sewage system of the school.

6. Write the following questions one by one on the board and inquire answers from a

few participants:

a. What will happen if we drink unhealthy

water?

Expected answer: Food poisoning,

vomiting, jaundice, etc.

b. What should you do to avoid drinking

unhealthy water?

Expected answers: Always cover water containers, boil it before consuming etc.

c. What will happen if water is left in ditches/ puddles/ pots/ tyres?

Expected answers: Dengue Virus, other contagious diseases, one can slip and

hurt him/herself, etc.

d. What should we do to avoid such situations?

Expected answers: Wipe it right away, cover buckets and other containers of

water, avoid sitting or playing near ditches, clear ditches/ puddles.

7. Conclude this activity by reinforcing the importance of clean water using the following

facilitator’s input.

Topic 1: Public Issues in Local Areas 30 minutes

of 50

Facilitator’s Input

Water is an important component of life. We cannot live without it however, if

we consume unhealthy water it may cause life threatening diseases. Also, if we

misuse water it may cause irreparable losses. Pakistan is one of the countries

that is at risk of water shortage so we need to use it carefully and efficiently.

Activity 2: Identification of Water Drainage Problems and Remedies (15 min)

1. Divide the class into 3 groups and provide them with

charts and markers.

2. Ask each group to:

a. Think about sewage system in your school.

b. Identify any problem in it and one solution for the

problem(s).

c. Allow groups 7 minutes to work on this.

3. Invite one person from each group to present their work. (2 minutes for each group)

4. Conclude the activity by summarizing the main ideas of their presentations.

of 50

Topic 2: Electricity and Magnetism 60 minutes

The purpose of this session is to:

1. Describe the flow of electric current in an electrical

circuit.

2. Describe fuse and its importance in and electric

circuit.

3. Conduct an experiment to show the magnetic field

of a bar magnet.

4. Explore different electromagnetic devices used in

daily life.

Material required:

Charts, markers, board, comb, 4/5 balloons of different colours, tiny pieces of paper, 2

magnets, woollen cloth piece, Silky cloth piece,

Activity 1: Brainstorming (10 min)

1. Ask following questions to the participants.

a. Name some appliances used in their home?

Expected answer: geyser, fridge, TV, light etc.,

b. How do we power our appliances?

Expected answer: Electricity

c. What is electric current?

Expected answer: It is the flow of electric charges

across conductor.

2. Take participants responses and write on the board.

3. Conclude the activity by sharing:

• Electric energy is a form of energy from which we power our appliances.

• Electric current is the flow of electric charges.

• Charges come from electrons which are tiny particles we can’t see.

• When electrons flow through certain substances we get electricity.

of 50

Activity 2: Electricity (15 min)

1. Invite one participant to come and

perform the experiment.

2. Provide a comb to the participant and ask

him/her to comb his/her hair for few

seconds.

3. Now ask him to bring the comb closer to

the tiny pieces of paper.

4. Ask participant, “What did you observe?” and note the response.

Expected responses: Papers stick to comb, comb charged due to rubbing

5. Repeat the above activity using a balloon with another participant by asking him/her

to rub the balloon on his/her head.

6. Ask participant, “Why did it happen?”

7. Conclude the activity by sharing the below input.


On combing/ rubbing in the hair, some changes occur. Due to friction,

charge is induced on the surface of the comb/ balloon. It can be seen when

the comb/ balloon is brought close to the tiny pieces of paper. The comb/

balloon will attract the pieces of paper towards itself. This force of

attraction is due to static electric charge.

Activity 3: Properties of Charges (15 min)

1. Ask participants to name types of charges.

Expected answer: Positive and Negative charges

2. Now take two balloons.

3. Rub one balloon with the woollen cloth and second

with a silky cloth.

4. Hang them as shown in the picture.

5. Observe, is there any force of attraction or

repulsion?

Answer: Attract each other

6. Now rub both balloons with woollen cloth.

7. Observe, is there any force of attraction or

repulsion?

Answer: Repulsion

of 50

8. Ask participants: Can you explain the above phenomenon on the basis of static

charges?

9. Ask participant, do you agree that similar charges repel each other while

oppositely charged bodies attract each other.


• A charged body produces electric field around it.

• Electric field of charged body can be shown by lines of force.

• Similar charged bodies repel each other.

• Opposite charged bodies attract each other.

Activity 3: Magnet and Electromagnetism (20 min)

Material required:

2 magnet bars, glass plate, iron filing, iron nail, thread, cloth to

hold battery, AA cell/battery, paper clips, copper wire etc.,

1. Show a bar of magnet to the participants and ask what is

this?

Expected answer: Magnet, iron rod

2. Now ask do you know why is N and S written on it, and one side is red and other

blue?

Expected answer: Poles of magnet, north and south

3. Now invite 2 participants and provide them a magnet bar, glass plate and iron filing.

4. Ask one participant to:

• Place the glass plate over a bar magnet.

• Sprinkle some iron filings over it.

• Tap the plate gently.

• Ask other participants to observe.

5. Ask the second participant to describe what he/she has observed.

Expected answer: Iron filing tends to arrange themselves in a definite pattern.

of 50

6. End the activity by describing that this proves that magnetic lines are concentric

(having a common centre).

Facilitator’s Input:

Magnet: A piece of iron that attracts other pieces of iron,

nickel, cobalt, etc., towards itself is called a magnet. It has

two poles north and south. The same poles repel each other

while the opposite poles attract each other. The magnetic

field is stronger at the poles than at the centre.

A) Magnetic Field: The space around a magnet in which its

magnetic effect is felt is called magnetic field. In everyday life,

the effects of magnetic fields are most readily encountered with

nearby permanent magnets, which pull on magnetic materials

(such as iron) and attract or repel other magnets.

B) Magnetic Lines of Force: The magnetic field around a magnet is in the form of

concentric lines.

Experiment of Electromagnetism

1. Ask the participants, “What is electromagnetism?”

Expected answer: Interaction of electric currents and magnetic fields.

2. Perform the following experiment to describe the above concept.

3. Experiment:

a. Take an iron nail and wind few turns of copper wire around it.

b. Connect this coil to battery.

c. Observe, that the nail becomes a temporary magnet and is picking up iron

objects when come near.

d. Repeat the above steps by using other small iron objects.

e. Remove battery from copper wire and ask participants, “why is it not attracting

iron objects now?”

f. End the activity with the help of below mentioned facilitator’s input.

of 50


When an electric current is passed through a wire it behaves like a magnet. The

magnetism produced by electric current is called electromagnetism. There are many

devices which use this phenomenon, such as, electric fan, electric drill machine,

crane, loudspeaker, washing machine, hair dryer etc.,

An electromagnet is a type of magnet in which the magnetic field is produced by an

electric current. The magnetic field disappears when the current is turned off.

Electromagnets usually consist of wire wound into a coil.

Source: General Science Textbook, Class 5, Page # 115

Tips for Teachers for Classroom Teaching

Ask the students to name some appliances used in their home.

Explain that electrical energy is a form of energy from which we

power our appliances. Electric current is the flow of electric charges.

Charges come from electrons which are tiny particles we cannot

see. When electrons flow through certain substances we get

electricity.

Demonstrate the workings of an electric circuit. Bring wire, small bulb and battery to the

class and make the complete circuit. Explain that ‘An electric circuit is an electrical

device that provides a path for electrical current to flow’.

Tell students that as long as the circle remains intact, the electrons continue to flow and

their circuit is closed. Demonstrate this by creating a gap in the circle of students that is

too wide across to pass electrons. Tell them in this way the current will stop.

Textbook exploration and school based tasks (5 min)

End the session by giving the following activities:

1. Guide teachers to review the contents/ SLOs of each class (1–5) and activities given

in the textbooks for developing lesson plans.

2. Facilitator’s should advise teachers to utilise their PDD learning(s) in classrooms.

3. Guide teachers to consult teacher guides for class 1 to 5 provided to all schools by

DCTE for additional activities.

4. Ask head teachers to conduct teacher’s observations on the developed plans and

provide feedback for further improvement.

5. Ask head teachers to develop monthly report as given in their training program for

Quarterly Monitoring Meeting.

of 50

ENGLISH

Topic: Simple Tenses, Masculine & Feminine Nouns and Reading Comprehension

1. Concepts coverage according to National Curriculum 2006 and Academic Calendar

According to the academic calendar3 the following topics will be covered next month (November in winter zone / January in summer

zone):

Class 1 Class 2 Class 3 Class 4 Class 5

R E A D I N G

• Interact with text and use reading strategies (while reading) to locate specific factual information, use pictures or rebus in texts to increase understanding, guess what follows in a story and follow sequence in a simple procedure or a picture map

• Read familiar words appearing on a variety of reading material such as food labels, toy, etc.,

• Point out/name some common objects in a picture or a photograph

• Identify recognize and articulate common sight words and words with common spelling pattern.

• Point out/name some common objects in a picture or a photograph.

• Use textbook pictures / picture dictionary to aid comprehension and development of vocabulary.

• Listen to a simple story /fairy tale read aloud by the teacher.

• Articulate and identify words containing diagraph and trigraph in initial, middle and final positions.

• Locate specific factual information to answer short questions based on the text.

• Locate specific information to answer short question

• Locate specific information to answer short questions

• Use summary skills to mark important points and develop a mind map to summarize a text.

• Relate what is their own feelings and experiences

• Write appropriate naming and action words to identify an object or action in a picture.

• Write a few simple, meaningful sentences of their own on a given topic.

• Write with reasonable accuracy, some sentences

• Write short texts in speech bubbles and cartoon strips using vocabulary, tone,

• Write sentences of their own using correct

3,2 available from the link http://www.kpese.gov.pk/download.html

of 50


W R I T I N G

• Trace / copy / write simple sentences leaving spaces between words using correct capitalization, punctuation and spellings.

• Show a series of actions in a picture by writing action verbs.

• List items of a similar category from a given text.

• Show a series of actions in a picture by writing action or describing words.

of their own on a given topic.

Style of expression appropriate to the communicative purpose and context.

• Show relationships between sentences in a paragraph.

• Recognize each paragraph in a text as a separate meaningful unit of expression.

capitalization, punctuation and spelling

• Write a story using elements of story writing

L E X I C A L

• Recall and match common naming words with pictures from immediate environments

• Pronounce familiar two/ three syllable words and common irregular sight words.

• Familiarize themselves with rhythm, stress and intonation of English Language.

• Comprehend simple stories and poems read aloud in class.

• Identify and illustrate use of questioning words: what, who, where, when, why.

• Recognize, identify and use a few words showing position e.g. up/down, here/there (preposition of location).

• Comprehend and respond to simple wh- questions.

• Identify describing words as adjectives

• Recognize that action take place in the present, past and future

• Use punctuation according to the rules learnt earlier

• Pronounce and spell simple words with silent letter such as wr and kn (write and know)

• Recognize that action takes place in time (Present, past or future). Tense indicates time of action

• Demonstrate use of the word can/cannot to show ability and inability. Identify and use may/may not for seeking are giving permission and prohibition.

• Use simple present tense for habitual actions and for

• Recall the rules for the use of articles “a” and “an”. Choose between a and an before words that start with mute consonant letter.

• Recognize that an adverb qualifies a verb, an adjective and another adverb.

• Use some words showing position, time and movement.

• Demonstrate use of and, or and but

• Recognize function of more joining words

• Recall and demonstrate use of more common countable and uncountable, proper and common, concrete and abstract nouns from immediate and extended environment

• Pronounce and spell more words with silent letters such as “tch” in switch and “sch” in school

• Respond to ask “wh” questions

• Classify and change the gender of nouns (masculine, feminine and neuter) from the immediate and extended environment

• Recall and demonstrate use of more collective nouns and compound nouns

of 50


timeless and universal statements.

O

R

A

L

• Articulate, recognize and use some formulaic expression to listen and respond to few commands Unit: 11, 12, 13

Ref: TB: Pg # 83-94

• Demonstrate use of common conventions and dynamics of group oral interactions: o Recite poems o Describe things and

objects in surroundings

Unit: 20-24

Ref: TB. Pg.# 88-100

• Use appropriate expressions in conversation to articulate, recognize and use some formulaic expressions to express likes and dislikes.

Unit: 9

Ref: TB: Pg. # 83-95

• Use appropriate expression and conversation to: ▪ Express regret ▪ Express likes and

dislikes ▪ Express needs and

feelings ▪ Express opinions

Unit: 9 & 10

Ref: TB: Pg. # 114-131

• Identify and use appropriate tone and non-verbal cues for different communicative functions.

• Engage in conversation

Unit: 1 & 2 Ref: TB: Pg. # 1-22

2. Why is the topic selected?

Assessment results mentioned in the compendium of assessment findings 20174 the percentage of participants who responded

correctly to the topics covered in the assessment for the following topics are mentioned below:

1. Identification of simple tenses; only 36% answered correctly

2. Writing masculine and feminine word: only 41% answered correctly

3. Critical thinking and scanning and locating specific information, answering questions from a given paragraph: 57% answered

correctly.

Topics of class 1 to 5 to be covered in the next month and assessment findings were reviewed thoroughly and Simple Tenses,

Masculine/Feminine Nouns and Reading Comprehension were selected for the PDD. Moreover, it was also realized that these

topics also provide a base for the topics in higher class.

4, available from the link http://www.kpese.gov.pk/download.html

of 50



1. Write appropriately using simple tense structure in grammar.

2. Learn proper use of gender (Masculine and feminine nouns).

3. Develop critical thinking and scanning skills.

4. Key words

Make a deliberate effort to use the following vocabulary/concepts/terms during the

session all the participants understand the meaning with correct pronunciation:

Masculine, feminine, common, neuter, gender,


Lesson Plans from Facilitators’ Guides (رامنہےئ ااسذتہ) developed by DCTE

Class Lesson Plan Page #

Class 1 Naming Words and Action Words 40 – 45

Class 2 Constructing sentences and paragraph

Describing words / Adjectives

58 – 60

37 - 40

Class 3 Masculine and Feminine (Gender)

Simple Present Tense and Simple Past Tense

134 – 136

263 - 264

267 - 268

Class 4

Masculine, Feminine and Neuter gender

Simple Future Tense

Reading and Thinking Skill

51 – 53

262 - 263

305 - 306

Class 5

Gender in Nouns

Present and Past Continuous Tense, Simple Future Tense

and Simple Present Tense

Scanning and Critical Thinking

128 – 130

312 – 317

341 – 359

of 50

6. Notified Facilitator Competencies

Inform participants that this session plan will address the following facilitator

competencies:

S# Competencies

1 Apply subject knowledge for teaching and to develop teaching activities.

2 Select and organize content into a coherent teaching-learning sequence based on

the curriculum that engages participants and promotes learning.

3 Selects (and/or creates) and uses resources to engage participants in learning.

4 Select and use strategies that develop problem-solving skills and critical and

creative thinking.

5 Provide opportunities that support student’s intellectual, social, emotional and

physical development.

6 Assess student learning to inform the pace and content of teaching and learning for

the whole class and individual participants.

7 Use teaching activities that incorporate differentiated strategies to meet the specific

learning needs of participants across the range of abilities.

7. Material Required

Facilitators will make sure that all required material is available before the start of the session:

Chart, marker, board and textbooks of class 1-5.

of 50

Topic 1: Simple Tense 40 minutes

The purpose of this session is to illustrate the use of tenses; simple present, simple past

and simple future.

Materials: Board, board marker

Activity 1: Brainstorming (10 min)

1. Ask following questions:

• What are you doing right now?

Expected answer: e.g. I am attending training, I am

listening,

• What did you do last evening?

Expected answer: e.g. I went for a walk last evening, I went bazar, I went to see

my friend.

• What will you do tomorrow?

Expected answer: e.g. I will go to Islamabad tomorrow, I will attend school

tomorrow

2. Take responses from 2 to 3 participants on each questions.

3. Write responses on the board and then end the activity with facilitator’s input regarding

simple tense.


• Tell the students that tense indicates time of action. (present, past, or future)

• A word that describes an action is called verb. For example: e.g. Talk, walk, drink, go, show etc.

• Draw the following timeline on the board showing when the action is performed.

of 50

Activity 2: Simple present tense (10 min)

The purpose of this activity is to use simple present tense in

daily routine.

1. Begin the activity with facilitator’s input.

2. Explain all the 4 types of sentences.

3. Divide participants into three groups.

4. Ask each member of the group to write three sentences in simple present tense on

notebook.

Group 1 will write on Negative sentences

Group 2 will write on Interrogative sentences

Group 3 will write on Negative Interrogative sentences

1. Simple Present Tense

• Simple present tense is used to tell about the actions that take place in present.

• It is also used to describe routines or habitual actions.

• Moreover, it is used for universal truths/facts.

Subject 1st form of verb

He/ She/ It/ Ali Smiles

I/ You/ We/ They Smile

2. Negative Sentences

• When writing negative sentences, we use do not/ does not with first form of

verb after subject.

Subject Helping Verb with not 1st form of verb

He Does not Smile

I Do not Smile

3. Interrogative Sentences

• When writing interrogative sentences, we use do/does in the beginning and

sign of interrogation (?) at the end.

Helping Verb Subject 1st form of verb

Do You Smile?

Does He Smile?

4. Negative Interrogative Sentences

• When making negative interrogative sentences, we use do/ does in the

beginning, and NOT after the subject.

Helping Verb Subject Not 1st form of verb

Do You Not Smile?

Does He Not Smile?

of 50

5. Ask each group to sharing one sentence by reading aloud.

6. Write those sentences (correct sentences where required before writing) on board.

Activity 3: Simple past tense (10 min)

The purpose of this activity is to write simple past tense.

Steps:

1. Ask participants,

“What do you know about simple past tense?”

Expected answer: e.g. It indicates action that took place

in the past.

2. Explain all the 4 types of sentences.

Simple Past Tense

• Simple past tense is used to tell about the actions that took place in the past.

Subject 2nd form of verb

He/ She/ It/ Ahmad Played

I/ You/ We/ They Played

Negative Sentences

• When writing negative sentences, we use did not with first form of verb after

subject.

Subject Helping Verb with not 1st form of verb

Asghar Did not Play

Interrogative Sentences

• When writing interrogative sentences, we use did in the beginning and sign of

interrogation (?) at the end with first form of verb after subject.

Helping Verb Subject 1st form of verb

Did You Play?

Negative Interrogative Sentences

• When making negative interrogative sentences, we use did in the beginning,

then NOT after the subject with first form of verb.

Helping Verb Subject Not 1st form of verb

Did You Not Play?

Ask teachers “How would you do this activity in your classroom?”

of 50

3. Invite a participant to convert (by writing on board) simple present tense into simple

past tense using the same sentences written on the board during activity no 2.

(Guide participant where required).

4. Ask participants to work in pairs and convert simple present tense sentences already

written to simple past tense into negative sentences, interrogative sentences and

negative interrogative sentences (ask them to do atleast one statement).

5. Take responses from 3 pairs: pair 1 for negative sentences, Pair 2 for interrogative

sentences and pair 3 for negative interrogative sentences (one each).

Activity 4: Simple future tense (10 min)

The purpose of this activity is to illustrate the use of tenses in

the writing.

Steps:

1. Ask participants, “What do you know about simple future

tense?”

Expected answer: e.g. Simple future tense tells the intentions of people what they

are planning for future.

2. Ask which helping verbs are used in it?

Expected answer: Will and shall

3. Which form of verb is used?

Expected answer: First form of verb

4. Explain the use of will and shall by giving examples from the following figure:

5. To further clarify the concept of simple future tense, add future time in the

sentence, e.g. tomorrow, next day, next week, next month, in 2019 etc.,

6. Explain formation of negative, interrogative and negative interrogative sentences

in the similar way as taught in present and past tense above.

7. Write the following sentences on board and ask participants to identify them as

simple present, simple past or simple future tense.

of 50

S# Sentence Answer for

Facilitator

1 I shall hit you if you say that word again. Simple Future

2 I saw you at the school yesterday. Simple Past

3 He will visit you tomorrow. Simple Future

4 By next Eid, we shall be here for twenty years. Simple Future

5 He comes to party every Sunday. Simple Present

6 We attended the award ceremony last month. Simple Past

7 Did she leave her child at home? Simple Past

8 Aslam always completes this task in time. Simple Present

9 The Earth revolves around the Sun. Simple Present

10 They will finish the construction by Saturday. Simple Future


1. Refresh students’ memory by referring to verb as action words and how they represent timeframe of the action with its different forms.

2. Explain to the students that in a sentence, verb tense tells us when an action takes place.

a. The past tense tells what has already happened.

b. The simple present tense tells about routines, habits, daily activities, and universal truths, and

c. The future tense tells what will happen next.

3. Make the students practice the tenses through the following discussion

a. Past tense: Talk about what students did the day earlier.

b. Ask ‘What did you do at home yesterday?’ e.g. I ate sandwich, I changed my clothes etc.

c. Present tense: Talk about the things students do daily e.g. I come to school. I brush my teeth.

d. Future tense: Talk about the things students will do when they will get back home. e.g. I will watch television. I will eat.

4. Practice each tense for a week.

5. Practice changing the verb in the three tenses e.g. say eat, ate, will eat. 6. Make a list of these verbs on a chart paper, put it in the classroom and reinforce daily. 7. Practice the tenses by making children read a unit from the textbook and circle the

verb with labels as P for past, Pr for present and F for future. 8. Divide the class into three teams i.e. Present, Past and Future. Give them a verb and

ask each team to use that in a sentence. 9. Continue this practice unless you are sure that all the students have practiced all the

tenses.

of 50

Topic 2: Gender Nouns 20 minutes

The purpose of this activity is to classify and change the gender of nouns from immediate

and extend environment (masculine/ feminine/ common/ neuter).

Material: Chart, marker, board

Activity: Understanding gender nouns (20 min)

1. Write on board,

“What are four types of gender nouns?”

Expected answer:

1. Masculine gender: Nouns that refer

to males only (e.g. boy, men and male

animals). Examples: Man, Lion, King,

Horse etc.

2. Feminine gender: Nouns that refer to

females only (e.g. girls, women and

female animals) Examples: Woman,

Lioness, Queen, Mare etc.

3. Common gender: Nouns that refer either to a male or a female. Examples:

Patient, Driver, Pilot, Doctor etc.

4. Neuter gender: Nouns that are non-living and are neither male or female.

Examples: Chair, Table, Tree, Pencil, Mobile etc.

2. For further clarity draw the following picture on board and explain with the help of

expected answers mentioned above.

Classification of Gender Nouns

3. Draw the following table on board and discuss types of gender nouns with participants.

of 50

4. Ask the participants to read the given sentences and tell the gender of underlined

nouns.

S# Sentence Answer for facilitator

1 Fatima is eating. Feminine

2 Ali has been waiting. Masculine

3 Arbaz is a wonderful actor. Masculine

4 How many students are there in the class? Common

5 My car is out of order. Neuter

5. Tell participants that:

1. If a noun is masculine its pronoun must always be masculine.

2. If a noun is feminine its pronoun must always be feminine.

6. Conclude the session with the following exercise.

7. Draw table on the board/ chart.

8. Look at the gender of each noun in the sentence and circle the correct pronoun in

each sentence.

S# Sentences Answer for facilitator

1 The boy is eating his/her dinner. His

2 Hira cleaned his/her room. Her

3 My grandmother is very old. He/she walks with a stick. She

4 Faiza really likes her/his school. Her

5 Ahmad scored full marks in his English test. His

6 I have a pet tigress. It/she is very cute. She

7 Mother is baking a cake for his/her children. Her

8 That is my mother. He/she is a professor. She

9 Bear is a lazy animal. She/it sleeps the whole winter. She

10 Umar is sharing its/his lunch with Haroon. His

of 50


1. Explain the term masculine / feminine. Masculine means having characteristics/

qualities that are traditionally thought to be typical of or suitable for men, while

feminine is having characteristics/qualities that are traditionally thought to be typical

of or suitable for a woman Give examples of masculine/ feminine words from the

children’s family e.g. father - mother, brother – sister, Uncle – Aunt etc.

2. To improve students’ concept and vocabulary for masculine/ feminine words give

examples of masculine / feminine animals such as lion-lioness, as part of gradual

learning, examples from different profession can also be given such as policeman-

policewoman etc.

3. Pictures at this stage would prove as a good learning source for students.

4. Write masculine/ feminine words on the board and make students practice it.

5. Tell students to bring pairs of masculine/ feminine words from home to add those in

the word bank. Play vocabulary games – such as finding and / or matching

masculine/ feminine words from that word bank.

6. Prepare a family tree with a list of masculine/ feminine nouns e.g. mother – father.

Topic 3: Reading Comprehension 30 minutes

The purpose of this activity is to scan a simple text for specific information.

Material: Chart, marker, white/black board,

Activity: Reading comprehension through scanning (30 min)

1. Ask your co-facilitator to write the paragraph

on the board / or display already made chart

of “Asim Routine” on the board.

2. Ask participants (one sentence by one

participant) to read it for five minutes.

3. Ask questions after the reading.

4. Guide them how to use scanning technique

to improve reading comprehension of

students. (underline the key words or information)

Asim’s Routine

Asim is a farmer. He gets up at 5:00 in the morning. He takes his lunch at 12:00

noon. He works on the farm for six to eight hours daily. He goes to farm at 6:00 in

the morning and comes back home at 3:30 in the afternoon. He meets his friends at

6:00 in the evening and takes his dinner at 8:00 at night. Then he goes to bed and

it’s the end of his day.

of 50

Questions (do not write questions on board)

1. At what time does Asim get up?

2. How many hours does Asim work daily?

3. When does he come back from the farm in the afternoon?

4. At what time does Asim take his dinner?

Facilitator’s input

Scanning is a very quick search for main points or for specific information. In this

kind of reading your eyes move quickly over the words or figures until you find the

exact information that you are looking for. As your eyes move down the page, keep

in mind what you are looking for and ignore everything else. For example:

1. When your result is announced and you look for your own name in the list.

2. It is important to know what information is required before scanning the text.

3. While teaching the lesson, consult textbook at all steps where and when

applicable.

Practice in Groups

• Divide participants into 5 groups.

• Tear apart the handout of reading paragraph about

Peshawar given at the end of session plan.

• Ask them to read the text carefully as there will be a question answer session at

the end.

• While they are reading the text, write some questions that require factual

information on the board, which are from the text they are reading. Let them see

those questions because it will help to locate the information which you want

from them.

• Ask participants to read the questions after sometime and write the answers on

their notebook.

• End the activity with facilitator’s input regarding reading comprehension.


Conclude the session by giving following activities:



2. Facilitator’s should advise teachers to utilise their PDD learning(s) in classrooms.







of 50

The Peshawar City

Peshawar is the largest city in the Khyber

Pakhtunkhwa (KP). More than two million people

live in the historical city. Peshawar is also home of

all government functionaries and serving as

capital city. Peshawar city is located in the broad

valley of Peshawar near the eastern end of the

historic Khyber Pass, close to the border with

Afghanistan, Peshawar's recorded history dates

back to at least 539 BCE, making it among the oldest cities in Pakistan.

Peshawar is the business capital of the KP and many national and international

organization have their businesses in Peshawar. As far as professional sports go, it has

cricket stadium. Besides stadium it has Islamia College, Cunningham Clock Tower, Sunehri

Mosque, Bala Hissar Fortress, Bab-e-Khyber, Mahabat Khan Mosque and Cantonment. The

city has been hosting different religions such as, Hindus, Sikhs, Christians and large

Muslim population.

Peshawar has almost every type of transport available for public that includes, tonga,

bicycle, motorcycle, rikshaw, taxi, cars, wagons, buses, BRT, train and airport. Peshawar is

also a famous walled city surrounded by several main gates that magnifies its ancient

beauty. The city also known for its famous markets/bazars mainly, Qissa Khwani Bazar,

Karkhano Market, Kotla Mohsin Khan, Chowk Yadgar and Khyber Bazar.

Questions: (Circle the correct answer)

1. Peshawar is the largest in the Khyber Pakhtunkhwa.

a. City b. Country c. Mosque d. School

2. Peshawar is home of more than million people.

a. Two b. Five c. Eight d. Ten

3. Which sport is mentioned in the given text?

a. Hockey b. Cricket c. Kabbadi d. Football

4. Which of the following is NOT market/bazar in Peshawar?

a. Qissa Khawani b. Khyber Bazar c. NLI market d. Karkhano

5. Which of the following statement(s) is NOT true about Peshawar?

a. It is situated near the western end of Khyber Pass.

b. All the people living in Peshawar are Muslims.

c. There are several historical places in Peshawar.

d. It has a very old transport system.

of 50

MATHEMATICS

Topics: Money, Perimeter & Area, and Information Handling (Picture,

Bar, Line, Block or column graphs)

1. Concepts coverage according to National Curriculum 2006 and Academic

Calendar.

According to academic calendar5 following topics are covered in next month (November

in winter zone / January in summer zone:

Class and Area Topics

Class 1

Measurement and Geometry

1. Identify Pakistan currency coins and notes (Rs.1, 2, 5) and (Rs.10, 20, 50 and 100).

2. Add and subtract money using the prices of objects (e.g.) toys and different combinations of currency.

3. Recognize money change (up to 100) to its equivalent denominations.

4. Determine if enough money is available to make a purchase.

Topic: Money, Ref: TB. (2017-18) Pg. # 93 – 98

Class 2 Revision of number operation

Topic: Money, Ref: TB. (2017-18) Pg. #

Class 3, 4 and 5

Information Handling

Class 3

1. Read and interpret a picture graph.

Topic: Data Representation, Ref: TB. (2018-19) Pg.# 135-140

Class 4

1. Identify Center, radius, diameter, and circumference of a circle. 2. Draw a circle of a given radius using compasses &

straightedge/ruler. 3. Construct squares and rectangles with sides of given measures

using protector, set squares and straightedge/ ruler. 4. Read and interpret simple line graph, bar graphs given in

horizontal and vertical form.

Topic: Geometry, Information Handling, Ref: TB: (2017-18) Pg. # 190-211

Class 5

1. Define an average (arithmetic mean). 2. Find an average of given numbers and solve real life problems

involving average.

5,2 available from the link http://www.kpese.gov.pk/download.html

of 50

3. Draw bar graphs or column graphs. 4. Define and organize a given data.

Topic: Information Handling, Unitary Method, Perimeter and Area, Ref: TB.(2018-19) Pg. # 162-173

Class 5

Number and Operations

1. Describe the concept of unitary method. 2. Calculate the value of many objects of the same kind when the value

of one of these objects is given. 3. Calculate the value of a number of same type of objects when the

value of another of the same type is given (unitary method). 4. Define ratio of two numbers. 5. Define and identify direct and inverse proportion. 6. Solve real life problems involving direct and inverse proportion (by

unitary method). 7. Recognize region of a closed figures. 8. Differentiate between perimeter and area of a region. 9. Identify the units for measurement of perimeter and area. 10. Write and apply the formulas for perimeter and area of square and

rectangle. 11. Solve appropriate problems of perimeter and area.

Topic: Information Handling, Unitary Method, Perimeter and Area, Ref: TB. Pg. # 110-122, 150-161.

2. Why is the topic selected?

Assessment results mentioned in the compendium of assessment findings 20176 the

percentage of participants who responded correctly to the topics covered in the

assessment for the following topics are mentioned below:

1) Identification of figures like square, rectangle, triangle, circle, semi-circle, quarter-

circle – 57% answered correctly.

2) Calculation of perimeter – only 28% answered correctly.

3) Identification of units of area and calculate area - only 32% answered correctly.

After reviewing the topics of class 1 to 5 that will be covered next month and assessment

findings given in the “compendium of assessments and tips for teachers 2017” were

reviewed thoroughly and Money from class 1 and 2, Perimeter, Area and Information

Handling from class 3, 4 and 5 were selected for the PDD. These topics lay foundation

for the higher order topics in the subsequent classes.

6, available from the link http://www.kpese.gov.pk/download.html or from PITE website under downloads section http://pitekp.gov.pk/index.php/download/cpd-material

http://www.kpese.gov.pk/download.html

http://pitekp.gov.pk/index.php/download/cpd-material

of 50



1. Explore different techniques to teach students in identifying and adding/ subtracting

different Pakistani coins and currency notes.

2. Able to calculate and teach the perimeter and area of different closed geometrical

shapes.

3. Draw simple picture graphs, bar and column graph, horizontal and vertical graphs

and interpret them.

4. Define and calculate average.

4. Key words

Make a deliberate effort that while using the following vocabulary/ concepts/ terms during

the session all the participants understand the meaning with correct pronunciation:

Money, coins, notes, perimeter, area, geometrical shapes, rectangle, square, triangle,

circle, average, data, vertical, horizontal, graphs, interpretation.


Lesson Plans from Teachers’ Guides (رامنہےئ ااسذتہ) by DCTE

Class Lesson Plan Page #

Class 1 Unit 4 - Money 47-53

Class 2 Unit 2 - Usage of Pakistani coins and currency notes 80-83

Class 3 Unit 7 - Pictorial graphs 148-151

Class 4 Unit 6 – Geometry – Bar Graph and Line Graph 176-179

Class 5 Unit 6 - Perimeter and Area

Unit 7 - Information Handling – Bar graph, block graph

172-181

184-187

of 50

6. Notified Teacher Competencies

Tell participants that this session plan will be able to address the following notified teacher

competencies:

S.# Competencies

1 Apply subject knowledge for teaching and to develop teaching activities.

2 Select and organize content into a coherent teaching learning sequence based on the

curriculum that engages students and promotes learning

3 Selects (and/or creates) and uses resources to engage students in learning

4 Select and use strategies that develop problem solving skills and critical and creative

thinking

5 Provide opportunities that support student’s intellectual, social, emotional and physical

development.

6 Assess student learning to inform the pace and content of teaching and learning for

the whole class and individual students

7 Use teaching activities that incorporate differentiated strategies to meet the specific

learning needs of students across the range of abilities.

7. Material Required

Facilitators will make sure that all required material is available before the start of the session:

Chart, marker, board, pencil, ruler, few coins, few currency notes and textbooks of class

1-5.

of 50

Topic 1: Money, Addition and Subtraction 25 minutes

Objective: Participants will be able to:

3. Explore different techniques to teach students in identifying and adding/ subtracting

different Pakistani coins and currency notes.

Material: Fake/original currency note/photocopies of notes and coins or pictures of

currency notes and coins.

Activity 1: Recognizing money (10 min)

1. Write on board

“What do we use to buy anything (toffee, milk or vegetables) from the

market?”

Expected answer: money, currency, notes, paisay, coins/ sikay etc.

2. Take responses from 2 or 3 participants and conclude by giving following input.

Facilitator’s input:

Tell participants to explain students that every country has its own currency

notes and coins. In Pakistan the currency is known as Rupee(s) that is

written as Rs. These are available in the shape of coins and notes of

different denominations.

Coins Notes

Re. 1, Rs. 2 and Rs. 5 Rs. 10, Rs. 20, Rs. 50, Rs. 100,

Rs. 500, Rs. 1000 and Rs. 5000

3. Show different notes and coins to the participants. Ask them to use similar resources

in the classroom to help students recognize different notes and coins.

Activity 2: Addition of money (8 min)

1. Tell participants that once students have learnt the notes and coins of different denominations then teach them its addition and subtraction through practical examples.

2. Share following examples with teachers:

of 50

Example 1:

You have

Your father gives you Now you have

+

12

+

6

+

30

Example 2:

Amir wants to buy a car which cost Rs. 10 and a truck which cost Rs. 37. What is the

total money he needs to buy two things?

Car Rs. 10

Truck + Rs. 37

Total Rs. 47

3. Tell participants they can use different techniques and examples given from page 93

to 98 of class 1 Textbook (2017-18) to teach addition and subtraction.

Activity 3: Subtraction of money (7 min)

1) Tell participants that we can use similar examples to explain the concept of

subtraction:

of 50

Example 1:

You have

Your have given to your friend Now you have

-

8

-

4

-

10

Example 2:

Amir has total Rs. 47. He spent Rs. 10 to buy a car. How much money is left with him?

Amir has Rs. 47

Car cost - Rs. 10

Money left Rs. 37

Note: Tell participants that they can make a dummy shop in school, ask one

student to act as shopkeeper, give other students some rupees and ask them to

buy things.

of 50

Topic 2: Perimeter and Area 45 minutes


4. Calculate the perimeter and area of different closed geometrical shapes.

2. Identify units used for perimeter and area.

Following topics will be covered under this topic

1) Perimeter:

a) Definition of Perimeter

b) Calculating perimeter of a Square

c) Calculating perimeter of a rectangle

3. Area

d) Definition of Area

e) Calculating area of a Square

f) Calculating area of a rectangle

Material: Chart, marker, white/black board

Activity 1: Perimeter? (15 min)

a) What is perimeter?

1. Draw a box as given in the diagram on the board of

about 24 cm length and 12 cm breadth.

2. Ask participants to calculate the length of its total

boundary.

3. Take few responses (24+12+24+12 = 62)

4. Conclude the discussion by explaining the definition of Perimeter

12

cm

Perimeter

1. Total length of boundary of any closed shape is called ‘Perimeter’

which is 62 in above example. So we can say that:

▪ The perimeter is the length of the outline of a shape.

▪ It is the total distance all around the geometrical figure.

12

cm

24 cm

24 cm

of 50

b) Calculating perimeter of a Square

1. Draw the a square figure on the board and explain the following

to the participants:

a. The length of this square is 6cm.

b. The breadth of the square is also 6cm.

c. The sum of all 4 sides of square will be 6+6+6+6 = 24cm.

2. Hence the perimeter of a square is as follows:

a. Perimeter = length + length + breadth + breadth (6+6+6+6 = 24cm)

b. Perimeter = 4 x length of one side of square (4 X 6 = 24 cm)

3. Write following question on the board and ask participants to solve in their note book.

The length of a square is 12cm. Find the perimeter (P).

Given length of square = 12cm

Find perimeter =?

We know,

Perimeter = 4 X length of one side of square

= 4 X 12

= 48cm

c) Calculating perimeter of a Rectangle

1. Draw diagram on the board/ chart and explain the following

to the participants:

a. The length of this rectangle is 10 cm.

b. The breadth of the rectangle is 6 cm.

c. The rectangle has 2 lengths and 2 breadths.

d. The sum of all 4 sides will be 10+6+10+6 = 32cm

2. Hence the perimeter of a rectangle is as follows:

a. Perimeter = length + breadth + length + breadth (10+6+10+6 = 32cm)

b. Perimeter = 2 x (length + breadth) [2 x (10+6) = 32 cm]

3. Write following question on the board and ask participants to solve in their note book.

▪ The length of a rectangle is 12cm and breadth is 8cm. Find the perimeter (P)

of rectangle.

6 cm

6 cm

6 cm

6 cm

12 cm

12

cm

12 cm

12

cm

10

cm

10

cm

6 cm

6 cm

of 50

Given length of rectangle = 12cm

Breadth = 8cm

Find perimeter = ?

We know = 2 x (Length + Breadth)

= 2 x (12+8)

= 2 x (20)

= 40 cm

4. Practice question:

Now write the following question on the board for participants to solve:

• A boy is asked to run 15 times round the edge of a rectangular field. The length

of the field is 30 m and breadth is 25 m. Find total distance covered by the boy.

(Ans 1650 m, Question from TBB class 5, Question 3 page 161 of unit 8)

Activity 2: Area (15 min)

a) What is Area?


b) Calculating area of a Square

1. Draw a square of 4 cm length of sides and ask the participants what will be the

area of this square.

2. Take a few responses and then use the following

figure to draw the formula:

3. The area of the square is 16 sq. centimeter.

4. This can be calculated as follows:

Area of square = length x length

5. Area of square = 4 x 4 = 16 sq cm

c) Calculating area of a Rectangle

1. Draw a rectangle on the board.

2. The length of rectangle is 4 cm and breadth is 3cm.

3. Shade the rectangle with marker and ask

12cm

8cm

Area

▪ It is the measure of the space occupied by the geometrical figure.

▪ The extent or measurement of a surface or piece of land

4 cm

4 cm

1 cm 1 cm 1 cm 1 cm

1 cm 1 cm 1 cm 1 cm

1 cm 1 cm 1 cm 1 cm

1 cm 1 cm 1 cm 1 cm

of 50

What do we call the shaded part of this shape?

4. Take a few responses.

5. Tell the participants that this covered surface is called area.

6. We measure the area in square units. Hence to calculate area of this rectangle,

we divide the shape into unit squares as given

below:

7. There are 12 squares each one of 1 cm. Hence the

area of the above shape is 12 squares centimeter.

(12 cm²)

8. Conclude the discussion by sharing the formula of

“area of a rectangle” by writing on the board.

Area of rectangle = Length x Breadth

Practice question: Area of a rectangle

1. Similarly, if the length is 7 cm and breadth is 3 cm, then area will be as follows:

2. Use the following examples to calculate the area: If

▪ Length is 5 cm and breadth is 3 cm.

▪ Length is 8 cm and breadth 6 cm.

▪ Length is 10 cm and breadth is 4 cm.

Conclude the activity by sharing the difference between perimeter and area?

Perimeter Area

It is a total distance all around the geometrical

figure

It is the measure of space occupied by the

geometrical figure

The unit of perimeter is cm or meter that it is the

unit of distance.

The unit of area is square cm or square meter

that it is the multiplication of two lengths

Perimeter of square = 4 x length of one side of

square

Perimeter of rectangle = 2 x (length + breadth)

Area of square = length x length

Area of rectangle = Length x Breadth

3 cm

1 cm 1 cm 1 cm 1 cm 1 cm 1 cm

1 cm

1 cm

1 cm

1 cm

1 cm

1 cm

1 cm

1 cm

1 cm

1 cm

1 cm

1 cm

1 cm 1 cm

1 cm 3 cm

7 cm

1 cm 1 cm 1 cm 1 cm

1 cm 1 cm 1 cm 1 cm

1 cm 1 cm 1 cm 1 cm

4 cm

of 50

Practice questions:

Now ask the participants to solve these questions individually on their note books.

a) Courtyard of a house is 10.5 meter long and 7.5 meter wise finds its area.

(Correct answer: 78.75 sq. m)

b) The courtyard of a masjid is 20 meters long and 15 meters wide. Find the

expenditure of flooring the courtyard at the rate of Rs. 250 per square meter.

(Correct answer: Rs. 75000)

c) Mr. Sharif wants to lay a new carpet in his office room. The dimensions of the

room are 14 feet wide and 18 feet long. There is a 1X1 feet pillar on one side of

the room. If rate of the carpet is Rs.71.25 per square feet, calculate total cost of

the carpet. Mr. Sharif can buy the carpet according to exact measurement of the

room.

Note: calculator is not allowed.

(Correct answer: PKR.19443)

of 50

Topic 3: Information Handling 45 minutes


1. Draw block graphs or column graphs (vertically and horizontally).

Material: Chart, marker, white/black board

Activity 1: Graph (5 min)

1. Write on board

“What is graph and why do we use it?”

2. Note their responses on board.

3. Ask the participants what are the various types of bar graph?

4. Note their responses on board.

5. Concude the discussion by sharing:

Activity 2: Picture Graph (5 min)

1. Introduce picture graph with the help of following example:

2. Explain that we use different pictures as symbol that represent specific quantity.

3. Draw the following picture graph on the chart/ board (you can write the name of

animals on the picture (col 1= cows; col 2=Sheep, Col 3 = goats, Col 4= buffaloes,

Col 5=horses)

Graph:

▪ A graph allows us to see how two or more different pieces of

information are related.

▪ There are different types of graph used for different purposes. These

include:

a) Picture graph (class 3 topic)

b) Bar graph (class 4 topic)

c) Line graph (class 4 topic)

d) Block or Column graph (class 5 topic)

of 50

Example from Textbook class 3 2018-19 page 135

4. Tell participants that in the above graph, each animal picture represents 2 animals.

5. Ask following questions:

a) How many of each of these animals does Tariq have?

Cow = 10

Sheep = 14

Goats = 18

Buffaloes = 8

Horses = 4

b) How many more sheep are there than the horses? (Ans. 10)

c) How much fewer buffaloes are there then the goats? (Ans.10)

Activity 3: Bar Graph (10 min)

1. Introduce bar graph with the help of following example:

Teacher asked his student Iftikhar to gather following information:

“How children come to school”

a) He asked 170 children in the school and found the following results:

▪ 50 children come through bus

▪ 30 children use their own bicycle

▪ 20 children come on car with their father

▪ 70 children walk to reach school

(Example from Textbook class 4, 2017-18, page 198)

of 50

2. Tell participants that Bar graph are of two types:

Type 1: Horizontal and 2) vertical

a. Horizontal Bar Graph

3. Explain participants that each block in the table below represent 10 children

4. Draw the below graph/ table on the board/ chart and explain it to participants.

b. Vertical Bar Graph

5. Now explain that Iftikhar showed the same information in a vertical form.

6. Draw the below graph/ table on the board/ chart and explain it to participants.

7. Again each block represents 10 children

Stu

de

nts

: E

ach

blo

ck

rep

rese

nt

10 s

tud

ents

70

60

50

40

30

20

10

Bus Bicycle Car On

Foot

Means of reaching school

10 10 10 10

10

10

10

10

10

10

10 10 10 10 10 10 10

of 50

8. Now ask participants do both the graphs show the same information?

9. Take a few responses and conclude the session.

Activity 4: Interpreting a Bar Graph (5 min)

1) Draw the following graph and ask participant to answer the below questions on their

notebooks.

2) First draw horizontal and vertical lines which intersects each other at point 0.

3) Tell participants that these lines are called axes.

4) On the vertical axes write the years and on the horizontal axes write the no of

students.

5) Now draw the bars and ask the below practice questions.

Example from Textbook class 4, 2017-18 example 1 page 199

of 50

Activity 5: Reading and Interpreting Line Graph (10 min)

1. Use following example to introduce Line graph.

2. Draw the table on the board/ chart

Akram made a journey on a bicycle. The distance covered in different time

interval has been on shown in the below table.

Time

(O clock)

7

8

9

10

11

12

Distance

(in kilometres)

0

5

10

20

20

25

Example from Textbook class 4, 2017-18 example 5 page 206

3. First draw horizontal and vertical lines which intersects each other at point 0. These lines are called axes.

4. On the vertical axes write the Distance in kilometres and on the horizontal axes write the Time in hours.

5. Now plot the above table on the graph as shown in Graph A.

6. Then join the points A to B to E with a line as shown in Graph B.

7. Make two separate graphs to explain the participants.

Graph A Graph B

of 50

8. Now explain the Graph A first.

▪ In Graph A points show information.

▪ The point B shows that 5 kilometres had been travelled by 8 o clock

▪ The point C shows that 10 kilometres had been travelled by 9 o clock.

▪ Similarly point D shows that 20 kilometres had been travelled by 10 o clock.

9. Now explain Graph B

▪ The same points have been joined with line segment

▪ These line segments show the change.

▪ The line segment BC shows that a distance on 5 kilometres was travelled

between 8 o clock and 9 o clock.

10. Now ask following questions with the participants:

Q-1: What does the point F shows?

Q-2: How much distance was travelled from 10 o clock to 11 o clock?

Q-3: How much distance was travelled from 11 o clock to 12 o clock?

Q-4: Which line segment shows a distance of 10 kilometres travelled in one

hour?

Activity 6: Block or Column Graph (10 min)


Bar graphs are generally drawn to show comparison of similar quantities. For

example number of children in different classes of a school, marks obtained in

various subjects, or produce of different crops.

2. Explain the Block graph with the help of below example:

3. The following table gives the information regarding the annual profit of a company.

of 50

4. Now follow the below steps and draw the Bar graphs

5. Ask few questions about the graph:

Q-1: What was the profit in 2011?

Q-2: In which year has company highest profit?

Q-3: In which years the profit was same?


Conclude the session by giving following activities:



2. Facilitator should advise teachers to utilise their PDD learning(s) in classrooms.







contentspitekp.gov.pk/pite/images/cpd-material/session plan pdd 6-final.pdf · plan. 8 make sure...

Documents