Class: __V _ Subject: Math Topic: Number properties Date: 12th - 19th October 2015 Ms.

Anadil
Hussain
Objectives Plan (Methodology) Time Resources Assessment
70 min
By the end of the Mental Math: 10 min  Mini Students will be
lesson the students  331 + 40 white assessed on their
should have ;  12 x 3 board ability to;
 55 divided by 5
 Recognized the  What is 10 less than 77?  Recognize the
highest common  6 x 11 highest
factor from  Total 43 and 17. common factor
factors.  What is the difference between 220 and 25? from factors.
 Find prime  88 divided by 4  Find prime
numbers by numbers by
 15 x 3
solving factor solving factor
 What is the sum of 34 and 16?
trees. trees.
Starter Activity: (Group activity) 10 min
 Written prime  Write prime
 Students in groups will solve Q2 (d-h) in Pupil’s book page # 20 to
factors as square factors as
find the highest common factor.
numbers. 10 min square numbers.
Main Activity: ( Teacher’s demonstration)
 Factors of 64, 110 and 48 will be written on the white board with by
. taking student’s responses. Through their oral
 Ask students about the common factors between the numbers 64, 110 responses, group
and 48. (1 and 2) work, whole class
 Students will be asked to tell about the factors of these common discussion,
factors i.e. 1 and 2. feedback and
 Students will be encouraged to think that as 2 has only two factors (1 written work.
and itself), such a number is called prime number and such a factor is
called prime factor.
 Students will be asked to give examples of other possible prime
factors. (i.e. 2,3,7,11,13 etc.)
 Students will be asked if 1 is a prime factor or not.
Whole class discussion: 10 min
 Factor tree of 36 will be drawn on the board.
 Student’s responses will be taken to complete the factor tree.
  Students will be encouraged to write the prime factors as square
numbers i.e. 32 x 22 = 36
 Another factor tree of 56 will be drawn on the board by gathering
student’s responses.
Written Work: (Individual Task) 20 min
 Students will solve Pupil’s book page # 21 Q3 (a, b) and Q4 (b, c, d)
in their pamphlets.
Plenary: 10 min
 Students will be divided in groups.
 Each group will give a number to other group for making a factor
tree and finding prime factors of that number.
 Feedback will be taken regarding their group work.
H.W:
 Solve Q4 (a) of Pupil’s book page # 21 in HW pamphlet.
Evaluation of Student Learning Evaluation of Teaching
 What did the children learn in this lesson?  If you were to teach this lesson again, what would you do
differently?
(Comment on any ONE aspect of your teaching or planning)
____________________________________________________________________ _________________________________________________
 What did they actually do? Or what were they not able to do / understand?
___________________________________________________________________ _________________________________________________

____________________________________________________________________ _________________________________________________

____________________________________________________________________ _________________________________________________

____________________________________________________________________ _________________________________________________
Class: _V _ Subject: Math Topic: Fractions Date: 12th - 19th October 2015 Ms. Anadil
Hussain
Objectives Plan (Methodology) Time Resources Assessment
70 min
By the end of the Mental Math: 10 min  Mini Students will be
lesson the students  6x3 white assessed on their
should have ;  12 x 2 board ability to;
 8x6  A4
 Differentiated  9x9 sheet  Differentiate
between proper  3x7 between proper
and improper  5x8 and improper
fractions.  7x7 fractions.
 Changed  2 x 11  Change
improper improper
 4x9
fractions to mixed fractions to
 6x7
numbers. mixed numbers.
Starter Activity: (Individual) 10 min
 Changed mixed  Change mixed
 Each Student will be given an A4 sheet, half of which they will color.
numbers to numbers to
improper  Students will be asked to fold the paper one time and write down the improper
fractions. fraction of the colored area (1/2) in their paper. fractions.
.  Students will fold the paper one more time and write the fraction of
colored area again (2/4). Through whole
 Students will fold the paper again and again to write the fraction of class discussion,
colored area until the paper is folded completely. feedback and
Main Activity: (Whole class discussion) 15 min written work.
 Two fractions will be written on the board, 3 and 4 .
4 3
 Students will be asked to differentiate between these two fractions.
 Students will be asked to divide the improper fraction (4/3) on their
mini white boards.
 It will be discussed that for making an improper fraction as a mixed
number, the fraction is divided. The quotient is written as a whole
number, whereas the remainder is written as the numerator and the
dividend as the denominator.
 Students will be asked how they can make the mixed number again
an improper fraction.
 Encourage them to think that to make a mixed number again an
improper fraction, the denominator of the mixed number is
multiplied with its whole number and added with the numerator.
  Ask students to write 13/4 as a mixed number and 72/5 as an improper
fraction on their mini white board.
Written Work: (Individual Task)
25 min
 Students will solve Pupil’s book page # 28 Q1 (b-f) and page # 29 Q2
(b-f) in their pamphlets
Plenary:
10 min
 Students will solve the following questions on their mini white
board:

6/4

2 1/6

12/11

Evaluation of Student Learning Evaluation of Teaching

 What did the children learn in this lesson?
____________________________________________________________________
 What did they actually do? Or what were they not able to do / understand?
___________________________________________________________________
 If you were to teach this lesson again, what would you do
differently?
(Comment on any ONE aspect of your teaching or planning)
_________________________________________________
_________________________________________________

____________________________________________________________________ _________________________________________________

____________________________________________________________________ _________________________________________________

____________________________________________________________________ _________________________________________________
Class: _V _ Subject: Math Topic: Fractions Date: 12th - 19th October 2015 Ms. Anadil
Hussain
Objectives Plan (Methodology) Time Resources Assessment
70 min
By the end of the Mental Math: 10 min  Paper Students will be
lesson the students  Share 9 marbles equally between 3 children. How many do each of ball assessed on their
should have ; them get?  Bowl ability to;
 A dozen eggs means 12 eggs. What is half a dozen?
 Added and  What was the date 7 days ago?  Add and
subtracted  A kitten weighs 100 grams at birth. 2 weeks later, it has gained 15 subtract
improper grams. What is the new weight? improper
fractions and  Mr. Ali has 12 History books and 14 Science books. How many fractions and
mixed numbers. books he has in total? mixed numbers.
 Rija does 5 sums every day. How many sums does she do in 1 week?
.  How many bunches of 4 can be made from 8 flowers?
Through their oral
 How many road wheels are there on 3 cars?
10 min responses, game of
Starter Activity: (Game)
fractions, whole
 Students will be divided in groups.
class discussion,
 Every member of the group will be given different attempts to throw feedback and
a paper ball in a bowl kept at the center of the class. written work.
 The fraction of ball thrown correctly in the bowl out of total attempts
given to that student will be written for every group.
 Each member of the group will get a turn to throw the ball in the
bowl.
 The group with the biggest fraction will win.
Main Activity: ( Whole class discussion) 15 min
 I will ask students if they can add 3/7 and 3/14.
 Students will be encouraged to think that only like fractions can be
added or subtracted together (fractions with same denominators.)
 Ask students how can they make the denominators of the above
fractions same? Can they make 7 as 14 or 14 as 7?
 Encourage them to derive that 7 can be made 14 by multiplying it
with 2.
 Ask students if the numerator (3) of the fraction should also be
multiplied with 2 as the denominator (7) is multiplied to make the
fractions like.
 Encourage students to think that whatever is done in denominator, is
 also done in numerator.
 After making the fractions like (6/14 and 3/14), ask students if they
can easily add the two fractions or not.
 Following examples will be solved on the board:
 Add 1/3 and 11/12
 Subtract 3/7 from 3 4/5.
Written Work: (Individual Task) 25 min
 Students will solve Pupil’s book page # 29 Q3 (c-f) and Q4 (c-f)
Plenary: 10 min
 Feedback will be taken and answers will be discussed.
H.W:
 Solve pupil’s book page 29 Q3 (a-b) and Q4 (a-b) in H.W. pamphlets.
Evaluation of Student Learning Evaluation of Teaching
 What did the children learn in this lesson?  If you were to teach this lesson again, what would you do
differently?
(Comment on any ONE aspect of your teaching or planning)
____________________________________________________________________ _________________________________________________
 What did they actually do? Or what were they not able to do / understand?
___________________________________________________________________ _________________________________________________

____________________________________________________________________ _________________________________________________

____________________________________________________________________ _________________________________________________

____________________________________________________________________ _________________________________________________
Class: _V _ Subject: Math Topic: Fractions Date: 12th - 19th October 2015 Ms. Anadil
Hussain
Objectives Plan (Methodology) Time Resources Assessment
70 min
By the end of the Mental Math: 10 min  Loop Students will be
lesson the students  9x3 cards assessed on their
should have ;  2 x 14 ability to;
 9x6
 Converted unlike  3 x 13  Convert unlike
fractions into like  3x8 fractions into
fractions.  7x4 like fractions.
 Added and  12 x 5  Add and
subtracted two or  11 x 10 subtract two or
more than two more than two
 4x9
fractions. fractions.
 6x7
10 mins
Starter Activity: (Loop cards)
Through their oral
 Students will be given loop cards of addition individually. responses, whole
 Loop cards activity of addition will be played. class discussion,
Main Activity: (Group work) 15 min
feedback and
 Start the lesson by linking with previous lesson. written work.
 Ask students if they can add 9/35 and 3/10?
 Why can’t they do that?
 What can they do for adding these two fractions together?
 By taking student’s responses, make the denominators of the two
fractions like.
 Ask students if the change is only applied to denominator or to both
denominator and numerator.
 With student’s feedback, add the two fractions after making them
like.
 Repeat the above procedure for the following examples:
 9/10 – 5/6
 1/3 + ¼ + 1/5 + 1/6
Written Work: (Individual Task) 25 min
 Students will solve Pupil’s book page # 26 Q1 (e-h), Q2 (e-h) and
page # 27 Q3 (a-b) in pamphlets.
Plenary: 10 min
 Students will swap pamphlets with their fellows and check their work
 with a pencil.
H.W:
 Solve pupil’s book page 26 Q1 (a-c) and Q2 (a-c) in H.W. pamphlets.
Evaluation of Student Learning Evaluation of Teaching
 What did the children learn in this lesson?  If you were to teach this lesson again, what would you do
differently?
(Comment on any ONE aspect of your teaching or planning)
____________________________________________________________________ _________________________________________________
 What did they actually do? Or what were they not able to do / understand?
___________________________________________________________________ _________________________________________________

____________________________________________________________________ _________________________________________________

____________________________________________________________________ _________________________________________________

____________________________________________________________________ _________________________________________________