MIDTERM

SYLLABUS
MATHEMATICS
CLASS: III
BOOK: MATHS
WISE
EDUCATION TRUST NASRA PRIMARY
SCHOOLS
TOPICS OF MIDTERM
MATHEMATICS
CLASS: III
I. NUMBERS
II. NUMBERS OPERATION
III.MEASUREMENT
IV. GEOMETRY: SHAPES
TOPIC: NUMBERS

UNIT: TWO

CLASS: III

BOOK: MATHS
WISE
 EDUCATION TRUST NASRA PRIMARY SCHOOLS
LESSON PLAN
SUBJECT: MATHS
GRADE: III
LESSON TITLE: NUMBERS
UNIT: 1
LESSON DURATION:
COGNITIVE LEVEL: KNOWLEDGE, UNDERSTANDING, APPLICATION
STRATEGIES: VISUAL, IMAGES
PURPOSE: to recognize and write Roman numerals
• to identify odd and even numbers within
a sequence
• to identify place value up to 6-digit
numbers (100,000)
• to introduce number names, expanded
forms, and place value up to 6 digits
• to compare and sequence numbers
OBJECTIVES 1.1.1 Identify the place values of numbers
(SLO’S): up to 6 digits and numbers up to 100,000.
1.2.1 Read and write given numbers in
numerals and in words
1.2.2 Write numbers in expanded and in
shortcut form.
1.3.1 Define symbols
1.3.2 Compare two numbers using symbols
(<,>, =)
1.3.3 Write the predecessor and successor
of the following numbers
 1.3.4 Make smallest and largest number
by using given digits.

1.3.5 Arrange the given number in

ascending and descending order.
1.3.6 Apply given condition to complete
the number sequence and number pattern
1.4.1 Define even and odd numbers
1.4.2 identify even and odd numbers
within given limits
1.4.4 write even and odd numbers within
given sequence
1.5.1 Describe the rules of making Roman
numbers.
1.5.2 Identify read and write roman
numbers up to 50
1.5.3 convert Arabic numbers into roman
numbers and vice versa.

MATERIAL: WHITE BOARD.

INTODUCTION:

ROMAN NUMBERS:
Roman numerals are defined as
combinations of the letters I, V, X, L, C, D
and M which are used in various orders to
stand for a specific number. An
 example of a Roman numeral is IX which
stands for the number 9.

DEVELOPMENT: The students should able to:

• identify commonly-used Roman
numerals
• recognize even and odd numbers up to
99 in a given sequence
• demonstrate understanding of place
value in numbers of up to 6 digits
• use the <, >, and = symbols correctly to
compare 2 numbers.
• order and sequence numbers.
EVALUATION: Evaluation exercises are done ahead
EXTENSION Do the following expanded form exercise:
ACTIVITIES:

HOME Home assignment are given ahead.

ASSIGNMENT:
EVALUATION: Evaluation questions are given ahead.
 Place value chart
1.1.1 Identify the place values of numbers up
to 6 digits and numbers up to 100,000.

9 1 3 4 6 2

H.TH Ten Thousand Hundred Tens Ones

 Thousand
* * * * * *
* * * * *
* * * *
* * *
* *
* *
*
*
*
So we can read it as Nine hundred and thirteen thousand four hundred and sixty
two.
6 DIGIT NUMBERS:
SLO #1.2.1 Read and write given numbers in numerals and in words:
Q. Read and write given numbers in numerals and in words:
1. 96,000 = Ninety-six thousand.
2. 476,940=four hundred and seventy-six thousand nine hundred
and forty.
3. 705,900= seven hundred and five thousand nine hundred.
4. 512,000= ____________________
5. 872,410 = ____________________
129,462 = ____________________
Q. Write the following in numerals:
1. Ninety-one thousand six hundred and fifty-two
91652
2. One hundred thousand.
100,000
3.Five hundred and five thousand five hundred and five.
505,505
4. One hundred and twenty-three thousand six hundred and two.
___________
5.Eight hundred and one thousand six hundred and one.
____________
6.Four hundred and one thousand six hundred and one.
_____________
7.Seven hundred and two thousand one hundred and ninety-nine.

______________

SLO #1.2.2
Write numbers in expanded and in shortcut form.
1. 576432 = 500,000+70,000+6000+400+30+2.
2. 245367=200,000+40,000+5000+300+60+7.
3. 89423=80,000+9000+400+20.
4. 4507=4000+500+00+7.
5. 907654=900,000+00000+70,00+600+50+4.
Q. Short form or cut form:
1.800,000+70000+0000+200+80+6=870286.
2.900000+50000+4000+300+70+5=954375.
3.20000+1000+000+00+3=21083.
4.9000+200+40+7=9247
5.600000+4000+200+70+6=604276.
COMPARING AND ORDERING THE NUMBER:
1.2.1 DEFINE SYMBOLS
Q. Define symbols
SYMBOLS: Symbols are sign to compare two numbers. Two numbers are:
1. > ----- greater or more
2. < ----- less or small
3. = ----- equal or same

1.3.2 Compare two numbers using symbols ( <,>,= )

Q. Insert <, >, =
1. 76540 _____ 76504
2. 185200 _____ 184200
3. 1000+100+10 _____ 1110
4. 8000+800+2 _____ 882
5.65438 _____ 654380
SLO # 1.3.3 WRITE PREDESSOR AND SUCCESSOR OF EVERY NUMBER.
PREDECESSOR: Number that comes before a given number like for 100 its
predecessor is 99.
SUCCESSOR: Number that come after a given number like for 100 its successor is
101.
Q. Write the predecessor and successor of the following numbers:
1. 900
2. 9000
3. 799
4. 10,000
5. 750
6. 300
7. 100
SLO # 1.3.4 Make smallest and largest number by using given digits.
Q. Make smallest and largest number by using given digits
1. 1,5,6,2,2,3,7
Largest number = 765321
Smallest number = 123567
2. 3,8,6,2,9,1
Largest number = 986321
Smallest number = 123689
1.3.5 ASCENDING ORDER AND DESCENDING ORDER:
ASCENDING ORDER: It means to write from smaller number to greater number

Q. Write in ascending order:

1. 478,346,580,245,711
Ans: 245,346,478,580,711.
2. 3050,1050,6050,4050,2050
Ans: 1050,2050,3050,4050,6050.

DESCENDING ORDER:It means to write from greater to smaller number.

Q.Write in descending order:

1. 576,354,765,250,675
Ans: 765,675,576,354,250
2. 2700,570,27000,870,57000
Ans. 57000,27000,2700,870,570.
1.3.6 APPLY GIVEN CONDITION TO COMPLETE THE NUMBER SEQUENCE:
SEQUENCE:It means to write numbers in given pattern.
Write numbers within given sequence.
1. 2642,2644,2646,2648,2650,2652,2654.
2.4393,4396,4399,4499,4402,4405,4408.
3. 100,200,300,400,500,600,700.
4.190,180,170,160,150,140,130,120,110.
5.4400,5400,6400,7400,8400,9400.
1.4.1 EVEN AND ODD NUMBERS
EVEN NUMBERS:
Even numbers are those numbers which are divisible by 2.
Or
The numbers which are divisible by 2 are called Even numbers
For e.g.: 2,4,10,20,30,34,46,58,100 etc.
Odd numbers:
Odd numbers are those numbers which are noy divisible by 2.
Or
The numbers which are not divisible by 2 are called Odd numbers.
For e.g: 1,3,5,7,11,17,29,35 etc.
Note: 0 is also an even number because the number which has a zero in it are
divided by 2 then we get no remainder.
1.4.2 Identify even and odd numbers. (up to 4-digit numbers)
Q. Identify even and odd numbers:
1. 9642 = Even
2. 1394 = Even
3. 4360 = Even
4. 5291 = Odd
5. 6455 = Odd
6. 1460 = Even
7. 1000 = Even
8. 9149 = Odd
10. 6346 = Even
1.4.3: Write even and odd numbers within given limits.
Q. Write even numbers which are greater than 4 but less than 18.
Ans. 6,8,10,12,14,16
Write even numbers which are multiples of 3.
Ans. 6,12,18,24,30,36,42,48,56,60.
Write odd numbers less than 29.
Ans. 1,3,5,7,9,11,13,15,17,19,21,23,25,27
Write 6 odd numbers which are multiples of 9.
Ans. 9,27,45,63,81,99.
1.4.4 Write even and odd numbers in the given sequence.
Q. Write in in sequence:
1. 15 ,20 ,25 ___, ___, 40.
2. 210, 220, ___ ,240, ___,260.
3. 3055, ___, 5055, ____.
4. 1002, 1004, ___, 1008.
1.5.1 ROMAN NUMBERS
ROMAN NUMBERS:
Roman Numbers are those numbers which are used in ancient
Rome. They used alphabets to represent some numbers also.
1.5.2 Write Roman number up to 50
Arabic Numbers Roman Numbers

1 I
2 II
3 III
4 IV
5 V
6 VI
7 VII
8 VIII
9 IX
10 X
11 XI
12 XII
13 XIII
14 XIV
15 XV
16 XVI
17 XVII
18 XVIII
19 XIX
20 XX
21 XXI
22 XXII
23 XXIV
25 XXVI
27 XXVII
28 XXVIII
29 XXIX
30 XXX
31 XXXI
32 XXXII
33 XXXIII
34 XXXIV
35 XXXV
36 XXXVI
37 XXXVII
38 XXXVIII
39 XXXIX
40 XXXX
41 XXXXI
42 XXXXII
43 XXXXIII
44 XXXXIV
45 XXXXV
46 XXXXVI
47 XXXXVII
48 XXXXVIII
49 XXXXIX
50 L

1.5.3 Q. Convert Arabic numerals into roman numbers and vice versa.
Roman number Arabic number
IX 9
IV 4
V 5
I 1
VI 6
VIII 8
XI 11
XIX 19
XX 20
XII 12
XIV 14
L 50
C 100
D 500
M 1000

Q. Write these numbers using Roman numerals:

a. 3 = ________ b. 15 = ________
c. 12 = ________ d. 20 = ________
Q. Write these numbers using Arabic numerals.
a. IX = ________ b. XIII = _______
c. XVI = _______ d. VII = ________
Q MCQS:
1. The Arabic numeral for V+I is:
a. 7
b. 6
c. 5
d. 4
2. Roman numbers are used in:
a. Greek
b. French
c. German
d. Roman

3. The roman numeral for 3 + 5 is:

a. V
b. IV
c. VIII
d. VI

4.Even numbers are those numbers which are divisible by

a. 3
b. 4
c. 2
d. 1
6. The next two numbers of the given sequence is 20010,20020, _____,
_____,20050.
a. 20030,20040
b. 20040,20050
c. 20020,20030
 d. 20030,2004

7. The numbers which are not divisible by 2 are called:

a. Roman numbers
b. Whole numbers
c. Odd numbers
d. Even numbers
8. Odd numbers generally ends with:
a. 3,5,7
b. 1,2,4
c. 2,4,6
d. 3,4,6
 CHAPTER:
MEASUREMENT
(LENGTH AND
TIME)
UNIT: 5
GRADE III
BOOK: MATHS
WISE

EDUCATION TRUST NASRA PRIMARY SCHOOL

LESSON PLAN
SUBJECT: MATHEMATICS
GRADE: III
LESSON TITLE: MEASUREMENT (LENGTH & TIME)
UNIT: 5
LESSON DURATION: 45 MINUTES
STRATEGIES: Visual, grouping
PURPOSE: TIME
LENGTH 45
• to introduce metric measurements and their units minute
• to compare, add, and subtract units of length, weight, and s
capacity
TIME:
• to explain how to tell the time using a.m./p.m.
• to explain the midnight, midday, midnight sequence
• to introduce digital and analogue clocks
• to practice adding and subtracting hours
• to read and write dates from a calendar
OBJECTIVES: S.L.0) 45
LENGTH: minute
3.1.1 Learn the concept of distance in terms of length s
3.1.2 Read and write the standard unit of length, kilometer, 45
millimeter, meter, centimeter (km, mm, m, cm) minute
s
3.1.3 Measure and write the length of different objects (mm, cm) 45
minute
s
3.1.4 add and subtract measure of lengths in same units with and 45
without activities minute
s
3.1.5 solve real life problems involving length by using different 45
activities. minute
s
TIME:
3.2.1 use a.m. and p.m., and mid night to mid-day to mid night
sequence to record the time from 12 hour clock
3.2.2 Read and write time from analog and digital clock
3.2.3 add and subtract hours
3.2.4 solve real life problems involving time
RESOURCES(MATERIAL) 45
• computer minute
• measuring tape s
• weighing scale
• measuring cylinder/cup
• articles to be measured
• wooden clock face
• stopwatch
• calendar for current year

INTRODUCTION/MOTIVATION:

EXPLANATION:
LENGTH:
Length is to find the height and breath of anything
Or
Length means to measure the height and distance of different object
or place.

WE MEASURE THE LENGTH IN:

1. Millimeter = MM
2. Centimeter = CM
3. Meter = M
4. Kilometer = K>M
Length of small objects is measured in millimeter like box,
pencil
Define Time:
We use am/pm to check what time is it?
AM means Anti meridian (between midnight and noon)
PM means Post meridian (between noon and mid night).
We use am in morning or after midnight and pm is used in night or
after 12 noon
The clock has minute hand and hour hand
1 hour = 60 mins
1 min = 60 sec

EVALUATION:

Evaluation exercise are done on next pages.

EXTENSION ACTIVITIES :
HOME ASSIGNMENT:
Home assignment are mentioned on next pages.
LENGTH:
Length is to find the height, breath or width of anything.
SLO NUMBER: 3.1.1 LEARN THE CONCEPT OF DISTANCE IN TERMS OF LENGTH
We can measure distance in terms of length .For e.g Distance between
Karachi and Hyderabad Jinnah road and Shaheed road is measured in length.

SLO NUMBER :3.1.2 READ AND WRITE THE STANDARDUNIT OF LENTH ,

KILOMETER , MILLIMETER , METER CENTIMETER , (KM , MM , M CM )
The basic units of length are Kilometer, meter and centimeter.
Km stands for Kilometer. (greater than meter)
M stands for meter (less than km)
Cm stands for centimeter. (less than m)

1 m = 100 cm.
1 km = 1000 m
We use measuring tape or scale to measure length.
SLO NUMBER: 3.1.3 MEASURE AND WRITE THE LENGTH OF THE FOLLOWING
OBJECTS:
 1. Your ruler: 2. Your Table:

_______ cm ______ cm

3 Your Pencil: 4 Your T.Shirt

________ cm __________ cm

ADDITION AND SUBTRACTION

 SLO NUMBER: 3.1.4 ADD AND SUBTRACT MEASURE OF LENGTH IN SAME
UNITS WITH AND WITHOUT CARRY/BORROW.

Q. ADD THE FOLLOWING:

EVALUATION:

1.4m36cm + 6m27cm
Solution:
4m 36 cm
+ 6m 27 cm
10m 63 cm
2. 4km 55cm + 2km 65 cm
2m 25 cm
+ 44 cm
_________
3. 2m 25 cm + 9m 68 cm
2m 25 cm
+ 9m 68 cm
________

HOME WORK:
Do the following questions in your copy:
1. 4km 55 cm + 2 km 65 cm
2. 6 m 50 cm + 9m 32 cm

Q. SUBTRACT THE FOLLOWING:

 EVALUATION:
Q. SOLVE THE FOLLOWING:

1. 3m 55cm – 1m 45 cm

3m 55 cm
- 1m 45 cm
2m 45cm

2. 7m 56 cm – 6m 52 cm
3. 1m 89 cm – 64 cm
HOME WORK:
Do the following questions in your copy.
1. 1 km 92 cm - 92 cm
2. 9km 54 cm – 6 km 39 cm

WORD PROBLEMS
SLO NUMBER 3.1.5: Solve real life problems involving length by using different
activities.
Evaluation:
Q1. An electric train travelled 1 km 400 m from one station to another. What is
the distance in meters?
Q2. The distance between the boat and coast is 2350. What is the distance in km
and m?
Q3. The height of neem tree is 1690m and the height of mango tree is 140 m.
what is the difference in their height?
HOME WORK:
Do the following questions in your copy.
Q1. Jane has 95 cm piece of cloth. He cuts 72 cm of it. How much ribbon is left?
Q2. Ali s copy is 92 cm and Asim’s copy is 23 cm. What is the total length?

ACTIVITY
 MCQS
Q. Choose the correct answer:
1. Addition means to:
a. join numbers.
b. separate numbers.
c. to double the numbers.
d. to make predecessor.
2. Another word which can be used in place of subtraction is:
a. Add.
b. Altogether.
c. Subtraction.
d. Product
3. There are 1000 men, 500 women, 250 children in a concert. How many
persons are there altogether?
a. 1500.
b. 1750.
c. 1700.
d. 1600.
4. The difference between 1000 and 500 is:
a. 600
b. 500
c. 300
d. 400
5. 1430+6342
a. 7723.
b. 7769.
c. 7770.
d. 7772.
6. Length means to measure:
a. only height.
b. only breath.
c. both height and breath.
d. No height or breath.
7. 2 km =
a. 3000m.
b. 2000m.
c. 2500m.
d. 4000m.
8. We can measure distance in terms of:
a. length.
b. surface.
c. Area.
d. Perimeter.
9. 1500 km =
a. 1km 500 m.
b. 1 m 500 m
c. 1 cm 500 cm
d. 1 km 500 cm

10. Rainfall measured in :

a. Km.
b. Cm.
c. m.
d. mm.
 TIME
SLO # 3.2.1 USE AM AND PM TO RECORD THE TIME FROM 12 HOUR
CLOCK.
Define Time:
We use am/pm to check what time is it?
AM means Anti meridian (between midnight and noon)
PM means Post meridian (between noon and mid night).
We use am in morning or after midnight and pm is used in night or after 12 noon
The clock has minute hand and hour hand
1 hour = 60 mins
1 min = 60 sec

SLO # 3.2.2 READ AND WRITE TIME FROM ANALOG AND DIGITAL CLOCK:
Read time and write the answer in 12 hours:
a. 17:53 = _______
b. 21:00 = _______
c. 23:30 = _______
d. 17:37 = _______
e. 16:22 = _______
SLO# 3.2.3 ADD AND SUBTRACT HOURS
Slo #3.2.4 SOLVE REAL LIFE PROBLEMS INVOLVING TIME.
WORD PROBLEMS:
Q.1 The children started painting at 3 pm. They finished painting at 4:30
pm. How long did they spend time on painting?
Q2. Pakistan is 4 hours ahead of London. If the time in Pakistan is 8
o’clock the n what will be the time in London.

HOME WORK:
Q1. The boys started playing at 9:45am. They had played for 55 min. At
what time did they stopped playing?

MCQ’S
Q. Choose the correct answer:
1. Am is used in
a. noon
b. night
c. evening
d. morning

2. Pm means
a. post meridian
b. pre meridian
c. primary meridian
 d. prime meridian

3. Am means
a. Ante meridian
b. Post meridian
c. Secondary meridian
d. After meridian

4. A digital clock shows 18:53. what will be time in analogue clock.

a. 04:53
b. 05:53
c. 06:53
d. 07:53

5. What time does the clock shows

a. Quarter past 2
b. Quarter to 2
c. Half to 2
d. 2 o’clock
 CHAPTER:
GEOMETRY
(SHAPES)
UNIT: 7
GRADE III
BOOK: MATHS
WISE
 EDUCATION TRUST NASRA PRIMARY SCHOOL
LESSON PLAN
SUBJECT: MATHS
GRADE: III
LESSON TITLE: GEOMETRY (SHAPES)
UNIT:7
LESSON DURATION: 45 Minutes

COGNITIVE LEVEL: KNOWLEDGE, UNDERSTANDING, APPLICATION.

STRATEGIES: VISUAL, IMAGES

PURPOSE Students will be able to: Time

• differentiate between a line and a line segment
• define a point
• draw triangles and quadrilaterals using a ruler and a
pencil
• recognize circles in nature and work with components
of circles
• draw a circle of a given radius
OBJECTIVES 4.1.1 Identify and classify the following geometrical
lines (with symbols), point, Line, Ray, Line
SLO: segment, Perpendicular, parallel Line,
Intersecting lines
4.1.2 Draw and measure line segment with given
measurement. (cm ,mm)
4.2.1 Recognize the plane shapes. (square, rectangle,
circle, triangle, diamond, kite, arrow head)
4.2.2 Apply all above the concepts of geometrical
shapes with real life example.
4.3.1 Differentiate between plane and solid shapes
4.3.2 Identify the solid shapes. (cube, cuboids,
Cylinder, cone and sphere)
4.3.3 Apply the concepts of solid shapes on real life
 Examples.
MATERIAL: Geometry tools, ruler, shapes, white board.
Motivation: to introduce of the concept of lines and ray
• to demonstrate how to draw triangles
• to introduce the circle and identify its components
DEVELOPMENT This unit introduces several geometrical concepts : a
point, a ray, a triangle ,perpendicular lines , parallel line
: etc
Definition of these geometrical lines are following
1) POINT: It is small dot and it has no length or
breath.
2) Line: A line is a set of points which can be extended
on both sides.
3) Ray: A line with one end point is a ray.

Detailed definitions with example are shared ahead.

EVALUATION: Evaluation exercises are shared ahead.

EXTENSION
ACTIVITIES:

DIFFERENCE BETWEEN LINE, LINE SEGMENT AND A RAY:

HOME Home assignment are given ahead.
ASSIGNMENT:

GEOMETRY CHAPTER: SHAPES

SHAPES. SLO # 4.1.1 : To identify geometrical lines with symbols

i. POINT: It is a small dot or point.
Example (·)
ii. Line: It is a set of points or it is shortest distance between two points.
Example:
iii. Ray: A line with one end point is a Ray.
Example:
iv. Line segment: A line makes two end point is a line segment.
Example:
 v. Perpendicular line: Aline that makes 90 ° angle or a right angle is a
perpendicular line.
Example:

vi. Parallel line: Lines that never meet are parallel lines. These lines are at
equal distance from each other.
Example:

vii. Intersecting lines: When two or more lines cross each other in a
plane, they are called intersecting lines. The intersecting
lines share a common point, which exists on all the intersecting
lines, and is called the point of intersection.
Example:

SLO # 4.1.2 DRAW AND MEASURE LINE SEGMENT WITH GIVEN

MEASUREMENT. (CM,MM)

Evaluation:
Q. Draw a line segment of 6cm long
Q. Draw a line segment 5 cm long
 Q. solve the following worksheet:

Q. Draw a parallel line 5 cm long and at a distance of 3 cm from each

other.
Home task
Q. Draw a line segment of 7 cm long.
PLANE SHAPES. SLO # 4.2.1 RECOGNIZE THE PLANE SHAPES.
(SQUARE,RECTANGLE,CIRCLE,DIAMOND,KITE,ARROW HEAD)
&
SLO # 4.2.2APPLY ALL ABOVE CONCEPTS OF GEOMETRICAL SHAPES WITH
REAL LIFE EXAMPLES

EVALUATION:
Square: A square is a shape with four equal sides and four corners
that are all right angles (90 degrees).
Example: television, monitor, bread slice etc.
 Rectangle: It is a closed four-sided figure in which two opposite
sides are equal. It has 4 corner’s and it also has 4 right angles.
Example: Tables, doors, cupboard, etc

Circle: It is a round figure and it has no sides, angles or corners.

Example : sun , ball , tyre etc

Triangle: It is a closed three-sided figure with three sides and corners.

Example: Prism, mountains, pizza slice, etc.
Diamond: A diamond is a two-dimensional flat quadrilateral with four
straight sides and all sides are equal.it has 4 cornors.
Example: kite

Arrow head: arrow head has 4 sides and 4 corners. It has 2 pairs of
equal sides and the equal sides are adjacent
Example: Axe
Q Solve the following:

Home task:
Practice the following:
SOLID SHAPES SLO # 4.3.1 DIFFRENTIATE BETWEEN PLANE
AND SOLID SHAPES.

Q. Differentiate between plane and solid shapes:

Plane shapes Solid shapes
a. A plane shape is a figure a. It has 3 dimensions
which has 2 dimensions.
b. It has length and width. b. T has length, width and
depth.
c. For example: Triangle, c. For example: cube,
square, rectangle, circle cuboid, cone, cylinder,
etc. sphere.

SLO # 4.3.2 & 4.3.3: IDENTIFY THE SHAPES (

CUBE, CUBOIDS, CYLINDER, CONE AND SPHERE) & APPLY THE
CONCEPT OF SOLID ON REAL LIFE EXAMPLES.
SOLID SHAPES:
Cube: A cube is a figure in which all sides are equal and at 90
°to each other
Example: dice, ice cube etc

Cuboid: cuboid is a figure which has six flat sides, all angles
are right angles and all of its faces are rectangle.
Example: match box, shoe box etc

Cylindere: Cylinder is a shape which has a curved surface and

two circular base.
Example: Pipe, can, gas cylinder.
Cone: A cone has a circular base and a vertex. ( vertex is a
point where two lines meet ).
Example: ice cream cone, birthday cap, carrot etc.

Sphere: Sphere is a perfectly round object.

Example: cricket ball, tennis ball etc
Q. solve the following:
Q. Solve the following:

MCQS:
Choose the correct answer:
1. Solid shapes are ______ dimensional.
a. 1
b. 2
c. 3
d. 4
2. A cube is a figure in which all angles are of
 a. 60°
b. 90°
c. 120°
d. 180°
3. Match box and shoe box are examples of
a. Cube
b. Cylinder
c. Cuboid
d. Sphere
4. Cuboid has ____ faces.
a. 9
b. 8
c. 7
d. 6

5. fugure shows:
a. Cylinder.
b. Cone.
c. Circle
d. Cuboid.
6. Sphere has _______ corners.
a. 1
b. 2
c. 3
d. No
 CHAPTER:
NUMBER
OPERATIONS
UNIT: 3
BOOK: MATHS
WISE
GRADE: III
 EDUCATION TRUST NASRA PRIMARY SCHOOLS
MATHS LESSON PLAN
SUBJECT: MATHS
GRADE: III
LESSON TITLE: NUMBER OPERATIONS
UNIT: 3
LESSON DURATION:
COGNITIVE LEVEL: UNDERSTANDING, KNOWLEDGE AND APPLICATION.
STRATEGIES: VISUAL, IMAGES.
PURPOSE: to practice horizontal and vertical TIME
addition
• to reinforce addition with and without
carrying over
• to revise subtraction with and without
borrowing
OBJECTIVES ADDITION:
(SLO’S) 2.1.1 Add numbers upto 4 digit (with
and without carrying over by
horizontal and vertical
method)
2.1.2 Solve real life problems
involving addition
2.1.3 Apply operation of addition to
 do mental sum in different
activities.
SUBTRACTION:
2.2.1 Subtract numbers up to 4 digits
(with and without borrowing by
horizontal and vertical method)
2.2.3 Apply the operation of
subtraction to do mental sums in
different activities
MATERIAL: Additional worksheets
INTRODUCTION In math’s number operation are four
: arithmetic operation which are named
below:
 Addition sign +
 Subtraction sign –
 Multiplication sign x
 Division sign ÷
Answer or result of addition is called
SUM.
Answer or result of subtraction is called
DIFFERENCE.
Answer or result of multiplication is
called PRODUCT.
Answer or result of division is called
QUOTIENT.
Evaluation: Evaluation exercises are done ahead.
HOME Homework questions are mentioned
ASSIGNMENT: ahead.

SLO # 2.1.1: ADD NUMBERS UO TO 4 DIGITS (WITH AND WITHOUT CARRYING

OVER BY HORIZONTAL AND VERTICAL METHOD)
AADITION:
Addition means when two or more numbers are joined in a manner to get a net
result. It is a rule that hundreds are added to hundreds, tens are added to tens
and units are added to units.
For example: 3 2 1
+ 1 6 4
4 8 5
The sign of addition is +. It is also called “ sum “.
SUBTRACTION:
Subtraction means when two or more numbers are separated to get a net
result. It is also called “difference”. Same rule is applicable in subtraction which
is written above , but if the number from which other number is subtracted then
we need to take carry or borrow from the next number.
For example: 3 2 4
-1 1 6
2 0 8 we have done carry/borrowing in this sum

The sign of subtraction is “ – “. It is also called “difference”.

HORIZONTAL ADDITION:
Q. Do the following questions.
i. 612409 + 120920 = 733329
ii. 194361 + 104231 =
iii. 94102 + 13423 =
iv. 10040 + 62132 =
v. 913400 + 64210 =
vi. Home work:

i. 913400 + 64210 =
ii. 76530 + 12004 =

VERTICAL ADDITION:
Q. Solve the following sums: (no carry)
Q. Solve the following sums: (carry)
SLO # 2.1.2 SOLVE THE REAL LIFE PROBLEMq

SLO # 2.1.2 SOLVE THE REAL LIFE PROBLEMS INVOLVING ADDITION.

WORD PROBLEMS:
 Hina had 6229 pictures. Her sister gave 3270 more pictures. How many
pictures Hina had now?
  There are 9064 books on one shelf and 30710 on another. How many
books are there on both shelves?
 A baker made 1432 blackberry muffin, 910 strawberry muffin and 4020
chocolate muffin. How many muffins he baked altogether?
HOME WORK:
1. A tailor ysed 1050 black button and 9342 red buttons in one day. How
many buttons he used altogether?
SLO # 2.1.3 APPLY OPERATION OF ADDITION TO DO MENTAL SUMS IN
DIFFERENT ACTIVITIES
Q. Solve the following

SUBTRACTION:
SLO # 2.2.1 SUBTRACT NUMBERS UP TO 4 DIGITS(WITH AND WITHOUT
BORRWING BY HORIZONTAL AND VERTICAL METHOD
HORIZONTAL SUBTRACTION:
Q. Do the following:
1. 926321 - 913220 = 013101
2. 86230 - 64320 =
3. 735988 – 236439 =
 4. 694305 - 472566 =
Home work:
5. 421064 – 316222 =
6. 912433 – 911344 =
VERTICAL SUBTRACTION:
Q. Solve the following: (carry subtraction)

2.2.2 SOLVE REAL LIFE PROBLEMS INVOLVING SUBTRACTION

WORD PROBLEMS:
1) A gardener planted 6132 trees. He cuts 2431 trees. How many trees are
left?
2) There are 9000 animals on a farm. 1895 of them are sheep, goats and the
rest are cows. How many cows are there in a farm?
3) After selling 2356 T-shirts, Joe had 236 T-shirts left. How many T-shirts did
he sell?
HOMEWORK:
1) There is a packet of sweets with 10092 chocolate sweets. Sara takes 9132
sweets. How many sweets were left In the packet?
SLO # 2.2.3 APPLY THE OPERATION OF SUBTRACTION TO DO MENTAL SUMS IN
DIFFERENT ACTIVITIES.
FINA
L
TER
M
 EDUCATION TRUST NASRA
FINAL TERM
GRADE III

TOPICS OF FIRST ASSESSMENT:

1. Number’s operation. (x, ÷)
2. Measurement (weight)
3. Angles
TOTAL TOPICS OF FINAL TERM:
1. Number operation.
2. Fraction
3. Measurement (weight, calendar)
4. Geometry. (area, perimeter)
5. Graph.
 CHAPTER:
ARITHEMATIC
OPERATIONS(X,÷)
UNIT: 3
GRADE: III
BOOK: MATHS
WISE
 EDUCATION TRUST NARAPRIMARY SCHOOLS
MATHEMATICS LESSON PLAN

SUBJECT: Mathematics
GRADE: III
LESSON TITLE: Number operation. (x, ÷)
UNIT: 3
LESSON DURATION:
COGNITIVE LEVEL: Understanding, knowledge and application
STRATEGIES:
Purpose: • to introduce multiplication tables from 6 to 9 TIME
• to introduce multiplication of 2 digit number by a :
single digit number
• to introduce short and long division
OBJECTIVES. MULTIPLICATION:
(SLO’S) 5.1.1 Use the term “product” for multiplication of
two numbers.
5.1.2 Develop multiplication tables for 2 to 9. ( Learn
tables by heart 2 to 12)
5.1.3 Multiply 2 and 3 digits number by 1 digit
number.
5.1.4 Multiply a number by 0.
5.1.5 Solve real life problem involving multiplication
of 2 and 3 digit number by 1 digit number.
Apply multiplication to do mental sums in different
activities.

DIVISION:
5.2.1 Identify remainder, divisor, quotient and
dividend in a division.
5.2.2 Divide 2 and 3 digit by one digit.
5.2.3 Solve real life problem involving division of
 2 and 3 digits numbers by one digits
5.2.4 Dividing mentally.

RESOURCES: Additional worksheets.

(MATERIAL)
INTRODUCTION MULTIPLICATION:
:
(MOTIVATION)

DIVISION:

PARTS OF DIVISION:

EXAMPLE OF DIVISION:
DEVELOPMENT: • Use multiplication tables up to 10.
• Perform long and short division.
EVALUATION: Evaluation exercises are given ahead.
EXTENSION
ACTIVITIES:

HOME Home work exercises are mention ahead.

ASSIGNMENT:
SLO #5.1.1 USE THE TERM “ PRODUCT” FOR MULTIPLYING OF TWO NUMBERS.
MULTIPLICATION:
Multiplication is a short and quick way to find the action.it is also a quicker way
which can used In place of “addition”.
PRODUCT:
We use the term “product” for multiplying which means to multiply.
FOR EXAMPLE:

SLO# 5.1.2 DEVELOP MULTIPLICATION TABLES FOR 2 TO 9.(LEARN TABLES BY

HEART.
Q. Write down the table’s of 2,3,4 and 5:
HOME TASK: Learn the tables of 2,3,4 and 5.
Q. Write down the table’s of of 6,7,8 and 9:

HOME TASK:
Learn the tables of 6,7,8 and 9.
SLO # 5.1.3 MULTIPLY 2 AND 3 DIGITS NUMBERS BY 1 DIGIT NUMBER.
q. Solve the following:
26 963 42 934
X3 x 2 x6 x 8

13 73 351 67
x4 x5 x7 x6
SLO # 5.1.4 MULTIPLY A NUMBER BY ZERO.
MULTIPLICATION BY ZERO:
Any number multiply by zero the product will always be 0.
For example:
10 x 0 = 0
1000 x 0 = 0
3421 x o = 0
Q. Solve the following:
936 92 942
X 0 x0 x0

731 320 452

X 10 x 10 x 10
SLO # 5.1.5 SOLVE A REAL LIFE PROBLEM INVOLVING MULTIPLICATION OF 2 AND
3 DIGIT NUMBER BY 1 DIGIT NUMBER.
WORD PROBLEMS:
Q1. The cost of 1 notebook is 9.Find the cost of 41 notebooks.
Data:
Cost of 1 notebook = 9
Cost of 41 notebooks = ? (41 x 9)
Solution:
4 1
X 9
369
Statement: Total cost of 41 books are 369.
 Q2. In a classroom there are 24 rows of benches. If 3 students sit on one
bench ho many students are there in the class?
Q3. A shopkeeper has 12 dozen of eggs to sell.How many eggs does hr have
altogether?
HOMEWORK:
Q1. Sara has 352 stamps.She wanted to make 8 books of stamps.how many
stamps she required to make 8 books?
Q2. Mr. Salim planted 123 trees in one row. What will be the total number
of trees if he plant 4 more rows of trees?

SLO # 5.1.6 APPLY MULTIPLICATION TO DO MENTAL SUMS IN DIFFERENT

ACTIVITIES.
Q. Solve the following:

Q. Choose the correct answer

1. If the multiplicand is 6 multiplier is 5 then the product will be _______ .
a. 30 c. 34
b. 32 d. 36
2. The term product means to :
a. multiply c. addition
b. divide d. divide
3. The missing number in 12 x ____ = 24 is
a. 2 c. 6
b. 4 d. 8
4. The product of 8 x 7 is
a. 6 c. 58
b. 60 d. 56
5. The missing number in 90 x 0 = ______ is
a. 90 c. 60
b. 50 d. 0

DIVISION
SLO # 5.2.1 IDENTIFY REMAINDER, DIVISOR, QUADRANT AND DIVIDEND IN A
DIVISION
About Division:
Division means to divide(distribute) things. It has 4 parts:
1. Divisor
2. Dividend
3. Quotient
4. Remainder
1. DIVISOR: The number which is smaller or which is outside the bracket is
called “DIVISOR”.
2. DIVIDEND: The number which is greater ot inside the bracket is called
“Dividend”.
3. QUOTIENT: The answer which is obtained by dividing 2 terms is called
“Quotient”.
4. REMAINDER: The number which is left after dividing the terms is called
“Remainder”.
SLO # 5.2.2 DIVIDE 2- AND 3-DIGITS NUMBER BY ONE DIGIT NUMBER (WITH OR
WITHOUT ZERO REMAINDER)
Q.1 Solve the following 2-digit division sums:

Q2: Solve the following 3-digit division sums:

SLO # 5.2.3 SOLVE REAL LIFE PROBLEM INVOLVING DIVISION OF 2 AND 3

NUMBERS BY 1 DIGIT NUMBER.

WORD PROBLEMS
Q1. There were 250 students in a club. The students were divided equally into 9
groups. How many students were there in each group?
Q2. Mr. Tahir bought 350 apples, He packed them equally into 8 boxes. How
many apples were there in each box?
Q3.Sumera had 56 buttons to be stitched on 8 jackets. How many buttons did
she put on each jackets?
Q4. Share Rs 208 equally among 4 girls. How much money does each girl get?
HOME WORK:
Q1. In a school there are 456 students. They are divided equally into 3 houses.
How many students are there in each house?
Q2. Raheen had 42 seeds. He had 7 pots to plant them in . How many seeds did
he put in each pot?
SLO # 5.2.4 DIVIDING MENTALLY
CHAP:MEASUREMEnT
(WEIGHT AND
CALENDAR)
CLASS III
BOOK:MATHS
WISE

EDUCATION TRUST NASRA PRIMARY SCHOOLS

LESSON PLAN
SUBJECT: MATHEMATICS
GRADE: III
LESSON TITLE: MEASUREMENT (WEIGHT),TIME (CALENDAR)
UNIT: 5 & 6
LESSON DURATION: 45 MINUTES
COGNITIVE LEVEL: KNOWLEDGE, UNDERSTANDING,APPLICATION.
STRATEGIES: VISUAL, WRITTEN
PURPOSE TIME
WEIGHT: to introduce metric measurements and their units

TIME: to read and write dates from a calendar.

OBJECTIVE WEIGHT:
7.1.1 Read standard units of weight(kg and g)with abbreviation
S (SLO’S) 7.1.2 Measure and write the standard units of weight.
7.1.3 Add and subtract weight with same units.
7.1.4 Solve real life problems
CALENDAR:
7.2.1 Remember the calendar sequence
7.2.2 Read and write the correct data from a calendar.
7.2.3 Convert days  week  month  year

RESOURCE Stopwatch
Calendar
(MATERIAL Measuring scale
Measuring tape
) Weighing machine.

INTRODUC Will ask student about weight such as:

What is your weight?
05
TION. Your water bottle contain how many liters of water? minut
es
DEVELOPM
ENT:

WEIGHT: Anything that occupies mass has a weight …..

Something is light something is heavier but either light or heavier they occupies
weight.
In this chapter we will explain students about weight , its unit , addition and
subtraction of weight
 Calendar :
a chart or series of pages showing the days, weeks, and months of a
particular year, or giving particular seasonal information.

In a calendar we see dates, days, events, month etc

EVALUATI EVALUATION EXERCISES ARE MENTION FURTHUR.

ON:
EXTENSION
ACTIVITIES:

HOME HOME WORK EXERCISES ARE GIVEN AHEAD

ASSIGNME
NT:

SLO # 7.1.1 READ STANDARD UNITS OF WEIGHT (KG AND G) WITH

ABBREVIATION
WEIGHT: We use kilogram ( kg ) and gram( g ) to measure weight. “Kg”
stands for kilogram and “g” stands for gram. A kilogram is the bigger
unit of weight.
SLO # 7.1.2 MEASURE AND WRITE THE STANDARD UNITS OF WEIGHT
Q. Measure and write standard units of mass/weight.
1 kg = 1000 g.
2 kg = 2000 g.
¾ kg = 750 g.
½ kg = 500 g.
¼ kg = 250 g.

SLO # 7.1.3 ADD AND SUBTRACT WEIGHT WITH SAME UNITS

Q. Add the following weights:
 Q. Work out the following subtraction:

SLO # 7.1.4 SOLVE THE REAL LIFE PROBLEMS

WORD PROBLEMS
Q. Solve the following:
i) Mrs tan baked a large cake using 1100 g of flour, 800 g of butter and
600 g of other ingredients. What was the total mass/weight of all
ingredients she used?
ii) A basket weight 9560 g with fruits. If the weight of fruits is 930 g
then what will be the weight of the basket?
iii) Sarah has 7530 g of bag of rice. If her friend gave her 30 g more rice.
Then calculate the total quantity of rice n also give your answer in kg.
homework:
i) A truck is loaded with 200 kg of pineapple, 135 kg of apples and 109
kg of watermelon. Calculate the total weight of fruits.

CALENDAR
SLO # 7.2.1 REMEMBER THE CALENDAR SEQUENCE
CALENDAR:Any system by which time is divided into days, weeks, months and
year is known as calendar. There are 12 months in a gregorian calendar with 30 or
31 days except february which has 28 days.
REMEMBERING THE CALENDAR:
1. January has 31 days.
2. February has 28 days or 29 dasy in a leap year.
3. March has 31 days.
4. April has 30 days.
5. May has 31 days.
6. June has 30 days.
7. July has 31 days.
8. August has 31 days.
9. September has 30 days.
 10. October has 31 days.
11. November has 30 days.
12. December has 31 days.

7 days = 1 week
4 weeks = 1 month
52 weeks = 1 year
12 months = 1 year
365 days = 1 year
SLO # 7.2.2 READ AND WRITE THE CORRECT DATA FROM THE CALENDAR
Q. Look at the list of birthdays and answer the questions that follow:
Javeria 15-6-2008
Danish 11-1-2009
Naveen 19-2-2008
Faraz 16-10-2008

1. Name the oldest. ________

2. Name the youngest. _______
3. In which month was Javeria was born?
4. How many months younger is Danish than Faraz?
5. Who was born in the second month of the year?
SLO # 7.2.3 CONVERT DAYS  WEEK  MONTHS  YEAR.
Q. Change the following :
i) 360 days into weeks.
ii) 60 months in a year.
 iii) 25 weeks into months.
iv) 5 years into months.
v) 450 days into weeks.

GEOMETRY SECTION
CHAPTER: AREA AND
PERIMETER
CLASS: III
BOOK: MATHS WISE
EDUCATION TRUST NASRA PRIMARY SCHOOLS
MATHEMATICS LESSON PLAN
 SUBJECT: MATHEMATICS
GRADE: III
LESSON TITLE: AREA AND PERIMETER
UNIT:
LESSON DURATION: 45 MINUTES
COGNITIVE LEVEL : KNOWLEDGE,UNDERTANDING
& APPLICATION
STRATEGIES: VISUAL,WRITTEN
PURPOSE: To introduce the concept of area TIME:
and perimeter.
OBJECTIVES: 8.1.1 distinguish between area
(SLO’S) and perimeter.
8.1.2 Find perimeter od D-
shape figure
8.1.3 Find perimeter of square
and rectangle through
square grid(with unit)

RESOURCES(MATERIA Ruler, measuring tape,

L) shapes
DEVELOPMENT: By the end of the lesson
students will be able to
understand the difference
between area and
perimeter.

MOTIVATION: Teacher will ask students

about the shape of the
class, then she will
explain about the area of
class which can be
calculated from inside
 And will give the concept
that to calculate
perimeter teacher will
move outside the class
Similarly teacher will ask
student
EVALUATION: Evaluation exercises are
explain ahead.
EXTENSION
ACTIVITIES:
HOME ASSIGNMENT: Homework exercises are
given ahead.

SLO # 8.1.1 DISTINGUISH BETWEEN AREA AND PERIMETER

AREA PERIMETER
It is the inner surface of a shape. It is the outer line of shape or distance
around the shape.
Unit of area is cm². Unit of perimeter is cm.

SLO # 8.1.2 FIND AREA AND PERIMETER OF THE FOLLOWING SHAPES:

SLO # 8.1.3 FIND THE PERIMETER OF SQUARE AND RECTANGLE ,D-SHAPE FIGURE
THROUGH SQUARE GRID(WITH UNIT)
 CHAPTER:
ANGLES
CLASS: III
BOOK:
MATHS
WISE
 EDUCATION TRUST NASRA PRIMARY SCHOOLS
MATHEMATICS LESSON PLAN
SUBJECT: MATHEMATICS
GRADE: III
LESSON TITLE: ANGLES
UNIT:
LESSON DURATION: 45 MINUTES
COGNITIVE LEVEL: KNOWLEDGE, UNDERSTANDING AND APPLICATION
STRATEGIES: VISUAL, WRITTEN
PURPOSE: To introduce the concept of angles to students. TIME
OBJECTIVES: 8.2.1 Identify angles and parts of angles.
SLO’S 8.2.2 recognize acute, right and obtuse angles in
different objects(by daily life example)
RESOURCES: Ruler, analog clock, white board.
MOTIVATION: Teacher will ask students to look at an analog clock
and think about its direction. After that teacher
will explain n give concept of angles through arms.
By making one arm straight upwards and one arm
towards right teacher will give concept of right
angle.
DEVELOPMENT: Students will be able to understand about angles n
kinds of angles not only by drawing them but they
can identify it in daily life examples also.
EVALUATION: Evaluation exercises are explain ahead.
 EXTENSION
ACTIVITIES:

`HOME Homework exercises are given ahead.

ASSIGNMENT:

SLO # 8.2.1 IDENTIFY ANGLES WITH ITS PARTS.

DEFINATION: An angle is a shape made by two parallel lines that meet at a point.
The two non parallel lines are two arms of angles.
PARTS OF ANGLES:
FIXED ARM: The arm which can not move is called fixed arms.
ROTATING ARM: The arm which can not move is called rotating arm.
VERTEX: The point where two lines meet is called a vertex.

Rotating arm 

Fixed arm ↑
TYPES OF ANGLES
ACUTE ANGLE: An angle which is less than 90° is called acute angle.
RIGHT ANGLE: An angle which is of 90° is called right angle.
OBTUSE ANGLE: An angle which is greater than 90° but less than 180° is called

obtuse angle.

SLO # 8.2.2 RECOGNIZE ACUTE, RIGHT AND OBTUSE ANGLE IN DIFFERENT

OBJECTS ( BY USING DAILY LIFE EXAMPLE )

Q. Name the angles from real life examples:

1. 2.
_________________ ________________

. 4.

_____________ ___________________

Q. Identify angles in the given figure:

2222222222222222222222222222222222222222

Identify angles:

< 1: ________________

< 2: ________________

< 3: ________________
 CHAPTER:
FRACTIONS
CLASS: III
BOOK:
MATHS
WISE
EDUCATION TRUST NARAPRIMARY SCHOOLS
 MATHEMATICS LESSON PLAN

SUBJECT: Mathematics
GRADE: III
LESSON TITLE: Fraction
UNIT: 4
LESSON DURATION:
COGNITIVE LEVEL: Understanding, knowledge and application
STRATEGIES: visual, written.
Purpose: To learn common fraction and match Time:
them with related figures.
To solve equivalent fraction.
To work with proper and improper
fractions
To compare fraction
To add and subtract fractions that have
the same denominators.
Objectives (SLO’s) Common fractions:
6.1.1 Recognize the fraction as
equal parts of whole things.
6.1.2 Express fractions in figures
and vice versa.
6.1.3 Match the fraction with
relative figure
Equivalent fractions:
6.2.1 identify equivalent
fractions from the given
figures.
6.2.2 Write equivalent
fractions for a given
fractions
Kinds of fraction:
 Identify like unlike,
proper, improper
fractions and mixed
number.
Addition of fraction:
6.5.1 Add two or more
like fractions and
mixed numbers
with same
denominators.
Subtraction of fraction:
6.6.1 Subtract two like
fractions and mixed
numbers with same
denominators.
Introduction/Motivation: Teacher will draw a full circle then will
explain about it that it’s a whole circle.
Then teacher will cut the circle into half
and then she will tell students that
when circle cuts into half we will write it
as fraction.
Through few more real life example
such as pizza slices and cake pieced
concept of fraction can be given to
students.
Development: To work with different types of fraction
 COMMOM FRACTION:
SLO # 6.1.1 RECOGNIZE FRACTION AS EQUAL PART OF WHOLE THING.
DEFINATION OF FRACTION: A fraction is a part of a whole object.
PARTS OF A FRACTION: A fraction consist of the following parts:
i) NUMERATOR: Number above the dividing line is the numerator.
ii) DENOMINATOR: Number below the dividing line is the denominator.
iii) DIVIDING LINE: Lines that divides the two number is the dividing line.
 3
 Dividing line
4
3
In 4 , 3 is the numerator,4 is the denominator.

KINDS OF FRACTION:
Kinds of fraction is explained below:
PROPER FRACTION: In proper fraction numerator is smaller and
denominator is greater.
3 1 9
For e.g : 5 , 2 , 10 etc
IMPROPER FRACTION: In Improper fraction denominator is smaller and
numerator is greater.
5 10 7
For e.g: 3 , 9 , 5 etc
MIXED FRACTION: It consist of a whole number and a proper fraction.
1 4 2
For e.g: 2 3 , 3 5 , 5 3
SLO # 6.1.2 EXPRESS FRACTIONS IN FIGURES AND VICE VERSA
Q. Write down the fraction of the given shapes:
SLO # 6.1.3 MATCH THE FRACTION WITH RELATIVE FIGURE:

Q. Circle the correct fraction:

EQUIVALENT FRACTIONS
 SLO # 6.2.1 Identify equivalent fraction from the given
figures.
DEFINATION: Equivalent fraction are those fraction which has same area
and volume. They represent the same parts of a whole.

They represent the same parts of a whole.

Q. Write down the equivalent fraction of the given figures:

SLO # 6.2.3 WRITE EQUIVALENT FRACTION FOR A GIVEN FRACTIONS

Q. Write equivalent fraction of the given fraction:
2
i) 3

2 4
3
x 2 = 6
ans

3
ii) 4
 4
iii) 5

5
iv) 6

5
v) 6

Homework:
3
i) 7
4
ii) 7
SLO # 6.3.1 IDENTIFY LIKE, UNLIKE, PROPER, IMPROPER FRACTION AND MIXED
NUMBERS.
LIKE FRACTION: In a fraction when denominators are of same numbers then the
❑ fraction is called like fraction.
❑
3 1
For example: 2 + 2

UNLIKE FRACTION: In a fraction when denominators are of different numbers

then the fraction is called unlike fraction
5 3
For example: 2 + 5

Q. Identify the kinds of fraction and write them in their respective columns:
6 3 5 3 4 5 2 1 5 3
7
, 5 , , , ,7 , - , +
4 3 4 3 6 3 3 7 2

Proper Improper Mixed Like fraction Unlike

fraction fraction fraction fraction

SLO # 6.3.2 CONVERT IMPROPER FRACTION INTO MIXED AND VICE VERSA
Q. Convert mixed fraction into improper fraction:
 1
i) 3 2

1 7
solution: 3 2 = 2

3
ii) 44
5
iii) 56
7
iv) 98
8
v)
10 9
Homework:
6
a) 12 7
2
b) 13 9
Q. convert Improper fraction into mixed numbers:
7
i) 3
 32
ii) 5

52
iii) 7
46
iv) 10
47
v) 6
Homework:
79
i) 8
50
ii) 4
SLO # ADD TWO OR MORE LIKE FRACTIONS AND MIXED NUMBERS WITH SAME
DENOMINATORS.

ADDITION OF FRACTION
Q. Add the following:
i)
1 2
i) 5 + 5

3 2
ii) 8 + 8
2 1 1
iii) 3 + + 3 3
 7 1 3
iv) 12 + 12 + 12
3 5 2
v) 11 + 11 + 11
Homework:
2 1
i) 5 + 5
4 3
ii) 6 + 6
Q. Add the following:
3 2
i) 2 4 + 1 4

Solution:
3 2
2
4
+ 14
11 6
=4 + 4
17
=4

OR

3 2
ii) 4 4 + 4
1 6
iii) 2 2+6 2
 2 1
iv) 4 5 +9 5
8 10
v) 3 11 + 2 11
SUBTRACTION OF FRACTION
Q. Work out the following:
5 3
i) 7 - 7
5 3 2
= 7 - 7 = 7 ans
3 2
ii) 4 - 4
4 3
iii) 6 - 6
10 3
iv) 13 - 13
7 2
v) 8 - 8

Q. Solve the following:

1 2
i) 3 3 - 1 3

1 2
ii) 9 3 – 2 3
 3 1
iii) 5 10 - 10
12 5
iv) 6 - 16
1 3
v) 2 5 - 1 5

Homework:
4 2
i) 6 3 – 2 3
2 3
ii) 23 - 3
MCQS
Q. Circle the correct answer:
1. Fraction is a:
a. whole object
b. part of whole object
c. half piece of an object
d. quarter piece of an object.

2. Fraction has ______ parts.

a. 3
b. 4
c. 5
d. 6

3. The line which divides the number is called:

a. addition line.
b. subtracting line.
c. dividing line.
d. multiplication line.

4. The number which is above the dividing line is called:

a. denominator
b. numerator
c. Fraction
d. Roman numbers.

5. The figure shows:

4
a. 1
1
b. 4
4
c. 3
3
d. 4

5
6. The denominator of 13 is:
a. 0
❑
❑
c. 5
d. 13

2
7. 2 3 shows _______ fraction.
a. Proper fraction.
b. Improper Fraction.
c. Mixed Fraction.
d. Like Fraction.

5 9
9. 6 + 6 is
2
a. 14
6
b. 14
14
c. 6
14
d. 2
 12 1
10. 13 - 13
11
a. 13
13
b. 11
12
c. 11
11
d. 12

CHAPTER: GRAPH
CLASS: III
Book: Math wise
SLO # 9.1.1 READ AND INTERPRET THE PICTURE GRAPH.
 GRAPH: A picture graph uses symbols to represents information.

FACTS ABOUT A PICTURE GRAPH:

I. It has a title and columns and rows.
II. Symbols represent information.
III. A key shows the value of each symbol.

SLO # 9.1.2 DRAW THE PICTURE GRAPH

Q. Answer the following questions:
1. What is the title of the graph?
Ans. Student survey – fruits eaten
2. what does each symbol stands for?
Ans. 2
3. Which fruit was eaten the most?
Ans. Apples
4. Which fruit was eaten the least?
Ans. Mangoes.
5. How many fruits were available?
Ans. 4 fruits
6. How many fruits were eaten altogether?
Ans. 52
Homework:
1. Do exercise 1 of page 126 in your copy.
2. Do exercise 2 of page 127 in your copy.
Q. Draw a pictograph about the given information:
Q1. Uncle Ali sold balloons on 5 days a week as given below:
= 3 balloons
Day’s No. of
bolloons sold
Monday 9
Tuesday 6
Wednesday 15
Thursday 6
Friday 9
Q2. A baker bakes cakes on five days a week as given below. Plot the values in a
graph:
No. of days Cake sold
Monday 15
Tuesday 10
Wednesday 30
Thursday 25
Friday 05

= 5