SESSION 1

TOPIC Angles
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of angles
AIM
LESSON
PLAN
Students` Learning Outcomes
 Recall an angle and recognize acute, right, obtuse, straight and reflex
angles.
Information for Teachers
 The word angle is derived from the Latin word angulus, meaning “a
corner”.
 In geometry, an angle is the figure formed by two rays, called the sides of
the angle.
 Acute, right, obtuse, straight and reflex angle are few of six types of
angles.
 An angle whose measures less than 90 is called acute angle.
0

 An angle whose measure is exactly 90 is called right angle.

0

 An angle whose measure is greater than 90 and less than 180 is

0 0

called obtuse angle.

  An angle whose measure is exactly 180 is called straight angle []
0

straight line]

 An angle whose measure is greater than 180 and less than 360 is
0 0

called reflex angle.

Material / Resources
Writing board, chalk / marker, duster, geometry box, textbook
Introduction
 Take out your geometry box along and ask what is it?
 What is a geometry box?
 What is geometry?

 Why is geometry important?

  Ask students to think about why geometry is important in the “real
world”. Write down any ideas that surface in the discussion; make
sure that students are talking on the topics of art, architecture and
engineering.

Development
Activity 1
 Provide one paper per student [try to get a better quality paper if
possible]
 Ask students to fold it from middle and draw a line between.
 Label one column as KEY-WORD and other as I-KNOW.
 Draw horizontal lines so that they can write later.
 On outer side of the folded paper write ‘My Geometry Dictionary’
and your name.
 Show your personal geometry dictionary to the students and
encourage them while writing new word after learning.
 Every word that students put in their dictionary will also be written
on the board.
 Draw few figures, on the board, taken from Grade 4 lessons, ask
students to discuss amongst each other and collect each group`s
feedback verbally and produce the correct concept on board. For
example;
o Alphabets ‘V’ has …………………….angle whereas ‘L’ has …………. Angle.
o Can you draw 120 degree angle by using protractor?
o What is the angle between hours and minutes hands when it is 6 o`clock, 3
o`clock, 5 o`clock and 2 o`clock etc.
 Divide the class in groups and let them find answers, this will help
recall taught concepts.
Sum up / Conclusion
 Windup today`s lecture by repeating key points learned today.
 Acute, right, obtuse, straight and reflex are the types of angle.
 An angle is the figure formed by two sides.
 Angle less than 90 is called acute angle.
0

 An angle of 90 is called right angle.

0

 Greater than 90 and less than 180 angle are called

0 0

obtuse angle.
 Angle of exactly 180 is called straight angle.
0

 Angle greater than 180 and less than 360 is called

0 0
 reflex angle.

Assessment
 Assign following question to the students to assess them.
 Draw the following table on the board and call students one by one
and ask them to link the name of the angle with its properties.

Follow up
 Assign homework to further strengthen their concepts regarding
angles, e.g.
 o Ask the students to observe your home and point out different
items at which you think form one of the angle that you read in the
class.
 o Give them hint like, corner of TV that forms
right angle (90 ) 0
 SESSION 2
TOPIC circles
TIME 45 MINUTES
LESSON AIM  Students will be able demonstrate their understanding of circles

LESSON PLAN
Lesson Planning of PARTS OF CIRCLE

Students` Learning Outcomes

 Identify Center, radius, diameter and circumference of a circle.
 Draw a circle of given radius using compass and straightedge / ruler
Information for Teachers
 Circle: A circle is the set of all points equidistant from a central point.
Arc: a curved line that is part of the circumference of a circle.
Chord: a line segment inside a circle which joins two points of the circle with each
other. (Which may not pass though center of circle?)
Circumference: the total distance around the circle.
Diameter: the line segment which joins the two points of circle by passing through the
center of circle.
Center of circle:the point from where all the points of circle are at equal distance.

Pi (π): A number, 3.14152… that equal to the circumference / diameter of

any
circle.

Radius: distance from center of circle to any point on it.

Tangent of Circle: a line perpendicular to the radius that touches only
one
point on the circle.
Material / Resources
Writing board, chalk/marker, duster, Geometry box, pencil, rubber, paper,

textbook, circular card pieces

Introduction
 Ask students the names of circular shape from daily life.
(Cycle wheel, ring, and bangle)
 Tell them, in a cycle wheel where all wires meet called hub
(center point) and the length of wires represents radius of the
wheel (circle)
 The strip revolves around the wheel represents circumference of
wheel.

 Roll out thread around the circular card and ask students to
measure its length through scale.
 The measured length will be the circumference.
Development
Activity 1
Tell the students that today we discuss circle, how to draw circle and how to find
its radius.
Ask them if any of the students knows how to draw a circle by using compass?
Let them think and respond.
If no one answered tell them “how to draw a circle by drawing it on the board”.
Ask students to give more examples of a circle.
Ask them if any one of them can see the sun or moon? (Ask them, what is the
shape of both sun and moon?)
Give time to think and respond.
Pair Work:
 Split class in to pairs.
 Allocate time of 15 minutes.
 By drawing different figures ask them to identify the shape of a
 circle and how we find radius of a circle.

 See how many students know to draw circle from a compass.

 Tell them if they find any difficulty in it.
 By drawing these shapes ask them what shape is of circle?
 And did we find radius in it?
 See if anyone can point out?
 Call students from each pair to come and identify the shape of a
circle center point and radius of a circle.
 Assign questions for individual work.
 Hence today we learnt about drawing circle.
 Appreciate the correct work.
 Correct them where they are wrong.

Activity 2
 Split class in to groups of four members in each.
 Give each group different sizes of circular cardboard.
 Allocate time 15 minutes.
 Ask the students to identify the radius and circumference of this
circle.
 Tell them: put the compass on the center and open up to the end
 point of circle. Measure the open compass through ruler.
Now We get radius

Sum up / Conclusion
 Radius, diameter and circumference only related to circle.
 Circumference is the total length of the circle.
 Tell them that diameter is twice of radius.
Assessment
 What is the relation between radius and diameter?
 Draw the following circles on board and ask:

1. What is AB?
2. What is KM?
3. What is point A?
 Teacher involves students to solve exercise given at the chapter of textbook.
Follow up
 Ask students to draw circles on their worksheets.
 Ask them to identify the objects of circle at their home.
 Ask them to draw circles of different sizes with the help of pebbles and
chalks on
the board and soil.

SESSION 3
TOPIC vertices
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of vertices
AIM
LESSON
PLAN
Lesson Plan of Geometry (Two, Three – Dimensional
Figures)
Subject Mathematics
 Grade II

Students` Learning Outcomes

 Identify the figures like square, rectangle, triangle, circle, semi-circle
and quarter circle.
 Identify vertices and sides of a triangle, rectangle and square.
Information for Teachers
 Students already have a good idea of different basic shapes.
 Circle and oval shapes have no corners.
 Square and rectangle have four corners and four sides.
 Triangle has three corners and three sides.
 A vertex is the corner or intersection of any shape. The plural is
vertices.
 The competency here is to develop mathematical vocabulary e.g.
corners, vertices, sides, semicircle, circle, quarter circle,
  While teaching the lesson, the teacher should also consult textbook at
all steps wherein and whenever it is applicable.
Material / Resources
Writing board, chalk/marker, duster, glass, card sheet, scissors, 2 D shapes
(triangle, rectangle, and square)
Introduction
 Ask the following questions from students to generate whole class
discussion.
 What is the shape of the black board of your classroom?
 Identify the corners in this board.
 How many sides does this board have?
 Show them one note book, ask about its shape, corner and the number
of sides it has.
 Repeat the same with different objects of different shapes.
Activity 1
 Demonstrate to the students how they can get a circle, semicircle, and quarter circle
by using a card sheet.
 Take a piece of paper and draw a circle with the help of a glass.
 Cut this circle with the help of scissors.

 Show and tell them that this is called circle.

 Ask one of the students to fold this circle into two halves. Now open the circle and
cut it into two equal parts along the folding line.
 You may refer back to the concept of fractions at this point.
 You may also remind them that each circle is ½ or half of the original circle.
 Show and tell them that each part is called a semi-circle.

 Ask two of the students to take a semi-circle and fold it into two halves. Cut this
semi-circle into two equal parts along the folding line.
 Show and tell them that each part is known as a quarter circle.
  You may remind them of fractions at this point.
 Remind them that in fraction terms a quarter is written as ¼
 Sum up the demo by explaining that a circle equally divided in 2 parts is 2 semi-
circles and each of those 2 semi-circles further divided in to two is 4 quarters of the
circle.
Development

Activity 2
 Divide the class in groups four.
 Provide each group with different shapes, as;

 Tell each group to highlight / color corners in each shape.

 Give them some time for discussion within groups.
 Call any two groups to present their work for whole class by pointing out corners in
each shape.
 Encourage other students to ask different questions from presenters to clear the
concept further.
 Sum up the activity by explaining that a corner of any shape is called vertex,
explain about the sides of shapes as well. Be sure about the use of mathematical
vocabulary.

Activity 3
 Show a big box of square shape to the students (Carton)
 Ask them to tell how many sides and vertices it has?
 Encourage them to put a mark or a line on the vertex they have already counted so
they don`t count it a second time.
 Facilitate / explain if they find difficulty in understanding and identification.
  Repeat the same procedures by showing them different 2D and 3D objects e.g. egg/
oval stone, plastic block etc.

Activity 4
 Divide the class in groups of four.
 Provide them different objects (2D, 3D)
 Tell them to identify and explain about the sides and vertices of those objects to
each other within group.
 Sum up the activity by asking following questions:
1. How many sides and vertices do a square and rectangular have?
2. How many sides and vertices do a triangular have?
3. How many sides and vertices does an oval circle have?

Activity 5
 Provide them a work sheet with different shapes drawn on it, or draw these on the
board for the students to copy.
 Ask the students to write how many sides and vertices does each shape have e.g.

Sum up / Conclusion
 Ask the following questions from students, as;
 What was the lesson about?
 What is the appropriate word for corner? (Mathematical vocabulary)
 Can any one of you explain how many sides and vertices your
teacher`s table has?
 How many sides and vertices does your classroom have?
Assessment
 Tell the students to draw different shapes e.g. square, rectangle,
triangle, and circle, semi-circle and quarter circle in their notebooks /
copies.
 Ask them to color their vertices and write how many sides each shape
has?
Follow up
 Teacher is also required to involve the students in solving the
problems given in the exercise at the end of unit/chapter.
 SESSION 4
TOPIC 4 digit numbers
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of 4 digit
AIM numbers.

LESSON
PLAN
Students` Learning Outcomes
 Recognize that 1000 is one more than 999 and the first four digit numbers

Information for Teachers

 999 is the greatest 3-digit number.

 When we add 1 to 999 we get 1000.

 1000 is the smallest 4-digit number.

Material / Resources
Writing board, chalk / marker, duster, textbook

Introduction
 Tell the students that a number with 3-digits is known as a 3-digit number.

 Tell them that in a 3-digit number we have 3 place values i.e. ones, tens
and hundreds.
 Tell them that 1000 is a smallest 4 digit number.
 Ask them what comes after 999? (1000)

 Tell them that 1000 is one more than 999.

Development
Activity 1
 Make the following place value chart on the board.
 Ask the students what is written on the board? (999)
 What are 999? (3-digit number)
 What happens if we add 1 to 999?
 Take their feedback and encourage them.
 Make the following table on the board.

 Call students one by one to the board and instruct them to write 1, 10, 100,
1000 in the place value chart.
 Read the last number. (1000)

Activity 2
 Tell the students that 1000 is the smallest 4-digit number.
 Tell them that 10 hundreds make 1 thousand.
 Ten Hundreds = one thousands.

Activity 3
 Show the abacus to the students.

 Drop one bead in the thousands column.

 Explain the students that as there is one bead in the thousands rod, and
there is no bead in ones, tens and hundreds rod. So it makes 1000.
 Sum up / Conclusion
 999 is the greatest 3-digit number.
 When we add 1 in 999, we get 1000.
 1000 is the smallest 4-digit number because it has 4-digit.

Assessment
 999 + 1 = ____________________________________
 Ask the students to put the following numbers in place value – chart 999
and 1000.
 Which number is greater out of 999 & 1000?

Follow up
 Ask the students to see 100 Rs note at home and draw its picture.

 If you have 10 hundred rupee notes what amount will they make?

 Ask the students to solve the questions given in their textbook.

SESSION 5
TOPIC 4 digit numbers
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of 4 digit
AIM numbers.
LESSON
PLAN
How to Write Numbers up to 4-Digits?

4-digit numbers are written or read according to the place values of the
digits. In 4 digit numbers, the four digits correspond to the four place
values - ones, tens, hundreds, and thousands. When a number is written
in standard form, each group of digits is separated by a comma which
forms a period. The first period which is known as the 'ones period' is
formed with the first three digits of the number, when counted from the
right hand side. It should be noted that the placement of commas starts
with 4 digit numbers. We put a comma just before the hundreds place
because the first-period (ones) ends and the second period of thousands
begins. For example, 3210 is a 4-digit number and after placing the
comma, it is written as 3,210.
The smallest 4-digit number is 1,000 and the largest 4-digit number is
9,999, and there are a total of 9000 numbers from 1000 to 9999. We can
make many four-digit numbers by using digits from 0 to 9 but we need to
remember that the thousands place in a 4-digit number should not be 0.
For example, 0875 is not a four-digit number, the number is considered
as a three-digit number, that is, 875.
4-digit numbers can be written in three forms, i.e., in the numeral form, in
words, and in the expanded form. For example, 2345 is a 4-digit number.
In the numeral form, it is written as 2,345. In words, it is written as: Two
thousand three hundred forty-five. In the expanded form it is written as:
2000 + 300 + 40 + 5, or, 2 thousands + 3 hundreds + 4 tens + 5 ones.
 SESSION 6
TOPIC 5 digit numbers.
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of 5 digit
AIM numbers.

LESSON
PLAN
 See pdf

SESSION 7
TOPIC Addition.
TIME 45 MINUTES
LESSON AIM  Students will be able demonstrate their understanding of
addition.

LESSON PLAN
4-Digit Addition

4-digit addition refers to the addition of numbers in which either one or both the addends
are of 4 digits. The procedure of 4-digit addition is the same as 3-digit addition, with just
an increase in the number of digits in the addends. Let us learn more about 4-digit addition
with regrouping and without regrouping along with solved examples.
What is 4-Digit Addition?

4-digit addition requires the correct placing of numbers into columns using their
respective place values, like ones, tens, hundreds, thousands, and so on. The addition of 4-
digit numbers is done just like the addition of 2 or 3-digit numbers with and without
carrying. In arithmetic addition, the numbers that are being added are called addends and
the final result that we obtain after adding these numbers is called the sum.

While performing 4-digit addition, we mostly use the column addition method. Let us
understand 4-digit addition using the following steps:

 Step 1: Place the numbers (addends) that are to be added in such a way that
they are lined in columns according to their place values. For example, the ones
digit should be under ones column, the tens digit should be under the tens
column, and so on.
 Step 2: Then, the numbers can be added column by column from right to left,
starting from the ones column.
 Step 3: Once the addition is done, the respective sums are written underneath.
 Step 4: The same procedure needs to be repeated for all the place values until
we reach the thousands place.
4-Digit Addition without Regrouping

While carrying out 4-digit addition, if the sum of the digits of the addends is less than or
equal to 9, this addition is called 4-digit addition without regrouping or without carrying.
Let us understand 4-digit addition with the help of an example. Let us add the 4-digit
numbers: 6134 and 2423 using the following steps.
  Step 1: Add the numbers under the ones column. 4 + 3 = 7. Write 7 in ones
column.
 Step 2: Add the numbers under the tens column. 3 + 2 = 5. Write 5 in the tens
column.
 Step 3: Add the numbers under the hundreds column. 1 + 4 = 5. Write 5 in the
hundreds column.
 Step 4: Add the numbers under the thousands column. 6 + 2 = 8. Write 8 in the
thousands column.

It should be noted that the sum of each column is less than 9 so there is no regrouping.
Thus, the addition of the 4-digit numbers 6134 and 2423 results in the sum 8557.
4-Digit Addition with Regrouping

The addition in which the sum of digits of the addends is greater than 9 in any of the
columns is called addition with regrouping or addition with carryover. To add two numbers
with regrouping, we find the sum of the digits and then write only the units place digit of
the sum in the respective column. Then, we carry over the tens place digit to the column to
the immediate left and continue the addition. Let us understand 4-digit addition with
regrouping using an example.

Example: Add the 4-digit numbers: 3195 and 6237.

Solution: Let us do the 4-digit addition with regrouping using the following steps.

 Step 1: Add the numbers in the ones column. 5 + 7 = 12. Write 2 in ones
column and carry 1 to the tens column. (Regrouping)
 Step 2: Add the numbers in the tens column. 9 + 3 + 1 (carryover) = 13. Write 3
in tens column and carry 1 to the hundreds column. (Regrouping)
 Step 3: Add the numbers in the hundreds column. 1 + 2 + 1 (carryover) = 4.
Write 4 in the hundreds column.
 Step 4: Add the numbers in the thousands column. 3 + 6 = 9 thousands. Write 9
in the thousands column.

Thus, the addition of 4-digit numbers 3195 and 6237 results in the sum 9432.
4-Digit Addition Using 3 Numbers

4-digit addition can also be done using 3 addends. Let us understand this with the help of
an example.

Example: Add the 4-digit numbers: 4013, 1223, and 9903.

Solution: Let us follow the steps given below for the addition of 4-digit numbers.
  Step 1: Add the numbers in the ones column. 3 + 3 + 3 = 9. Write 9 in ones
column.
 Step 2: Add the numbers in the tens column. 1 + 2 + 0 = 3. Write 3 in tens
column.
 Step 3: Add the numbers in the hundreds column. 0 + 2 + 9 = 11. Write 1 in the
hundreds column and carry 1 to the thousands column.
 Step 4: Add the numbers in the thousands column. 4 + 1 + 9 + 1 (carryover) =
15. Write 5 in the thousands column and 1 as the carryover in the ten thousands
column. Since there is no number in the ten thousands column, we will bring
down the carryover 1 in the ten thousands column.

Examples on 4-Digit Addition

 Example 1: Add the given 4-digit numbers: 4472 and 5227.

Solution:

Let us do the 4-digit addition of the given numbers using the following steps.

 Step 1: Add the numbers in the ones column. 2 + 7 = 9. Write 9 in

ones column.
  Step 2: Add the numbers in the tens column. 7 + 2 = 9. Write 9 in
tens column.
 Step 3: Add the numbers in the hundreds column. 4 + 2 = 6. Write 6
in the hundreds column.
 Step 4: Add the numbers in the thousands column. 4 + 5 = 9. Write
9 in the thousands column.

Thus, the addition of the 4-digit numbers 4472 and 5227 results in the sum
9699.

 Example 2: Add the given 4-digit numbers, 7963 and 3278.

Solution:

Let us do the 4-digit addition of the given numbers using the following steps.

 Step 1: Add the numbers in the ones column. 3 + 8 = 11. Write 1 in

ones column and carry 1 to the tens column.
 Step 2: Add the numbers in the tens column. 6 + 7 + 1 (carryover) =
14. Write 4 in tens column and carry 1 to the hundreds column.
 Step 3: Add the numbers in the hundreds column. 9 + 2 + 1
(carryover) = 12. Write 2 in the hundreds column and carry 1 to the
thousands column.
 Step 4: Add the numbers in the thousands column. 7 + 3 + 1
(carryover) = 11 thousands. Write 1 in the thousands column and 1
in the ten thousands column.
 Thus, the addition of the 4 digit numbers 7963 and 3278 results in the sum
11241.

 Example 3: The sum of 4010 and 3111 is ____.

Solution: While doing 4-digit addition we start adding from the ones column,
followed by the tens column, then the hundreds column and finally the
thousands column.

 Step 1: Add the numbers in the ones column. 0 + 1 = 1. Write 1 in

ones column.
 Step 2: Add the numbers in the tens column. 1 + 1 = 2. Write 2 in
tens column.
 Step 3: Add the numbers in the hundreds column. 0 + 1 = 1. Write 1
in the hundreds column.
 Step 4: Add the numbers in the thousands column. 4 + 3 = 7. Write
7 in the thousands column.

Therefore, the sum of 4010 and 3111 is 7121.

 SESSION 8
TOPIC Subtraction
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of
AIM subtraction.

LESSON
PLAN
1. Subject Matter:
1. Subtracting from 4- digit numbers without regrouping
2. Integration:
Character Education: Creativeness, Imaginativeness, Resourcefulness difference between
Clean and Beautiful
2. References/ Material/s:
1. Math handbook
Flash Cards of Subtraction
3. Procedure:
1. Drill: Play 'Picking out papers'. Prepare rolled pieces of papers with basic subtraction facts
written on each. Have each pupil pick out one and answer the combination.
2. Presentation/ discussion: Problem statement
The school needs 1548 flower pots. At present, the pupils have collected 435. How many
flowers pots are needed?

1. Showing the subtraction process

Begin subtracting from one place, through tens, the hundreds, to the thousand places.

154 154 154 154

8 8 8 8
- 43 - 43 - 43 - 43
5 5 5 5
1 11 111
3 3 3 3

The answer can be checked by addition

1113
+ 435
1548
Subtraction is the process of removing or taking away a smaller number from a bigger
number. It is a reverse of addition.

In a subtraction sentence, the number from which we subtract is called minuend. The
number subtracted is called subtrahend. The answer is called difference.

3. Practice Exercises:
Do exercises in math textbook
4. Application:

Fixing skills:
 1. To decorate the streets for the town fiesta, the town of San Fernando needs 68279 lanterns.
The different barangay committees have already put up 3507 lanterns. How many more
lanterns.
2. Science and Character Education Integration:
3. Compare the clean and beautiful surroundings with one that is not. Where is it better to
live?
What simple things can you do to brighten up and beautify your homes, the classroom/
school, and places in our community?
4. Evaluation:

Find the difference:

3495 5984 8420

- 342 - 2843 - 5210

7942 8347
- 2821 - 5234

SESSION 9
TOPIC 4 digit subtraction
TIME 45 MINUTES
LESSON AIM  Students will be able demonstrate their understanding of
subtraction.

LESSON PLAN

How to Subtract Four-Digit Numbers

Wow, you've practiced a lot of subtraction.

Let's review what it means, one more time. 😇

Subtraction is taking away part of a number.

A subtraction equation has three parts:

So far, you've subtracted numbers up to 3-digits.

Now, let's try subtracting larger numbers! 😃

4-Digit Numbers & Place Values

Numbers up to 3-digits have Hundreds, Tens and Ones place

values.

4-digit numbers have one more place value - the Thousands place.

Let's try subtracting some 4-digit numbers.

 4-Digit Subtraction

Subtracting 4-digit numbers is just like subtracting smaller

numbers. 🤗

👉 Let's learn from an example.

Subtract 2,741 from 5,948.

1️⃣ First, write the numbers in column form.

2️⃣ Now, subtract, starting from the Ones place on the right (👉).

Then, go one place to the left until you reach the Thousands place.
The difference is 3,207. ✅

Great job!

Another Example

Subtract 5,455 from 8,394.

Do you remember how to start ? 🤔

First, write the numbers in column form.

Next, subtract the numbers, starting from Ones place.

But wait! 🤓 We don't have enough.

We need to regroup.

We take 1 Ten from 9 Tens and turn it into 10 Ones. ✅

Now, the Ones place has 14 Ones.

After regrouping, we can actually subtract the Ones and Tens columns!
Very good. 👏

Now, let's move to the next column.

Again, we don't have enough Hundreds in the minuend. 😣

So we regroup, or borrow. 😎

This time, we take 1 Thousand from 8 Thousands and turn it into 10

Hundreds.
After regrouping, we can finish subtracting the last two columns.

Wow, you did it! Great job! 👏 The difference is 2,939.

Congratulations! 🎉 You now know how to subtract 4-digit numbers.

Complete the practice. You'll understand more and remember f

SESSION 10
TOPIC Subtraction with borrowing
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of
AIM subtraction.

LESSON
PLAN

1. Subtract 28051 from 51278.

Solution:

Hence, 51278 - 28051 = 23227.

Step I: Arrange the numbers vertically.

Step II: Subtract the ones. 8 - 1 = 7 ones. Write 7 in ones column.

Step III: Subtract the tens. 7 tens - 5 tens = 2 tens. Write 2 in tens
column.

Step IV: Subtract the hundreds. 2 - 0 = 2 hundreds. Write 2 in hundreds

column.

Step V: Subtract the thousands. Since 8 > 1, we cannot subtract. Regroup

5 ten thousands and 1 thousand. 5 ten thousands + 1 thousand = 4 ten
thousands + 11 thousands. 11 - 8 = 3 thousands. Write 3 in thousands
column.

Step VI: Subtract the ten thousands. 4 - 2 = 2 ten thousands. Write 2 in

ten thousands column.
 SESSION 11
TOPIC Multiplication
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of
AIM multiplication .

LESSON
PLAN

How to Multiply 1-Digit by 3-Digit Numbers

In the last lesson, you learned how to multiply 1-digit numbers by 2-

digit numbers.

In this lesson, we're going to multiply 1-digit by 3-digit numbers. 😃

It's pretty much the same. There's just an extra step at the end. 😎

1-Digit by 3-Digit Multiplication

Here's what we're going to do, summed up in one sentence:

Multiply the 1-digit number with each of

the digits in the 3-digit number, starting at the Ones place, and add
those products together.

That's a lot of words. Don't worry about it. 😋 You'll get it with a few
examples.

Let's get started.

310 × 2 = ?

👉 Start by writing the numbers in column form.

Tip: Write the 3-digit number on top, and the 1-digit number at
the bottom.

👉 Make sure to align 2 with 0. Both digits are in the Ones place.

Now, multiply 2 x 0.
Remember our rule for multiplying by 0? 🤔

The answer is always 0. 👍

2x0=0

Let's write 0 in the Ones place.

Next, multiply 2 x 1.

Multiplying by 1 is easy!

The answer is the same number.

2x1=2

👉 Let's write 2 in the answer area.

Then, multiply 2 x 3.

What's the rule for multiplying by 3?

Yes!

Just double the number, then add 1 more group.

2x3=6

👉 We write 6 in the Hundreds place.

So, 310 x 2 = 620.

Another Example

758 x 4 = ?

What's the first step?

👉 Write the numbers in column form.

Start by multiplying 4 x 8.

4 x 8 = 32

What should we do when we have a 2-digit answer?

👉 We carry the 1st digit over to the Tens column.

Next, we multiply 4 x 5, and add the 3 we carried over after!
 4 x 5 = 20

And add the 3 we carried over after.

 20 + 3 = 23

We can't write 23 in the Tens place.

If we do that, then there won't be space for the next answer.

👉 So, we write the 3 at the Tens place, and we carry 2 over to

the Hundreds column.

Lastly, we multiply 4 x 7 and add the carry over, 2.
 4 x 7 + 2 = 28 + 2 = 30

Because we don't have any other numbers to multiply later, we can

write both digits in our answer area.
So, 758 x 4 = 3,032.

Great job. Now, complete the practice. 😺

 SESSION 12
TOPIC Multiplication
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of
AIM multiplication.

LESSON
PLAN
Materials Needed

 deck(s) of playing cards with aces, 10s, and face cards removed
 paper and pencils

Lesson Plan

Multiply the fun with this lesson that can be used to reinforce multiplication of 2- and 3-
digit numbers. For example:

52 x 29 = 1,508

381 x 66 = 25,146

408 x 164 = 66,912

Begin the lesson by printing a sample multiplication format on a board or chart. For
example, you might share this format for multiplying a 3-digit number times a 2-digit
number.

____ ____ ____

X ____ ____

-------------------------

Show students a deck of cards that has been shuffled after removing the aces, 10s, and
face cards. (All that remain are cards numbered 1 to 9.) Select the top five cards from the
deck. Use the cards drawn to create a multiplication problem. For example, if the five
cards drawn are the 4, 7, 2, 2 and 9, then use those cards to fill in the spaces in the format
pictured above.

__4__ __7__ __2__

X __2__ __9__

-------------------------
Invite a student(s) to come to the board to perform the multiplication operations.

__4__ __7__ __2__

X __ 2__ __9__

---------------------------------

4 2 4 8

9 4 4 .

---------------------------------

1 3, 6 8 8

Provide some additional sample practice for students. Then you might divide the class
into two teams or arrange students into pairs. If you arrange students into pairs, give each
pair of students a deck of playing cards. Have them remove the aces, 10s, and face cards
and shuffle the remaining cards. Then instruct them to draw four, five or six cards and
solve problems on their own.

Depending on the skill you want to reinforce, students might solve 2-digit x 2-digit
problems (draw four cards), 3-digit x 2-digit problems (draw five cards), or 3-digit x 3-digit
problems (draw six cards) – or a mix of the three formats.

Students might take turns solving problems; while one student solves the problem by
hand the other can use a calculator (or an online calculator) to check those
calculations.

Assessment

Provide five similar sample problems for students to solve on their own. Students who get
at least four of the problems correct will have mastered this skill.
 SESSION 13
TOPIC Division
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of division .
AIM
LESSON
PLAN
Opener
5 MINUTES
In today's lesson, the students learn the meaning of
division. This aligns with 4.NBT.B6 because the students
learn division by illustrating and explaining the calculation
by using equations, rectangular arrays, and/or area models.

To begin, I remind the students that they have learned that

multiplication can be thought of as repeated addition. I
share with the students that today, you learn the meaning
of division. Can anyone tell me about a time you had to
share something with your brother or sister? One student
responds, "I had to share my candy with my little sister."
Another student responds, "I had to give my sister part of
my money."

Direct Instruction
10 MINUTES
I call the students to the carpet to begin our whole class
discussion. I like for my students to interact with me
during our whole group discussion. I like to ask questions
of them to make sure they are understanding the skill.

The Meanings of Division.pptx power point is displayed on

the board.

To begin our discussion, we discuss vocabulary words that

are important to this lesson. I read the word and
definition aloud. The students repeat the word and
definition after me. I let the students know that they will
have a better understanding of the vocabulary words as we
go through the example in the power point.

Dividend: The number that is being divided (total).

Divisor: The number by which another number is being
divided.
Quotient: The answer to a division problem.
We go on to discuss the meaning of division.
I let the students know that you can draw an array model
or use two-color counters to help you divide. Let's look at
this problem to find out how.
Problem:
Susan has 18 books. She wants to put the same number
of books on her 3 shelves. How many books can she put
on a shelf? Let’s find out.
We can draw a model to help us.
Susan has 3 shelves.

xxxxxx
xxxxxx
xxxxxx

She has 18 books to put on each shelf. We can draw 3

circles and divide the 18 books evenly on each shelf.

She can put 6 books on each shelf.

Another way to divide is by using two-color counters.

Take your counters and put them in 3 separate groups.

(This is displayed in the power point on the Smart board.)
3 represents the number of shelves (divisor), so this is the
number of groups in our model.
18 represents the number of books (dividend). This is the
total that is being shared equally. The quotient will be how
many books are in each group.
 SESSION 14
TOPIC Division
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of division
AIM

LESSON
PLAN
Although at this level students may not use these names, you can
convey the meaning of both kinds of division so that they can have
a better understanding of the division process. When you divide to
find the number of objects in each group, the division is called fair
sharing or partitioning. For example:

A farmer is filling baskets of apples. The farmer has 24 apples and

4 baskets. If she divides them equally, how many apples will she
put in each basket?

When you divide to find the number of groups, the division is called
measuring or repeated subtraction. You can keep subtracting 4
from 24 until you reach 0. Each 4 you subtract is a group or
basket.

A farmer has 24 apples. She wants to sell them at 4 apples for $1.
How many baskets of 4 can she fill?

Array Division
Manipulatives and visual aids are important when teaching
multiplication and division. Students have used arrays to illustrate
the multiplication process. Arrays can also illustrate division.

Because division is the inverse, or “opposite,” of multiplication,

you can use arrays to help students understand how multiplication
and division are related. If in multiplication we find the product of
two factors, in division we find the missing factor if the other
factor and the product are known.
In the multiplication model below, you multiply to find the number
of counters in all. In the array division model, you divide to find the
number of counters in each group. The same three numbers are
used. The model shows that division “undoes” multiplication and
multiplication “undoes” division. So when multiplying or dividing,
students can use a fact from the inverse operation. For example, if
students know that 4 × 5 = 20, they also know the related division
fact 20 ÷ 4 = 5 or 20 ÷ 5 = 4. Students can also check their work
by using the inverse operation.

Relating Multiplication and Division

Notice that the numbers in multiplication and division sentences
have special names. In multiplication, the numbers being
multiplied are called factors; the result of the multiplication is
called the product. In division, the number being divided is
the dividend, the number that divides it is the divisor, and the
result of the division is the quotient. Discuss the relationship of
these numbers as you explain how multiplication and division are
related.

There are other models your students can use to explore the
relationship between multiplication and division. Expose your
students to the different models and let students choose which
model they find most helpful. Here is an example using counters to
multiply and divide.

Here is an example using a number line.

Another strategy your students may find helpful is using a related

multiplication fact to divide. Here is an example.

18 ÷ 6 = ?
Think: 6 × ? = 18Six times what number is 18?
6 × 3 = 18,so 18 ÷ 6 = 3.

Dividing with 0 and 1

When students understand the concept of division, they can
proceed to explore the rules for dividing with 0 and 1. Lead
students to discover the rules themselves by having them use
counters to model the division. A few examples follow.

When any number (except 0) is divided by itself, the quotient is 1.

When any number is divided by 1, the quotient is that number.

When 0 is divided by any number (except 0), the quotient is 0.

Students may be curious what happens if they divide by 0. Explain

that it is not an easy concept, and even professional
mathematicians struggle to explain it! One strategy to show why it
is not possible is to have students try to divide any number into
groups of zero. No matter how many groups you make, it doesn't
work.

Division in the Real World

Encourage students to think about the relationship between
multiplication and division when they solve real-world problems.
For example, they can use a related multiplication fact to find the
unit cost of an item—for example, the cost of one baseball cap
priced at 3 for $18.

$18 ÷ 3 = ?Think: 3 × ? = $18

3 × $6 = $18,so $18 ÷ 3 = $6.

The cost is $6 for one baseball cap.

 SESSION 15
TOPIC Division
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of division
AIM

LESSON
PLAN

In division of two-digit by a one-digit numbers are discussed here step by

step.

How to divide 2-digit numbers by single-digit numbers?

Let us follow the examples to learn to divide 2-digit numbers by one-digit

numbers.

Divide the following and verify the result

(i) 42 ÷ 6

(ii) 85 ÷ 5

(iii) 76 ÷ 6

Solution:

(i) 42 ÷ 6

7Save
Since, 6 sevens are 42, i.e., 6 × 7 = 42

So, 7 will be quotient

6 × 7 + 0 = 42, the dividend

So, quotient 7 is verified

Therefore, 7 is quotient

(ii) 85 ÷ 5

7Save

(a) 8 > 5 so first 8 will be divided. 8T ÷ 5 = 1T so quotient will be 1 ten

(b) 8T - 5T = 3T, 3T + 5 = 35 for 35 ÷ 5, 5 × 7 = 35.

So 7 is quotient

(c) 5 × 17 = 85 (dividend)

So, result is verified.

Therefore, Quotient = 17, remainder = 0

(iii) 76 ÷ 6

7Save
(a) 7 > 6, so 7T will be divided by 6,

6 one is 6, so 1T is quotient

(b) 7 – 6 = 1, 6 is carried down, so 16 will, be divided by 6.

6 twos are 12, 6 threes are 18, so quotient will be 2.

(c) 16 - 12 = 4 is the remainder

(d) 6 × 12 + 4 = 72 + 4 = 76 (dividend)

Therefore, result is verified.

The quotient = 12

Remainder = 4

Let us follow the examples to learn to divide 3-digit numbers by one-digit

numbers.

645 ÷ 6

7Save

Check:

107 × 6 = 642

642 + 3 = 645

Here we know, 645 ÷ 6 = 107 remainder is 3

645 is dividend
6 is divisor

107 is quotient

3 is remainder

The same method is used when dividing larger numbers.

SESSION 16
TOPIC money
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of money
AIM

LESSON See pdf

PLAN

SESSION 17
TOPIC clocks
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of clocks
AIM

LESSON
PLAN
For students, learning to tell time can be difficult. But you can teach
students to tell time in hours and half-hours by following this step-by-step
procedure.

Depending on when you teach math during the day, it would be helpful to
have a digital clock sound an alarm when math class begins. If your math
class begins on the hour or the half hour, even better!

Step-by-Step Procedure
1. If you know your students are shaky on time concepts, it’s best to start
this lesson with a discussion of morning, afternoon, and night. When
do you get up? When do you brush your teeth? When do you get on
the bus for school? When do we do our reading lessons? Have
students put these into the appropriate categories of morning,
afternoon, and night.
2. Tell students that next we are going to get a little more specific. There
are special times of day that we do things, and the clock shows us
 when. Show them the analog clock (the toy or the classroom clock)
and the digital clock.
3. Set the time on the analog clock for 3:00. First, draw their attention to
the digital clock. The number(s) before the colon (:) describe the
hours, and the numbers after : describe the minutes. So for 3:00, the
time is exactly 3 o’clock and no extra minutes.
4. Then draw their attention to the analog clock. Tell them that this clock
can also show the time. The short hand shows the same thing as the
number(s) before the : on the digital clock—the hours.
5. Show them how the long hand on the analog clock moves faster than
the short hand—it is moving by minutes. When it is at 0 minutes, it
will be right up at the top, by the 12. This is a hard concept for kids to
understand, so have students come up and make the long hand move
quickly around the circle to reach the 12 and zero minutes several
times.
6. Have students stand up and use their arms as hands on a clock. Have
them use one arm to show where the long clock hand will be when it is
at zero minutes. Their hands should be straight up above their heads.
Just like they did in Step 5, have them move this hand rapidly around
an imaginary circle to represent what the minute hand does.
7. Then have them imitate the 3:00 short hand. Using their unused arm,
have them put this out to the side so that they are imitating the hands
of the clock. Repeat with 6:00 (do the analog clock first) then 9:00,
then 12:00. Both arms should be straight above their heads for 12:00.
8. Change the digital clock to be 3:30. Show what this looks like on the
analog clock. Have students use their bodies to imitate 3:30, then
6:30, then 9:30.
9. For the remainder of the class period, or at the introduction of the
next class period, ask for volunteers to come up to the front of the
class and make a time with their bodies for other students to guess.

Homework/Assessment
Have students go home and discuss with their parents the times (to the
nearest hour and half hour) that they do at least three important things
during the day. They should write these down on paper in the correct digital
format. Parents should sign the paper indicating that they have had these
discussions with their child.

Evaluation
Take anecdotal notes on students as they complete Step 9 of the lesson.
Those students who are still struggling with the representation of hours and
half hours can receive some extra practice with another student or with you
 SESSION 18
TOPIC calendar
TIME 45 MINUTES
LESSON AIM  Students will be able demonstrate their understanding of
calendar.

LESSON PLAN
What Is A Calendar For Kids
It seems obvious, but the first step to teaching kids about the
calendar is to make sure we explain to them what a calendar is.

A calendar is a series of pages that shows the days, weeks, and

months of a particular year. It is a tool we use to help us keep
track of each day, and allows us to visually see when different
events will happen.
 Teach Kids How To Read A Calendar Lesson Plan
The next step is to teach kids how to read a calendar. This could
be split up into 4 different lessons.
Lesson 1: Days & Weeks

The objectives to cover in this lesson are:

 each square represents one day

 a group of 7 days in a row is called a week
 one week is equal to 7 days
 each day of the week has a name
 show where the names of the days of the week are
shown on a calendar
 each square in a column under the name of a day of the
week represents 1 day with that name. i.e. all squares
 under Wednesday represent 1 Wednesday
 “If we are this day” (point to a square), “1 week later
would be” (point to square underneath)
 ask them which square would be 2 weeks later, or 3
weeks later
 explain that a square above shows 1 week ago (in the
past)
 ask them which square would be 2 weeks ago or another
number of weeks ago
Lesson 2: Order of Days of the Week

Today’s objective is to work on learning the order of the days of

the week and also to realize that the days go in a continuous
cycle (i.e. after Sunday is Monday again).
Lesson 3: Months of the Year

 30 or 31 days is grouped into a month

 each year has 12 months
 order of the months
 after we get to the end of the last month we go into a new
year and start the months back from the beginning
Lesson 4: Order of the Months of the Year

The goal of today is to spend a few minutes learning the order of

the months of the year. Mastery isn’t the goal, it’s just to spend
time working on this skill. Think of it more as an introduction.

SESSION 19
TOPIC Word problems
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of word
AIM problems

LESSON
PLAN
  Create a scenario to introduce the concept of word problems. For example,
say, "I am going to the local zoo and I plan on bringing 11 students with me.
Six more students want to join us. How many of us are going to the zoo?"
 You can have students come to the front of the class in these
denominations if you would like.
 Go over the answer to your created problem.
 Repeat the activity with a different word problem.
 Call on different students to answer the problem to promote class
participation.
 Tell students they became a part of a word problem. Ask students to reflect
on what word problems are and have a class discussion. Remind the class
that a word problem is a situation explained in words that can be solved
using math.

SESSION 20
TOPIC fractions
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of fractions.
AIM

LESSON
PLAN
See pdf

SESSION 21
TOPIC Improper fractions.
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of improper
AIM fractions.

LESSON
PLAN

An important part of learning about fractions is becoming

comfortable understanding what they mean. Being able to
convert between improper fractions and mixed numbers is a
great way to be able to understand fractions and recognize
how large or small a fraction is. Here are some math terms
that will help you to understand this lesson better:

1. Proper Fraction = A fraction whose numerator is smaller

than the denominator. Example: 3/4

2. Improper Fraction = A fraction whose numerator is larger

than the denominator. Example: 4/3

3. Mixed Number = An integer combined with a proper

fraction showing how many wholes and how many parts
are in the number. Example: 2/13 means 2 whole
and 13 pieces, pronounced two and one-third.

The following video will show how this conversion can be

done:

When converting from a Mixed Number to an Improper

Fraction:

 Multiply the integer by the denominator and add the

numerator to get the new numerator.

 Keep the denominator the same.

 Example: 213=(21×33)+13=2×33+13=63+13=73

When converting from an Improper Fraction to a Mixed

Number:

 Divide the numerator by the denominator.

 Keep the remainder as the numerator of the new fraction

 part.

 The denominator stays the same.

SESSION 22
TOPIC Fractions to sets
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of fractions
AIM

LESSON
PLAN
 Review with students what they know about fractions. Review numerator,
the number on top of the fraction, denominator, the number on the bottom
of the fraction that represents the total of the set, or the group of values
being observed.
 Tell students that today they will learn about fractions, or specific portions,
of a set. Explain that fractions from a set are similar to the fractions they
have already learned. The main difference is that we can think of the set as
a whole and each item that makes up the set as an equal part.
 Call several volunteers up to the front of the group. Explain to the students
that the group of volunteers together is the whole. Count each student and
label the total as the denominator. Each person in the group is a part. Model
finding and writing the different types of fractions that can be found in the
set. For example, the fraction of boys, the fraction of girls, fraction of
students wearing glasses, etc.

SESSION 23
TOPIC measurement
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of
AIM measurement
LESSON
PLAN
Information for Teachers
 Various instruments and units of measurement are used to measure
the physical quantities of objects.

 The standard unit for measuring the length is meter.

 Meter is a basic unit of length while centimeter is the sub multiple
unit of length.
 The abbreviation used for meter is ‘m’ and for centimeter ‘cm’.

 While teaching the lesson, the teacher should also consult with
textbook where and when applicable.
Material / Material
writing board, chalk / marker, duster, meter rod, ruler with centimeter marks,
measuring tape, textbook
Introduction
 Ask following questions from students;
 Whenever your mother purchases cloth from market, what does she
 say to the shopkeeper to tell him how much cloth she wants?
(Encourage students for correction response)

 What thing shopkeeper uses to measure clothes? (Meter rod)

 Who is a good jumper?

How can we decide who can jump long?

 Who can mark the highest spot on the board with chalk / marker?
  How you can measure height of any point from floor.

Development
Activity 1
 Make two dots on board at some distance. Then draw a line to join
dots.
 Now, by writing on board, tell students:
 “Distance between two points is called length”.
  Different units (balisht, meter, foot, centimeter etc.) and
instruments (inch tape, guzz, meter rod etc.) are used to measure
length.

Activity 2
 Write word ‘meter’ on board and tell the students that basic unit of
length is meter.

 Long / big objects like table, window, cloth, wire, wall etc. are
measured in meters. Similarly the distance between two nearest
places is also measured in meters, like the distance between school
 gate to class or the distance between two corners of room etc.

 By writing on board, tell the students that we use symbol /

abbreviation ‘m’ for meter. For example if any object has length of
six meter, we will write it as ‘6 m’ and read as 6 meter.
 Repeat this abbreviation with students three or four times.
 Now write word ‘centimeter’ on board and tell the students that the
small unit of length is centimeter.
 We measure the length of small objects like pencil, eraser, book,
bottle, etc. in centimetres.

 Tell the students by writing on board that we use symbol /

 abbreviation ‘cm’ for centimeter. So as if length of any object is
four centimeter then we write it as ‘4 cm’ and read as 4 centimeter.
 Repeat this abbreviation with students three or four times.

Activity 3
 Ask the students to measure height of chart placed on the wall with
their hands. (Different students will tell different heights of this
chart.)

 Now shows them meter rode and tells that if they want to get the
same measurement every time for the same height then a standard
measuring instrument is used.

 This standard measuring instrument is called meter rod.

 Meter rod is used to measure length of objects like electric wire,
clothes, rope, door, table, pencil, antenna wire, etc.
  With meter rod, we can measure the length of any object in meter
and centimeter.

Activity 4
 Provide meter rod to students in groups.
 Ask them to count and tell the number of long lines on it.
 Guide them in counting.
 After taking their responses, draw a meter rod on board and tell
them that there are always 100 long lines on meter rod and each
long line represents one centimeter.
 Tell the students that meter rod has one meter length and there are
100 centimetres in one meter.
 So we can say that 1 meter = 100 centimetres.
 Tell them word ‘centi’ means hundred.
 Ask them what does it mean when a cricketer scores a century?
(100 runs)
 Repeat such examples again and again.
Activity 5
 Divide students into groups.
 Ask each group to see the lines marked on the centimeter ruler.
 If students ask about the other lines (the inches lines) on the ruler,
tell them that inches are also used to measure length.
 An inch is bigger than a centimeter.
 Also tell students that because cm is smaller than inch, it helps us
measure things more exactly and accurately.
 Similarly if students ask about the small lines between each two
centimeter, tell them that these show ‘millimetres’. It is also the
unit of length. These are ten in number between each two
centimetres.
 Ask students: what is the length of the ruler? (Expected answer
would be as; 15cm) img
 Sum up / Conclusion
 Meter is the basic unit of length while centimeter is the small unit
of length.
 1 meter = 100 centimeter
 Units are very important to describe size of any object. If you say
this table are 3 long than nobody can understand what you are
saying? But if you say this table is 3m long or its length is 3 m, then
everyone can understand.
 Length of small objects is measured in centimetres while length of
long or big objects is measured in meters.
 Small objects can be measured by ruler but long or big objects are
measured by meter rod.
Assessment
 What is the basic unit for measuring length?
 What is the small unit for measuring length?
 What instrument is used for measuring the lengths of wall or play
grounds?
 What is the abbreviation for meter?
 ‘cm’ is abbreviation of what?
Follow up
 Give students following table to fill:
 Which unit will use to measure the following objects? (Meter /
centimeter)

 Measure the length of your books and pencils and write on

notebook.
 Ask the students to solve the questions given in the textbook.

SESSION 24
TOPIC Measurement -2
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of
AIM measurement.

LESSON
PLAN
See pdf

SESSION 25
TOPIC perimeter
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of perimeter
AIM

LESSON
PLAN
 Ask your students if they know what the word perimeter means.
 Remind them that perimeter is the length of the border of a shape.
 Ask your students to make a line and walk around the classroom, touching
the walls.
 Explain to your students that the walls are the border of the classroom.
 Tell them that if they wanted to find the perimeter of the classroom, they
would measure the length of the walls and add them.

SESSION 26
TOPIC area
TIME 45 MINUTES
LESSON AIM  Students will be able demonstrate their understanding of area

LESSON PLAN
Lesson Plan | What is Area?

Objectives

To understand that area is measured by equal sized squares

To know a quick method of finding the area of rectangles

To be able to break shapes down into rectangles to calculate their areas

Starter Activity

Give out a copy of this picture to pairs of students to discuss. Encourage them
to put the four shapes in order of size. Ask the class to feedback on how they
decided which of the shapes was biggest. What is a fair way to compare the
size of shapes? Discuss with students the idea of measuring how many
squares are inside a shape and that we call this the area of a shape.

Ask them why we wouldn't say the area of this shape was 10 squares.

Main Activity

Students could work on these activities:

 How many Squares? A worksheet that begins with pupils counting

squares and progresses to the area of compound shapes.
 Students could work on this Counting Squares Interactive Task on
computers or in pairs at the interactive whiteboard.
 Equal Areas Artwork Project:
Give students either squared (easier) or plain paper (significantly
harder) and ask them to make a piece of artwork based on shapes that
all have the same area. If students are working on plain paper they will
need to think about how they are going to measure the squares inside.
 To challenge them, encourage them to first draw different rectangles
with the same area, then introduce compound 'L' shapes and perhaps
triangles or a square for those that take to the task.

Plenary:

Ask students to draw three different shapes with the same area in their books.
A partner could check their work.

SESSION 27
TOPIC Multiplication.
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of
AIM multiplication

LESSON
PLAN
Write 45 x 32 on the board or overhead. Ask students how they would begin
to solve it. Several students may know the algorithm for two-digit
multiplication. Complete the problem as students indicate. Ask if there are
any volunteers who can explain why this algorithm works. Many students
who have memorized this algorithm don't understand the underlying place
value concepts.

Step-by-Step Procedure
1. Tell students that the learning target for this lesson is to be able to
multiply two-digit numbers together.
2. As you model this problem for them, ask them to draw and write what
you present. This can serve as a reference for them when completing
problems later.
3. Begin this process by asking students what the digits in our
introductory problem represent. For example, "5" represents 5 ones.
"2" represents 2 ones. "4" is 4 tens, and "3" is 3 tens. You can begin
this problem by covering the numeral 3. If students believe that they
are multiplying 45 x 2, it seems easier.
4. Begin with the ones:
45
x 32
= 10 (5 x 2 = 10)
5. Then move on to the tens digit on the top number and the ones on the
bottom number:
45
 x 32
10 (5 x 2 = 10)
= 80 (40 x 2 = 80. This is a step where students naturally want to put
down “8” as their answer if they aren’t considering the correct place
value. Remind them that “4” is representing 40, not 4 ones.)
6. Now we need to uncover the numeral 3 and remind students that
there is a 30 there to consider:
45
x 32
10
80
=150 (5 x 30 = 150)
7. And the last step:
45
x 32
10
80
150
=1200 (40 x 30 = 1200)
8. The important part of this lesson is to constantly guide students to
remember what each digit represents. The most commonly made
mistakes here are place value mistakes.
9. Add the four parts of the problem to find the final answer. Ask
students to check this answer using a calculator.
10.Do one additional example using 27 x 18 together. During this
problem, ask for volunteers to answer and record the four different
parts of the problem:
27
x 18
= 56 (7 x 8 = 56)
=160 (20 x 8 = 160)
= 70 (7 x 10 = 70)=200 (20 x 10 = 200)

Homework and Assessment

For homework, ask students to solve three additional problems. Give partial
credit for the correct steps if students get the final answer wrong.

Evaluation
At the end of the mini-lesson, give students three examples to try on their
own. Let them know that they can do these in any order; if they want to try
the harder one (with larger numbers) first, they are welcome to do so. As
students work on these examples, walk around the classroom to evaluate
their skill level. You will probably find that several students have grasped the
concept of multi-digit multiplication fairly quickly, and are proceeding to
work on the problems without too much trouble. Other students are finding
it easy to represent the problem, but make minor errors when adding to find
the final answer. Other students are going to find this process difficult from
beginning to end. Their place value and multiplication knowledge are not
quite up to this task. Depending on the number of students who are
struggling with this, plan to reteach this lesson to a small group or the larger
class very soon.

Refer to earlier lesson plan for all types.

SESSION 28
TOPIC Multiplication word problem.
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of
AIM multiplication

LESSON
PLAN

Problem Sums Involving Multiplication:

1. 24 folders each has 56 sheets of paper inside them. How many sheets of
paper are there altogether?

Solution:

We can add 56 sheets 24 times

OR

Since multiplication is repeated addition we can multiply 56 and 24 to get

the answer.

25Save

[Sometime, more than one calculation is required.]

Therefore, altogether there are 1344 sheets.

2. A carton holds 24 packets of biscuits. Each packet has 12 biscuits. How

many biscuits can be packed in 45 cartons?

In one carton we can pack 24 × 12 biscuits.

In 45 cartons, we can pack 24 × 12 × 45 biscuits.

24 × 12 = 288

→ 40 + 5

Multiply by 5

25Save Multiply by 40

Therefore, altogether there are 12,960 biscuits.

Consider the following Examples on Word Problems Involving

Multiplication:

1. A book costs $ 67. How much will be paid for 102 such books?

Solution:

The cost of one book =$67 67

Number of books =102 ×102

The cost of 102 books = $ 67 × 102 134

= $ 6834 +6700

6834

Therefore, cost of 102 books = $ 6834

2. A bicycle costs $ 215. How much will be paid for 87 such bicycles?

Solution:

The cost of one bicycle =$215 215

Number of bicycle =87 ×87

The cost of 87 bicycles =$215×87 1505

= $ 6834 +17200

18705

Therefore, cost of 87 bicycles = $ 18705

3. The monthly salary of a man is $ 2,625. What is his annual income by

salary?

Solution:

Monthly income = $2,625 2625

Annual income = $2,625 × 12 ×12

= $31,500 5250

+26250

31500

Therefore, annual income = $ 31,500

4. A chair costs $ 452 and a table costs $ 1750. What will be cost of 15
chairs and 30 tables?

Solution:

(i) Cost of one chair = $ 452

Cost of 15 chairs = $ 452 × 15

 = $ 6,780

(ii) Cost of one table = $ 1,750

Cost of 30 tables = $ 1,750 × 30

= $ 52,500

Therefore, cost of 15 chairs and 30 tables = $ 6,780 + $ 52,500

Questions and Answers on Word Problems on Multiplication:

1. Each student of class IV $ 75 for the flood victims. If there are 368
students in class IV, what is the total amount of money collected?

Answer: $ 27600

2. An orchard has 46 rows of mango trees. If there are 150 trees in each
row. What is the total number of mango trees in the orchard?

Answer: 6900

3. A showroom has 165 bicycles. Each bicycle costs $ 4500. What is the
total cost of all the bicycles?

Answer: $ 742500

4. The teller in the bank received 814 notes today. If the value of each
note is $ 500, what is the total amount of money collected by the teller?

Answer: $ 407000

5. A car factory manufactures 75 cars each month. How many cars will be
manufactured in the factory in one year?

Answer: 900

6. The National Library has 502 book shelves. In each shelf there are 44
books. What is the total number of books in the library?

Answer: 22088

7. Our heart beats about 72 times in a minute. How many times will it beat
in an hour?

Answer: 4320

8. Shyam works for 10 hours in a day and Ram works for 9 hours in a day.
Ram works for 6 days in a week and Sham works for 5 days in a week.
Who works for more hours in a week and by how much?

Answer: Ram, 4 hours

9. There are 100 baskets of fruit. Each basket has 24 kg of fruit. If half of
the baskets are kept on the weighing machine, then what weight will be
shown by the weighing machine?

Answer: 1200

10. A truck has 673 boxes of candies. Each box has a dozen candies in it.
What is the total number of candies on the truck?

Answer: 8076
 SESSION 29
TOPIC Division word problems
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of division
AIM

LESSON
PLAN

Word problems on division for fourth grade students are solved here step
by step.

Consider the following examples on word problems involving

division:

1. $5,876 are distributed equally among 26 men. How much money will
each person get?

Solution:

Money received by 26 men = 5876 So, money received by one man =

5876 ÷ 26

= 226

130Save
Each man will get $226.

2. If 9975 kg of wheat is packed in 95 bags, how much wheat will each bag
contain?

Solution:

Since 95 bags contain wheat 9975 kg

Therefore, 1 bag contains wheat (9975 ÷ 95) kg

= 105 kg

130Save

Each bag contains wheat = 105 kg

In a problem sum involving division, we have to be careful about using the

remainder.

3. 89 people have been invited to a banquet. The caterer is arranging

tables. Each table can seat 12 people. How many tables are needed?

Solution:
To answer this question, we need to divide 89 by 12
89 ÷ 12

130Save

Quotient - 7

Remainder - 5

If the caterer arranges 7 tables, then 5 people will have no place to sit.
So he needs to arrange 7 + 1 = 8 tables.

4. How many hours are there in 1200 minutes?

Solution:

We know that there are 60 minutes in 1 hour.Divide the number of minutes

by the number of minutes in 1 hour. We get, divide 1200 by 601200 ÷ 60
= 20

So there are 20 hours in 1200 minutes.

Answer: 20 hours.

SESSION 30
TOPIC pictograph
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of
AIM pictographs

LESSON
PLAN
See pdf

SESSION 31
TOPIC Pattern
TIME 45 MINUTES
LESSON AIM  Students will be able demonstrate their understanding of
patterns

LESSON PLAN
Introducing Number Patterns
The more that children can understand how numbers relate to each other, the more
confident they will become. Here we begin to look at the most simple of number patterns
- 1 more and 1 less - and introduce the vocabulary of number patterns, ready for building
on in future lessons.

Preparatory Work
 Have a look at our Pattern Worksheets which provide practice in "what comes
next" using pictures. These introduce the concept of patterns without using
numbers. We've provided "tiles" which can be cut out and used to fill in the
worksheets too. Your child could use these tiles to make up their own patterns.

 Grab coloured counters, buttons, bricks other manipulatives and encourage your
child to make up some of their own patterns. You could build a tower with
alternating colours of individual bricks, for example.

Hands On Practice with Number Patterns

 Make visual patterns.

o Use buttons or counters on ten frames or ten towers to show how

increasing or decreasing numbers form a pattern. Start with smaller
numbers - up to 10 - and build up.

o Talk about how each ten frame has "1 more" counter than the last.

o Show how 11 and 1 more makes 12, 12 and 1 more makes 13, 13 and 1
more makes 14 and so on.

o Explain that this - 11, 12, 13, 14, 15 - is a number pattern.

o Can your child continue the number pattern? What comes next?

o Think about how you would describe the number pattern. Can your child
describe it? In that particular number pattern, each number is 1 more than
the number before.

o Try the same activity with "1 less".

o For the same activity with bigger numbers, our Numbers to 20 Towers are
useful.
  Just numbers. Using magnetic or wooden numbers or simple number cards up to
20, make a simple number pattern (using 1 more or 1 less) and ask your child to
continue it.

 Play Snap Challenge. At random times during the day, call out something along
these lines:

o "Snap Challenge! I'm starting a number pattern. Can you continue it? It
goes like this: 11, 10, 9 ..."

o "Snap Challenge! Here's a number pattern. Can you describe it? 16, 17,
18 ... ?"

 Worksheets. Have a go at some of the worksheets below.

Extension Activities
 Some children will grasp number patterns quickly and will begin to look for their
own. Give them ten frames, ten towers and plenty of counters and see what they
come up with, asking them to explain the logic of their number patterns.

 Introduce the concept of "2 more" or "2 less".

 Ask questions like "What is 2 more than 11? And 2 more than that? And 2 more
than that?" and so on.

 Using a ten frame and coloured counters, alternate the colours on each row and
 show your child how you can count in 2's - 2, 4, 6, 8, 10.

 Try using a set of our numbered ten frames with counters. Show your child that,
by covering squares with counters, you can also see a pattern with the numbers
that are not covered. Two patterns for the price of one!

SESSION 32
TOPIC pattern
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of patterns.
AIM

LESSON
PLAN
Resources:

Overhead

Transparent colored shapes

Several of the same shapes for each group of three students

Math journals

Crayons or colored pencils

Activities:

Begin the lesson by talking about what a pattern is (things arranged following a
rule). Have the students write the definition in their math journal. Use the overhead
projector and transparent shapes to create a pattern. Have the students divide into
groups of three and discuss what the rule for the pattern is and then extend the
pattern by repeating it two times. Come back together as a group to discuss the rule
and have one of the groups come up and replicate the pattern on the overhead using
the transparent shapes. Continue this exercise providing more difficult patterns as
the student's confidence and skill level increases.

For a closing activity, have each group develop their own pattern and then have the
groups rotate to each pattern. They can write the rule and extend the pattern in
their math journals. Encourage them to use crayons or colored pencils to draw the
pattern. When all the groups have been able to see each pattern, have each group
name their rule and show how the pattern would have been extended. Discuss how
everyone did at recognizing the patterns and writing the rules.
Closure:

This activity can be continued for homework by having students develop three or
four patterns at home. They can write the rule and draw the pattern in their math
journal. The idea of patterns can also be extended into other subjects and the
students can be encouraged to find patterns in art, nature, and music.