Class: __V _ Subject: Math Hussain Objectives By the end of the lesson the students should have ;
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Recognized the highest common factor from factors. Find prime numbers by solving factor trees. Written prime factors as square numbers.
Topic: Number properties
Date: 12th - 19th October 2015
Plan (Methodology)
Ms. Anadil Time 70 min 10 min
Mental Math: 331 + 40 12 x 3 55 divided by 5 What is 10 less than 77? 6 x 11 Total 43 and 17. What is the difference between 220 and 25? 88 divided by 4 15 x 3 What is the sum of 34 and 16? 10 min Starter Activity: (Group activity) Students in groups will solve Q2 (d-h) in Pupil’s book page # 20 to find the highest common factor. 10 min Main Activity: ( Teacher’s demonstration) Factors of 64, 110 and 48 will be written on the white board with by taking student’s responses. Ask students about the common factors between the numbers 64, 110 and 48. (1 and 2) Students will be asked to tell about the factors of these common factors i.e. 1 and 2. Students will be encouraged to think that as 2 has only two factors (1 and itself), such a number is called prime number and such a factor is called prime factor. Students will be asked to give examples of other possible prime factors. (i.e. 2,3,7,11,13 etc.) Students will be asked if 1 is a prime factor or not. 10 min Whole class discussion: Factor tree of 36 will be drawn on the board. Student’s responses will be taken to complete the factor tree.
Resources Mini white board
Assessment Students will be assessed on their ability to;
Recognize the highest common factor from factors. Find prime numbers by solving factor trees. Write prime factors as square numbers.
Through their oral responses, group work, whole class discussion, feedback and written work.
Students will be encouraged to write the prime factors as square numbers i.e. 32 x 22 = 36 Another factor tree of 56 will be drawn on the board by gathering student’s responses. 20 min Written Work: (Individual Task) Students will solve Pupil’s book page # 21 Q3 (a, b) and Q4 (b, c, d) in their pamphlets. 10 min Plenary: Students will be divided in groups. Each group will give a number to other group for making a factor tree and finding prime factors of that number. Feedback will be taken regarding their group work. H.W: Solve Q4 (a) of Pupil’s book page # 21 in HW pamphlet. Evaluation of Student Learning Evaluation of Teaching What did the children learn in this lesson? If you were to teach this lesson again, what would you do differently? (Comment on any ONE aspect of your teaching or planning) ____________________________________________________________________ _________________________________________________ What did they actually do? Or what were they not able to do / understand? _________________________________________________ ___________________________________________________________________ ____________________________________________________________________
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Class: _V _ Subject: Math Hussain Objectives By the end of the lesson the students should have ;
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Differentiated between proper and improper fractions. Changed improper fractions to mixed numbers. Changed mixed numbers to improper fractions.
Topic: Fractions
Date: 12th - 19th October 2015 Plan (Methodology)
Mental Math: 6x3 12 x 2 8x6 9x9 3x7 5x8 7x7 2 x 11 4x9 6x7 Starter Activity: (Individual) Each Student will be given an A4 sheet, half of which they will color. Students will be asked to fold the paper one time and write down the fraction of the colored area (1/2) in their paper. Students will fold the paper one more time and write the fraction of colored area again (2/4). Students will fold the paper again and again to write the fraction of colored area until the paper is folded completely. Main Activity: (Whole class discussion) Two fractions will be written on the board, 3 and 4 . 4 3 Students will be asked to differentiate between these two fractions. Students will be asked to divide the improper fraction (4/3) on their mini white boards. It will be discussed that for making an improper fraction as a mixed number, the fraction is divided. The quotient is written as a whole number, whereas the remainder is written as the numerator and the dividend as the denominator. Students will be asked how they can make the mixed number again an improper fraction. Encourage them to think that to make a mixed number again an improper fraction, the denominator of the mixed number is multiplied with its whole number and added with the numerator.
Ms. Anadil Time 70 min 10 min
Resources Mini white board A4 sheet
Assessment Students will be assessed on their ability to;
10 min
15 min
Differentiate between proper and improper fractions. Change improper fractions to mixed numbers. Change mixed numbers to improper fractions.
Through whole class discussion, feedback and written work.
Ask students to write 13/4 as a mixed number and 72/5 as an improper fraction on their mini white board. Written Work: (Individual Task) 25 min Students will solve Pupil’s book page # 28 Q1 (b-f) and page # 29 Q2 (b-f) in their pamphlets Plenary: 10 min Students will solve the following questions on their mini white board: 6/4 2 1/6 12/11 Evaluation of Student Learning What did the children learn in this lesson?
____________________________________________________________________ What did they actually do? Or what were they not able to do / understand? ___________________________________________________________________
Evaluation of Teaching If you were to teach this lesson again, what would you do differently? (Comment on any ONE aspect of your teaching or planning) _________________________________________________ _________________________________________________
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Class: _V _ Subject: Math Hussain Objectives By the end of the lesson the students should have ;
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Added and subtracted improper fractions and mixed numbers.
Topic: Fractions
Date: 12th - 19th October 2015 Plan (Methodology)
Ms. Anadil Time 70 min 10 min
Mental Math: Share 9 marbles equally between 3 children. How many do each of them get? A dozen eggs means 12 eggs. What is half a dozen? What was the date 7 days ago? A kitten weighs 100 grams at birth. 2 weeks later, it has gained 15 grams. What is the new weight? Mr. Ali has 12 History books and 14 Science books. How many books he has in total? Rija does 5 sums every day. How many sums does she do in 1 week? How many bunches of 4 can be made from 8 flowers? How many road wheels are there on 3 cars? 10 min Starter Activity: (Game) Students will be divided in groups. Every member of the group will be given different attempts to throw a paper ball in a bowl kept at the center of the class. The fraction of ball thrown correctly in the bowl out of total attempts given to that student will be written for every group. Each member of the group will get a turn to throw the ball in the bowl. The group with the biggest fraction will win. 15 min Main Activity: ( Whole class discussion) I will ask students if they can add 3/7 and 3/14. Students will be encouraged to think that only like fractions can be added or subtracted together (fractions with same denominators.) Ask students how can they make the denominators of the above fractions same? Can they make 7 as 14 or 14 as 7? Encourage them to derive that 7 can be made 14 by multiplying it with 2. Ask students if the numerator (3) of the fraction should also be multiplied with 2 as the denominator (7) is multiplied to make the fractions like. Encourage students to think that whatever is done in denominator, is
Resources Paper ball Bowl
Assessment Students will be assessed on their ability to;
Add and subtract improper fractions and mixed numbers.
Through their oral responses, game of fractions, whole class discussion, feedback and written work.
also done in numerator. After making the fractions like (6/14 and 3/14), ask students if they can easily add the two fractions or not. Following examples will be solved on the board: Add 1/3 and 11/12 Subtract 3/7 from 3 4/5. Written Work: (Individual Task) 25 min Students will solve Pupil’s book page # 29 Q3 (c-f) and Q4 (c-f) Plenary: 10 min Feedback will be taken and answers will be discussed. H.W: Solve pupil’s book page 29 Q3 (a-b) and Q4 (a-b) in H.W. pamphlets. Evaluation of Student Learning Evaluation of Teaching What did the children learn in this lesson? If you were to teach this lesson again, what would you do differently? (Comment on any ONE aspect of your teaching or planning) ____________________________________________________________________ _________________________________________________ What did they actually do? Or what were they not able to do / understand? _________________________________________________ ___________________________________________________________________ ____________________________________________________________________
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Class: _V _ Subject: Math Hussain Objectives By the end of the lesson the students should have ;
Converted unlike fractions into like fractions. Added and subtracted two or more than two fractions.
Topic: Fractions
Date: 12th - 19th October 2015 Plan (Methodology)
Mental Math: 9x3 2 x 14 9x6 3 x 13 3x8 7x4 12 x 5 11 x 10 4x9 6x7 Starter Activity: (Loop cards) Students will be given loop cards of addition individually. Loop cards activity of addition will be played. Main Activity: (Group work) Start the lesson by linking with previous lesson. Ask students if they can add 9/35 and 3/10? Why can’t they do that? What can they do for adding these two fractions together? By taking student’s responses, make the denominators of the two fractions like. Ask students if the change is only applied to denominator or to both denominator and numerator. With student’s feedback, add the two fractions after making them like. Repeat the above procedure for the following examples: 9/10 – 5/6 1/3 + ¼ + 1/5 + 1/6 Written Work: (Individual Task) Students will solve Pupil’s book page # 26 Q1 (e-h), Q2 (e-h) and page # 27 Q3 (a-b) in pamphlets. Plenary: Students will swap pamphlets with their fellows and check their work
Ms. Anadil Time 70 min 10 min
Resources Loop cards
Assessment Students will be assessed on their ability to;
10 mins
15 min
25 min
10 min
Convert unlike fractions into like fractions. Add and subtract two or more than two fractions.
Through their oral responses, whole class discussion, feedback and written work.
with a pencil. H.W: Solve pupil’s book page 26 Q1 (a-c) and Q2 (a-c) in H.W. pamphlets. Evaluation of Student Learning Evaluation of Teaching What did the children learn in this lesson? If you were to teach this lesson again, what would you do differently? (Comment on any ONE aspect of your teaching or planning) ____________________________________________________________________ _________________________________________________ What did they actually do? Or what were they not able to do / understand? _________________________________________________ ___________________________________________________________________ ____________________________________________________________________
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