Maths

• Session 1: Number concepts-Part 1
• Session 2: Number concept- 2
• Session 3: Number Diagrams
• Session 4: Addition
• Session 5: Subtraction
• Session 6: Word Problems-Addition & Subtraction
• Session 7: Introduction of multiplication
• Session 8: Introducing multiplication table
• Session 9: Two-digit multiplications
• Session 10: Multiplication word problems
• Session 11: DIVISION
• Session 12: Division 1&2 digit
• Session 13: 2 Digit & 1 Digit Division
• Session 14: Word problems (+,-, ×, ÷)
• Session 15: Average
• Session 16: BODMAS (+,-, ×, ÷)
• Session 17: Introduction of fractions
• Session 18: Addition and subtraction of fractions
• Session 19: Multiplication and division of fractions
• Session 20: Fraction problems
• Session 21: Decimals introduction, place value
• Session 22: Decimal- addition & subtraction
• Session 23: Clock
• Session 23: Clock
• Session 24: Calendar
• Session 25: Percentage
• Session 26: Polygons
• Session 27: Angles of Polygons
• Session 28: Perimeter
• Session 29: Perimeter word problems
• Session 30: Area - square, rectangle
• Session 32: Highest Common Factor (HCF)
• Session 33: Prime Numbers
• Session 34: Composite Numbers
• Session 35: Conversion of Length
• Session 36: Conversion of Mass and Volume
• Session 37: Triangles
• Session 38: Parallel lines
• Session 39: Introduction to statistics
• Session 31: The Least Common Multiple (LCM)
• Session 40: Introduction to Graphs and Diagrams

Session 1: Number concepts-Part 1

Introduction Activity (15 minutes):

Number Hunt

Provide students with flashcards that display numbers in ordinal form (1st, 2nd, 3rd…) or as multiples of ten (10, 20, 30…). Give one flashcard to each student. Ask them to  arrange themselves in the correct numerical or ordinal order

Main Activity (65 minutes):

The Tree Chart Treasure Hunt (25 minutes)

Divide the students into small groups.From each group, one student will represent the team and participate in the treasure hunt game.

One day, Class 5 discovered a colorful chart on the wall with a forest of trees drawn on it. (The teacher had cut the chart in half and displayed only 10 trees, each clearly numbered from 1st to 10th).

"Each clue contains a task , and only those who complete it can move on to the next clue".

Beside the chart, place a mysterious note:

"Ahoy, explorers! I’m Captain Coco(teacher) . I’ve hidden my treasure in this forest of trees. Follow the clues in the correct ordinal order to find the prize!"

The first clue will be read by the Captain Coco.

Clue 1:
“Start with the 3rd tree . Something is hidden behind its leaves.”

Students check the 3rd tree and find: 

Task : Write the number  from 1- 30 and then move to next clue

Clue 2:
“Well done! Now look at the 7th tree. I left a message in the branches.”

Behind the 7th tree:

Task: write the multiple of 5 and then move to next clue

Clue 3:
“You're getting closer! Check the 1st tree for the next clue.”

Behind the 1st tree:

Task: Count from 1 to 20, saying the odd numbers in your mother tongue and the even numbers in English.Then move to next clue

Clue 4:
“Almost there! Go to the 10th tree and look under the roots.”

Behind the 10th tree, they find:

Task: Countdown from 56 to -0.Then move to tge final clue.

Final Clue:
“The treasure is hidden behind the 5th tree. Lift the flap and see what’s waiting!”

Behind the 5th tree is a small pocket containing a message:

“Congratulations! You’ve found Captain Coco’s treasure. Your team has won a chocolate box! Enjoy your treat—you’ve earned it!”

Number line (25 minutes)

1. Draw a number line on the floor (1–100).
2. Call out a number (e.g., 25, 40).
   
3. Students must find the number and stand on it. Alternatively, they can find numbers based on clues like, “Find the number that is 10 more than 30.”

Time to Solve (10 minutes)

Divide students into small groups and provide worksheets with the following exercises:

1. Arrange numbers from smallest to largest.
2. Identify the place value of the underlined digits.

Review Question (5 minutes)

Question: 

Ravi says the number 900 is bigger than 1000 because it has a 9 at the beginning. Do you agree with Ravi? Explain your answer using place value.

Follow-up Tasks: (10 minutes) 

1. Write the ordinal numbers from 1st to 20th.  
2. Compare the numbers 45, 67, and 32, and arrange them from smallest to largest.  
3. Write down the place value of each digit in the number 752.

Expected Learning Outcome:

Knowledge building:

•  Understanding of number reading, digits, and simple methods of comparison.

Skill Building:

• Logical thinking
• Improved counting and ordering skills
• Teamwork

Please find the original document here: Original Session Document

This Session was 

Session 2: Number concept- 2

Introduction  Activity (10 minutes): 

Number sorting challenge 

Place number flashcards (1–50) in a basket. Students pick one card at a time and run to the correct labelled section (Natural, Whole, Even, or Odd) on the classroom walls.  The Teacher checks their placement and facilitates a brief discussion to reinforce understanding.

Main Activity (70 minutes):

Number Grid Hope (20 minutes) 

1. Draw a large 1–100 number grid on the floor. 
2. Call out number properties (e.g., "Step on an even number!" or "Find a number that is whole but not natural!") 
3. Students respond by hopping on the correct numbers. 
4. Discuss each response and reinforce definitions. 

Number Bingo (25 minutes)

1. Prepare Bingo cards with a mix of number types.
2. Call out clues like "An odd number under 20" or "A natural number that’s also even."
3. Students mark the correct numbers on their cards. 
4. The first to complete a row shouts "Bingo!" and explains their answers.  

   

Number Bingo Clues & Answers

1. Clue: An odd number under 20
   Answer: 1, 3, 5, 7, 9, 11, 13, 15, 17, 19
2. Clue: A natural number that’s also even
   Answer: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24
3.  Clue: A number that is a multiple of 5
   Answer: 5, 10, 15, 20, 25
4. Clue: A prime number under 20
   Answer: 2, 3, 5, 7, 11, 13, 17, 19
5. Clue: A square number
   Answer: 1, 4, 9, 16, 25
6. Clue: An even number greater than 20
   Answer: 22, 24
7. Clue: A number between 10 and 15
   Answer: 11, 12, 13, 14
8. Clue: A number that is both even and a multiple of 3
   Answer: 6, 12, 18
9. Clue: A number that is one more than a multiple of 4
   Answer: 5, 9, 13, 17, 21, 25
10. Clue: A number that ends in “3”
    Answer: 3, 13, 23

Time to Solve (20 Minutes) 

Provide a worksheet with a mix of numbers. 

Tasks include: 

Circle all even numbers 

Underline all odd numbers 

Tick the whole numbers 

Draw a star next to natural numbers

0	3	4	-2	7	2.5	8	1
-3	10	6	9.1	11	-1	12	13
14	-4	15	16.5	17	18	19	20
21	22	23	24	25	-5

Review Questions:(5 minutes)

1. What’s the smallest whole number?
2. Is every whole number a natural number?
3. Can a number be even and natural?

Follow-up Tasks: (10 minutes)

Homework: 

1. Write all odd numbers from 1 to 50.

2. List 10 numbers that are both whole and even.

3. Create a table showing numbers from 1 to 20 classified into natural, whole, even, and odd. 

Expected Learning  Outcome:

Knowledge building:

1. Concepts of natural, whole, even, and odd numbers. 
2. Differences and overlaps among number types.

Skill Building:

1. Quick classification and recall
2. Critical thinking and observation
3. Team collaboration and accuracy 

Link to original Document

Session 3: Number Diagrams

Introduction Activity (15 minutes):

Number Diagram

Write a number (e.g., 4 or 5) in the centre of a chart. Ask students to shout out all the ways they know to make that number using +, –, ×. Write each version as a diagram around the number like a web.

Main Activity: (60 minutes)

Counter Challenge (20 minutes)

Divide the students into small groups 

1.  Children in every group are given 10 counters and a number (e.g. 6).
2. Ask them to use the counters to show different ways to make the number:
3. Grouping (e.g. 3 + 3)
4. Arrays (e.g.  2 * 3)
5. Removal (e.g. 10 - 4)
6. Students draw diagrams of each representation.

Diagram Race Game (20 minutes)

(Show one example of how to do it.)

1. Write numbers 1–10 on the board.
2. Divide the class into teams.
3. Each team gets a number and 3 minutes to write or draw as many correct diagrams as possible (e.g. 6 = 3 + 3, 2 × 3, 7 – 1).
4. Teams present and explain their diagrams.

Time to Solve (20 Minutes)

1. Match the number diagrams to their values.
2. Complete number webs.
3. Create 3 different diagrams for each of the given numbers: 5, 6, and 8.
   

Expected Learning Outcome:

Knowledge building:

1. Deeper understanding of number structure.
2. Flexible use of basic operations to express numbers.

Skill Building:

1. Visual reasoning
2. Creative problem-solving
3. Mathematical communication
   

Review Questions: (5 minutes)

Ask:

1. How many ways can you show the number 7?
   
2. Is 2 × 3 the same as 3 + 3? Why or why not?
   
3. What’s the smallest number you can show using both multiplication and subtraction?

Follow-up Tasks: (10 minutes)

Homework:

1. Choose a number between 5 and 10. Show 4 different ways to make that number using diagrams.
2. Complete a number web for the number 6 using +, –, ×.
3. Explain which representation you find easiest and why

Session 4: Addition

Introduction  Activity(15 minutes):

ADDING DASH: Place objects around the room (e.g., 3 pencils on one desk, 4 on another). Students walk around and add the numbers they find. At the end, they announce the total and explain how they added the numbers.

Main Activity(70 minutes):

Objective: Help students connect addition with real life.

Hands-On Activity:

DICE & COUNTER ADDITION (30 minutes)

1. Students roll two dice.
2. They use counters to represent the numbers and find the total.
3. Record the number sentence (e.g., 3 + 5 = 8).
4. Repeat with different pairs and share findings.

Real-Life Word Problems (10 minutes)

1. Give scenarios and ask students to act them out or solve on paper:
2. Riya has 3 apples. Her friend gives her 2 more. How many apples does she have now?
3. There are 4 red balloons and 6 blue balloons. How many balloons in total?
4. A bus has 5 children. 4 more get on at the next stop. How many children are on the bus now?
5. Use pictures or props to visualize each problem.
   

Time to Solve (20 Minutes)

Part 1: Fill in the Missing Numbers

(Fill in the blank to complete each addition sentence.)

1. 32 + ___ = 58
2. ___ + 26 = 64
3. 45 + ___ = 90
4. ___ + 55 = 100
5. 61 + ___ = 78

Part 2: Match the Addition Sentences

(Draw a line to match each picture with the correct addition sentence.)

A. [Two apples] + [Three apples]	⭐ + ⭐⭐⭐⭐
B. [One star] + [Four stars]	❤️❤️❤️❤️❤️ + ❤️
C. [Five hearts] + [One heart]	🍎🍎 + 🍎🍎🍎

Write into words:

1. 1 + 4 = 5
2. 2 + 3 = 5
3. 5 + 0 = 5

Part 3: Pattern Hunt

Fill in the missing number by finding the addition pattern:

1. 2, 5, 9, 14, ___, ___
2. 100, 150, 210, ___, ___
3. 1.2, 2.4, 3.6, ___, ___

Review Questions (10 minutes) :

Ask:

What does addition mean?

Can you give an example of where we use addition in real life?

What strategies help you add numbers easily?

Follow-up Tasks (5 minutes):

Homework:

1. Write and solve 3 addition problems from your daily life (e.g., toys, books, family members).

2. Complete 5 number sentences using objects at home (e.g., spoons, blocks).

3. Draw and solve one picture addition problem (e.g., flowers in two pots).

Expected Learning Outcome:

Knowledge building: Concept of combining values to find a total.

Understanding of addition symbols and sentences.

Skill Building:

• Mental math
• Visual representation
• Logical thinking

Session 5: Subtraction

Intro  Activity (15 minutes):

Market Math

Set up a pretend market. Each student gets some fake money. Items have price tags. Students buy items and calculate how much money they have left using subtraction.

Main Activity(65 minutes):

Objective: Build subtraction understanding through realistic examples.

 Subtraction Scenes (10 minutes)

Ask:

1. A child has 10 cookies and eats 3. How many are left?
2. A shop has 15 pencils, and 6 are sold. How many remain?
3. A basket had 8 apples. 5 are given away. How many are left?

Class discusses and writes subtraction sentences.

Substraction Treasure Hunt (20 minutes) 

1. Hide numbers around the room.

2. In teams, students pick two numbers, subtract the smaller from the larger.

3. Write a subtraction sentence and run to post it on the answer chart.

4. The team with the most accurate sentences wins.

Time to Solve (25 Minutes)

Subtraction:

1. Picture-based subtraction
2. This involves showing pictures (like apples, animals, or toys) and asking students to count and subtract by visually removing some.

Example:

There are 7 apples in a picture. Then 3 are crossed out.

Question: “How many apples are left?”

Answer: 7 - 3 = 4

2. Real-life word problems

These help children understand how subtraction is used in everyday life.

Example 1:

"There were 12 birds. 4 flew away. How many are left?"

Children need to subtract 4 from 12:

12 - 4 = 8 birds are left

Example 2:

"You had 10 candies. Gave 3 to your friend. How many do you have now?"

Subtract the given candies:

10 - 3 = 7 candies left

3. Fill in the blanks

These help kids work backwards in a subtraction equation.

Example:

___ – 3 = 6

Ask: “What number minus 3 equals 6?”

Answer: 9, because 9 - 3 = 6

Fill-in-the-Blank Questions

1. ___ – 6 = 9

2. ___ – 4 = 7

3. 10 – ___ = 6

4. ___ – 6 = 3

5. 8 – ___ = 2

6.  ___ – 15 = 4

7.  15 – ___ = 10

8.  ___ – 7 = 2

9. 9 – ___ = 3

10. ___ – 15 = 6

Review Questions(10 minutes):

Ask:

1. When did you use subtraction today?
   
2. Can subtraction mean 'how many more'?
   
3. How did role-play help you understand subtraction?

Follow up Tasks(10 minutes):

Homework:

1.  Think of 3 real-life situations where subtraction was used today.
   
2.  Write the subtraction sentence for each.
3. Ask a family member a subtraction problem and explain how they solved it

Expected Learning  Outcome:

Knowledge building:

• Concept of subtraction through everyday context.
• Visual and situational understanding of subtraction.

Skill Building:

• Logical reasoning
• Visual learning through role play
• Confidence in applying math to real life

Session 6: Word Problems-Addition & Subtraction

Introduction  Activity (20 minutes)

WORD PROBLEM PUZZLE

Divide students into pairs. Give each pair a set of mixed-up word problems and number sentences. Their job is to match the correct problem with the right solution.

Main Activity(60 minutes)

Objective: Strengthen problem-solving strategies.

Group Game: ADD OR SUBTRACT? (30 minutes)

1. Read word problems aloud:

• Tom has 6 pencils. He finds 3 more in his bag. How many pencils does he have now?
• Sarah baked 12 cookies. She gave 4 to her friend. How many cookies does she have left?
• There are 9 birds on a tree. 6 more come. How many birds are there now?
• A basket had 15 oranges. 7 were taken out. How many are left?
• Students raise cards marked '+' or '–' to show which operation to use
  

2. Solve together using drawings or counters.

Time to Solve (20 Minutes)

 Mixed word problems:

• Circle key numbers.
  
• Decide on the operation.
  
• Solve using number lines or drawings.

Example Problems:

1. Ravi had 10 chocolates. He ate 3. How many left?
2. There are 12 girls and 7 boys in class. How many students in total?
3. A basket had 15 oranges. 5 were taken. How many remain?
   

Review Questions(10 minutes) :

Ask:

• • What clues tell you to add or subtract?
    
  • Did you find any trick questions?
    
  • How does acting out help you solve word problems?

Follow-up Tasks(10 minutes):

Homework:

1. Write 2 addition and 2 subtraction word problems from real life.
2. Solve and explain which operation you used and why.
3. Draw one of your word problems with a picture.

Expected Learning  Outcome:

Knowledge building:

• Understanding how to decode and solve word problems.
• Recognition of addition vs subtraction in context.

Skill Building:

• Reading comprehension
• Logical reasoning
• Group collaboration
  

Session 7: Introduction of multiplication

Introduction  Activity (30 minutes)

Quick review of addition. Write a few addition problems on the board and ask students to solve them individually. (eg. 3+3,4+4)

Introduction to multiplication

• Direct instruction- Explain that multiplication is a way to add the same number multiple times.
• Show an example on the board: 3+3+3+3 is 4 times 3 added that we can to write it as 4×3= 12

Visual representation: 

•  Use counters to demonstrate the groups. arrange 3 groups of 4 counters visually and then write multiplication sentence on the board.
• Show how to create an array (3 rows of 4 counters) and discuss its connection to multiplication.

Main Activity (50minutes)

• Divide students into small groups

• Give an activity sheet for each group and solve it (40 minutes)

• 

• 

• 

Review Questions(10 minutes)

• Encourage them to summarize the main points of the lesson. Reinforcement between addition and multiplication.
• Encourage students to think of multiplication as “quick addition” and discuss where they see multiplication in real life.

Follow-up Tasks(10 minutes)

1. If i have 2 boxes of 5 pencils, how many pencils do i have in total?
2. A bookshelf has 3 rows of 4 books. How many books are on the shelf?

Expected Learning  Outcome:

Knowledge building:

• They  understand what multiplication is

Skill Building:

• Critical thinking
• Problem solving
• Cooperation 

Resources

Click here for abc

https://drive.google.com/file/d/1lv8PZT7e9CttKhq3rSxewt94rGnnJzo2/view?usp=drivesdk

https://drive.google.com/file/d/1ln0X31pP7bhqFz2xBSTjRMKGhCfim8z3/view?usp=drivesdk

https://drive.google.com/file/d/1ltkxE1oyDm2lP1LYfJRiMexu8feRP94F/view?usp=drivesdk

Session 8: Introducing multiplication table

Introduction Activity (15 minutes)

Introduction to the Multiplication Table

• Introduce the first few multiplication facts (e.g., 1 x 1, 1 x 2, 2 x 2, 3 x 3) using a chart or whiteboard.
• Demonstrate the concept using visual aids (objects, drawings, or hands-on materials). For example, showing 3 x 2 by grouping 3 sets of 2 objects.
  

Main Activity(70 minutes)

1. “Multiplication Bingo” Game (20 minutes)

Create Bingo cards with multiplication problems in each box. The teacher will call out products, and students must find the corresponding problem on their cards.

Rules of the Game

1. Caller Calls a Question: The caller picks a multiplication problem randomly, like "7 × 7".
2. Players Solve: All players quickly solve the multiplication (7 × 7 = 49).
3. Players Mark Their Cards: If a player has 49 on their card, they place a chip on it (or cross it off).
4. Winning the Game: A player wins if they mark 5 squares in a row horizontally, vertically, or diagonally. When a player or group thinks they have won, they shout "Bingo!"

2. “Dice Multiplication” Activity (15 minutes)

Have students roll the dice to create multiplication problems. For example, a roll of 3 and 4 means they solve 3 x 4.

Once a problem is rolled, the students solve it in pairs or small groups and present their answer.

1. “Multiplication Stations” (25 minutes )

Divide the class into 3-4 groups. Each group rotates between different stations that focus on different aspects of multiplication.

• Station 1: Visual Aid Station- Students use counters or small objects to model multiplication problems.
  
• Station 2: Flashcard Challenge- Flashcards with multiplication problems are presented. Students work in pairs to quiz each other.
  
• Station 3: Multiplication Table Race- Students race to fill out a multiplication chart correctly. The first group to complete it wins.

Review Question (10 minutes)

• Review what was learned during the lesson. Highlight the key multiplication facts and any strategies students found helpful.
  

Follow-up Tasks (5minutes)

1. 9×8

2. 7×9

3. 6×6

Expected Learning  Outcome:

Knowledge building:

• To understand one one-digit multiplication table.

Skill Building:

• Confidence 

• Teamwork 

• Self regulations

Resources

https://drive.google.com/file/d/1m34nza2hZUuTFtlqcAe4D-qRCEgByhKz/view?usp=drivesdk

 

Session 9: Two-digit multiplications

Introduction Activity (20 minutes)

 Direct Instruction:

• Introduce the concept of two-digit multiplication by explaining that we are multiplying numbers that are greater than 9.
• Write a simple two-digit multiplication problem on the board (e.g., 24 × 13).
• Break down the multiplication into smaller, manageable steps. For example:
• Multiply the ones digit (4 × 3 = 12, carry the 1).
• Multiply the tens digit (20 × 3 = 60).
• Repeat with the tens digit of the second number (4 × 10 = 40).
• Add all the partial products together.

Main Activity (65 minutes)

Multiplication Relay Race (30 minutes)

• Divide students into small groups (3-4 students per group). Each group will work together on a set of two-digit multiplication problems in a relay-style format.
• One student starts the relay by solving the first part of a multiplication problem (e.g., multiplying the ones place).
• The next student solves the next part (e.g., multiplying the tens place).
• The final student solves the last step (adding the partial products together).
• After each step, students pass the "math baton" (e.g., a pencil or a marker) to the next teammate.
• 

Independent Practice (20 minutes)

Provide each student with a worksheet containing a set of two-digit multiplication problems. Encourage them to try the traditional method of multiplication.

1. 41×12
2. 63×8
3. 57×16
4. 16×11

Review Questions  (15 minutes)

• Ask students to share one strategy that helped them solve the multiplication problems today. This reinforces learning and allows students to help one another.
• Review key concepts from the lesson.

Follow up Tasks(5 minutes)

1. 23×12

2. 50×8

3. 16×76

Expected Learning  Outcome:

Knowledge building:

• Understand the concept how multiplying two-digit numbers.

Skill Building:

• Self awareness 

• Self management 

• Social awareness

• Critical thinking

• Relationship skills

Resources

https://drive.google.com/file/d/1PMM-wWqAZrR5Zl4FCGflSkPIZVmno2yI/view?usp=drivesdk

 

Session 10: Multiplication word problems

Introduction  Activity  (25 minutes)

Greeting and Warm-Up  (10 minutes)

Begin with a welcoming activity. For example, a quick mindfulness moment: "Take three deep breaths and think about something you are excited to learn today." This will help students focus and create a positive learning environment.

Direct Instruction (15 minutes)

Introduction to Multiplication Word Problems 

Explain how word problems can help us apply math in real-life situations. Show an example of a multiplication word problem:

“You have 3 baskets. Each basket has 4 apples. How many apples do you have in total?”

Walk through the steps of solving the problem:

1. Read the problem carefully.
2. Identify the numbers and the operation (multiplication).
3. Solve it: 3 baskets × 4 apples = 12 apples.
4. Check if the answer makes sense (Are 12 apples reasonable for 3 baskets?).

Main Activity(55 minutes))

Group Work (15 minutes):

Divide students into small groups. Provide each group with a set of word problems that include multiplication, addition, and subtraction. Students will work together to solve the problems. Use manipulatives (counters, blocks, etc.) to help visualize the problems.

Give each group the three problems given below:

• Multiplication: “You have 4 rows of chairs, with 5 chairs in each row. How many chairs are there?”
  
• Addition: “You have 12 marbles, and you win 7 more. How many marbles do you have?”
  
• Subtraction: “You have 20 stickers, and you give 8 to a friend. How many stickers do you have left?”
  

Class Discussion (10 minutes):

After each group has solved the problems, bring the class back together and ask each group to share one of their word problems and solutions. As students present, encourage the class to offer supportive feedback and ask questions.

Activity: “Math in the Real World” (25 minutes)

For this activity, create a “store” or “market” simulation where students will use word problems to "buy" and "sell" items. Each item will have a price and students will need to solve word problems to determine the cost or amount of money they’ll need to pay. Items should have a price related to simple multiplication, addition, or subtraction problems.

Example items:

3 packs of gum (Price: ₹15 per pack)

4 toys (Price: ₹5 per toy)

5 apples (Price: ₹12 per apple)

Multiplication Word Problems

1. A baker uses 3 cups of flour for each loaf of bread. How many cups of flour will he use to bake 8 loaves?
2. Jenny reads 9 books a month. How many books will she read in a year?
3. The product of 6 and 7 equals the number of oranges in a basket. How many oranges are in the basket?
4. The number of petals on a flower is 7 times 5. How many petals are there on the flower?
5. If you triple the number of 4 cats, how many cats will you have?

Ask students solve each word problem, they can "purchase" an item (they won't actually spend money, but they will keep track of their answers). Use manipulatives to help students visualize how much money they need or how much change they should receive.

Review Assessment  (5 minutes):

Review the key points of the lesson: how to solve multiplication, addition, and subtraction word problems. Ask students to share one strategy that helped them solve a problem today.

Follow-up Tasks (10 minutes)

1. A book shelf has 5 shelves, and each shelf can hold 8 books. How many books can the bookshelf hold in total?

2. A toy car truck is 12 meter long. If we add 8 more meters to it, how long is the track now?

3. A bakery has 30 cupcakes on display. If 11cupcakes are sold, how many cupcakes are left?

Expected Learning  Outcome:

Knowledge building:

•     How to solve word problems of multiplication, addition and subtraction.

•     To build how to solve real-life problems.

Skill Building:

• Problem solving

• Self awareness 

• Empathy

• Active listening

Session 11: DIVISION

Introduction Activity 

Game Time : "Pass the Share" (15 Minutes)

How to Play:

1. Arrange students in small groups (4–5 students per group).
2. Give each group a set of 20 objects (like pebbles or buttons).
3. Call out a number and ask students to divide the objects among their group members.
4. Students must distribute the objects fairly and announce how many each person gets
5. If there are leftover objects (remainders), they must explain what to do with them.
   

What is Division? ( 15 minutes )

• Division is a mathematical operation used to split a number into equal groups or find how many times one number fits into another.
• It is the opposite of multiplication.

Explain with Real-Life Example: If we have 12 apples and we want to share them equally among 4 friends, each friend will get 3 apples (12 ÷ 4 = 3).

Main activity 

How to play (30 minutes)

1. Set up

• Divide students into two or more teams.
• Each team forms a straight line.
• Place a set of division problem flashcards (e.g., "20 ÷ 5", "15 ÷ 3") in a basket at the front.

2. Game Rules 

• The first player from each team runs to the basket, picks a flashcard, and reads the problem aloud.
• They solve the problem on the board (or on a sheet of paper).
• Once the teacher verifies the answer, they run back and tag the next teammate.
• The next player repeats the process

3. Winning criteria

The team that correctly solves the most division problems within the time limit wins

Demo time- word problems  (10 minutes )

1.Pizza is cut into 8 slices. If 4 friends share it equally, How many slices will each friend get?

2.Clowns has 30 balloons and wants to give them equally 5 children. How many balloons will each child get?

3.A box contains 24 chocolates. If each packet hold 6 chocolates, how many packets?

Review Questions (10 minutes)

Solve a set of simple division problems using the methods taught.

Discuss and clarify doubts about the three approaches.

Follow-up Tasks(10 minutes)

You are organizing a pizza party for 8 friends. You order 4 large pizzas, and each pizza has 8 slices.

Questions:

1. How many slices of pizza are there in total?
2. If the 8 friends share all the slices equally, how many slices will each person get?
3. If each person eats 2 slices, how many slices will be left over?

Expected Learning  Outcome:

Knowledge building:

Students will understand division as a process of equal sharing or grouping.

Skill Building:

 Develop mental math skills

Session 12: Division 1&2 digit

Introduction Activity 

Division Bingo (30 minutes)

How to Play: 

Create bingo cards with division problems written in the squares and their answers as the numbers. Call out division questions (like 12 ÷ 4), and the children will mark the answer if it appears on their card. The first one to get a full row or column wins.

Benefit: Reinforces division facts while making the learning process fun. 

Questions :

1. 18 ÷ 3 = 6
2.  8 ÷ 4 = 2      
3. 9 ÷ 3 = 3
4.  4 ÷ 2 = 2 
5. 7 ÷ 7 = 1
6. 9 ÷ 3 = 3
7. 4 ÷ 2 = 2
8. 32 ÷ 4 =8
9. 56 ÷ 8 = 7
10. 25÷ 5 = 5
11.  72 ÷ 9 = 8
12.  36 ÷ 6 = 6
13. 63 ÷ 7 = 9
14. 24 ÷ 4 = 6
15.  42 ÷ 6 = 7

Main Activity (45 minutes)

Six step method( 25 minutes)

Situation: A teacher has 24 chocolates and wants to give them equally to 6 students. How many will each get?

Step-1-comprehension

Teachers activity - “ what is happening in the question? What do we have?” Teacher reads out the problem clearly.

 Pupil's activity - “we have 24 chocolates and 6 students”

Blackboard work-  comprehension: 24 chocolates, 6 students

Step-2- find the problem

Teacher activity -What do we need to find out

Pupils activity - How many chocolates will each student get?

Blackboard work-problem: chocolates per student?

Step-3-Data collection 

Teachers activity -teacher writes the given data:

Total= 24,students =6

Pupils activity- students copy or read along

Blackboard work -Data: total= 24,students =6

 Step- 4 Equation 

Teachers activity - what math sentence or equation can we write?

Pupils activity -24÷6=?

Blackboard activity -Equation : 24÷6=?

Step -5 operations 

Teachers activity -now we divide. Teacher shows on the board and with a counter if needed.

Pupils activity -24+6=4

Blackboard activity -operations :24÷6=4

Step-6-solution

Teachers activity -so each student gets 4 chocolates. Teacher concludes with the real answer.

Pupils activity -answer is 4

Blackboard  activity -solution: Each student gets 4

Practice activity (15 minutes) 

1. You have 16 apples. Put them into baskets with two apples each. How many baskets do you need?

2. A box has 42 pencils. If 6 students share them equally, how many will each get?

Use same 6 steps for these examples in class

Review Assessment( 5 minutes)

Randomly ask students to explain their steps for one of the problems

Provide a few division problems as homework to reinforce concepts learned during the session

Follow up Tasks(15 minutes)

Short exercise  

1. 28÷7=?

2. 35÷5=?

3. If 18 books are divided among 3 students, how many books per student?

Expecting learning outcome 

Knowledge Building:

Understanding the Relationship Between Division and Multiplication: Applying division as the reverse of multiplication to check the results of division problems

Skill building:

Develop speed and accuracy in division.

Enhance confidence in tackling division problems of varying complexity.

Session 13: 2 Digit & 1 Digit Division

Introduction Activity:(20 minutes)

Division Race 

How to Play:

• Set up a list of two-digit division problems.
• Players start at the same time and solve the problems as quickly as they can.
• For each correct answer, players get a point.
• After a set time (e.g., 15 minutes), the player with the most points wins.
  

Problem-solving method (six steps) (10 minutes)

Problem- A shopkeeper has 72 pencils. He packs them in boxes, each holding 8 pencils. How many boxes can be fill?

Step 1: comprehension

• Understand the scenario. What is the situation about?

The shopkeeper has 300 pencils, 20 per box.

Step 2: Find the problem  -What do we need to find?

• How many boxes can be filled?

Step 3: data collection -Gather the numbers

• total= box capacity =20
• total pencils = 300, pencils per box 20

Step 4: equation - frame the division:

• Work-  300÷20=?

Step 5: operation -perfume the division:300 ÷20=15

• Work-300÷20=15

Step 6 solution  -final answer with clarity

• Work-20 boxes can be filled

 Practice activity   (15 minutes)

1. A library has 72 books and 12 shelves. How many books per shelf?
2. You have 120 stickers and want to place 12 stickers on each page. How many pages are needed?

What steps do we follow in solving a problem using division? (Teacher asks)

Solve: 

               450÷15=?

               540÷18=?

               672÷24=?

Division Relay Race (30 minutes)

How to Play:

Write a series of division problems (involving 1-digit or 2-digit numbers) on the board or on paper. Divide the players into teams, and each player must solve one problem before passing the task to the next teammate. The first team to solve all the problems correctly wins.

The division problems should be written on small slips of paper for the teacher to hold and draw from during the game.

Review Questions (5 minutes)

 1. What is Division?
Division is splitting a number into equal parts or groups. It is the opposite of multiplication.
Example: 20 ÷ 4 = 5 (20 split into 4 equal parts gives 5 in each part)

Follow-up tasks(10 minutes)

Home Work

1. 24 ÷ 6 = ?
2. 36 ÷ 4 = ?
3. 42 ÷ 7 = ?
4. 56 ÷ 8 = ?
5. 63 ÷ 9 = ?
6. 24÷ 12=?
7. 66 ÷ 11=?
8. 25÷15=?
9. 50÷10=?
10. 60÷12=?

Expected learning outcome 

knowledge building 

• Applying Division in Word Problems:
  
• Solving real-world problems using division, such as distributing items equally, dividing quantities into smaller parts, or calculating rates.

Skill building 

• Understand division basics (dividend ÷ divisor = quotient).
• Practice long division step-by-step.
• Practice regularly with worksheets and games.

Session 14: Word problems (+,-, ×, ÷)

Introduction activity (20 minutes)

Have the children act out the play 

Have the children answer all the questions in red.

Title: "Shopping at Maya's Veggie Store"

Characters:

• Shopkeeper (Maya)
• Customer 1 (Amit)
• Customer 2 (Lila)

[Scene: Maya is standing behind her vegetable stall with fake or real veggies.]

Maya (smiling): Welcome! Fresh vegetables today!

1 kg of tomatoes is 20 rupees. 1 kg of carrots is 30 rupees.

[Amit walks in.]

Amit: Hi Maya! I want 2 kg of tomatoes and 1 kg of carrots, please.

Maya: That’s 2 kg of tomatoes = 2 × 20 = 40 rupees.

1 kg of carrots = 30 rupees.

Total = 40 + 30 = 70 rupees.

[Lila enters.]

Lila: Hello! I’ll take 1 kg of tomatoes and 2 kg of carrots

Maya: 1 kg of tomatoes = 20 rupees, 2 kg of carrots = 2 × 30 = 60 rupees.

Total = 20 + 60 = 80 rupees.

[Maya looks at the audience.]

Maya: Hmm... I wonder how much money I made in total today.

Can you add it up?

Question for the students 

How much money did Maya earn from Amit and Lila together?

(Answer: 70 + 80 = 150 Rupee's 

Main Activity (60 minutes)

Word problems (25 minutes )

Addition.

1. Birthday Party

Mia is planning her birthday party. She started with 48 balloons, but her friend Emma brought 37 more balloons. Then, her cousin gave her 25 more balloons.

How many balloons does Mia have now for her birthday party?

Solution: 48 + 37 + 25 = 110 balloons

Answer: Mia has 110 balloons for her birthday party.

Subtraction 

1. Lila and her friends were given 20 markers to share in their art class. After using 7 markers, how many markers are left for the rest of the class to use?

Solution:

20 - 7 = 13

There are 13 markers left for the rest of the class.

2. The train departed at 2:45 PM and reached its destination at 5:10 PM. How long was the train ride?

Solution:

5:10 PM - 2:45 PM = 2 hours 25 minutes.

Multiplication

1. There are 6 baskets, and each basket contains 8 apples. How many apples are there in total?

Solution:

6 × 8 = 48 apples.

Division 

Problem 1:

A group of 120 students are going on a field trip. If the students are divided equally into 8 buses, how many students will be on each bus?

Solution:

To find how many students are on each bus, divide the total number of students by the number of buses:

120÷8 = 15

So, there will be 15 students on each bus.

Math Relay Race  ( 25 minutes)

Objective: Divide the group into teams. Each team has to solve a math problem before passing the baton to the next teammate. The first team to answer all questions correctly and finish the relay wins.

Operations: Addition, Subtraction, Multiplication, Division.

How to Play: Set up stations with different math problems for each team. Each member of the team solves one problem before passing the baton to the next. The problems can be a mix of operations, and the team must work together to complete them as quickly as possible.

Review Questions (10 minutes)

• How do you decide which operation to use in a word problem?
• Which type of word problem do you find easiest? Which is hardest? Why?
• What key words help you know when to add, subtract, multiply, or divide?
• How can drawing or using objects help solve word problems?

Follow-up task (10 minutes)

1. Sarah has 35 apples. She buys 28 more. How many apples does she have now? (Addition)
2. Tom had 82 pencils. He gave 19 to his friend. How many does he have left? (Subtraction)
3. A box contains 6 packs of crayons. Each pack has 12 crayons. How many crayons are there in total? (Multiplication)
4. Emma has 72 candies. She shares them equally among 9 friends. How many candies does each friend get? (Division)

Expected learning outcome 

Knowledge building:

• Comprehension
  
•  Problem-solving skills

Skill building:

• Critical thinking
• Real-world application

Session 15: Average

Introduction  Activity (20 minutes):

DICE DROP Each student rolls a dice 3 times and records the numbers. Ask: "What is the average number you rolled?" Let them add their numbers and divide by 3. Repeat with different groups and compare results.

Main Activity(65 minutes):

Objective: 

Make the idea of average clear through hands-on experiences.

Group Activity: TEAM SCORES (20 minutes)

1. Create teams and give each a set of three pretend test scores.

2. Students calculate the total and then divide by 3 to find the average.

3. Discuss how the average helps compare team performance fairly.

Real-Life Simulation: WEATHER WATCHERS (15 minutes)

1. Provide pretend temperature data for 5 days (e.g., 30, 28, 32, 29, 31).

2. Ask students to calculate the average temperature for the week.

3. Use visuals like bar graphs to support understanding.

Time to Solve (20 Minutes)

Average-based problems:

Find the average of 4, 5, and 7.

Rani scores 80, 85, and 75 in three tests. What is her average?

A family spent Rs. 1200, 1000, and 1500 over three months. What was their average monthly spending?

Follow-up Tasks(5 minutes):

Homework:

1. Record your walking steps for 3 days and calculate your average steps.

2. Write down scores of 3 games you played and find your average score.

3. Ask a family member to share 3 numbers from their routine (e.g., hours of sleep). Find the average.

Expected Learning Outcome:

Knowledge building:

• Understanding of how averages summarise data.
• Ability to calculate the average using the standard formula.

Skill Building:

• Mathematical reasoning
• Data interpretation
• Real-life application of numbers

Review Questions(10 minutes) :

Ask:

• Why do we use averages?
• How is the average different from the total?
• Can the average be more than all the numbers?

Session 16: BODMAS (+,-, ×, ÷)

Introduction activity (25 minutes): 

Give the children problems first .(10 minutes)

1. 6 + 4 × 5 = ?
2. (8 + 2) × (10 − 4) = ?
3. 50 − 6 × 3 + 8 ÷ 2 = ?

• Then ask the students to find the answer.
• They will get different types of answers
• Then analyze why everyone gets different answers instead of the same ones.
• Then tell the children that we need to follow some rules to ensure that everyone gets the same correct answers

Then introduce BODMAS (15 minutes) 

BODMAS stands for Brackets, Orders, Division/Multiplication, Addition/Subtraction. It is a rule used to determine the order of operations when solving mathematical expressions.

Steps of Solving BODMAS

1. B – Brackets ( Solve anything inside ( ), [ ], or { } first .Example: (3 + 2) × 4 → 5 × 4 = 20)
2. O – Orders (Calculate exponents (powers) or roots. Example: 2² = 4)

3. D – Division (Do any division from left to right.)

    

4. M – Multiplication (Do any multiplication from left to right)

    

5. A – Addition (Do any addition from left to right)

    

6. S – Subtraction (Do any subtraction from left to right)

Main Activity (

Practice session ( 30 minutes )

Solve:

8+4× 3-6÷2 

 Solution

1. According to BODMAS (Brackets, Orders (powers & roots), Division and Multiplication, Addition and Subtraction), we first handle multiplication and division from left to right, then addition and subtraction.
2. Multiply and divide first: 8+(4×3)-(6÷2)=8+12-3
3. Then, perform addition and subtraction from left to right:  

                         8+12=20,20-3=17 , Answer: 17

Solve 

5×(6+4)-3square 

Solution :

1. Start with the parentheses :     5×(6+4)-3square =5×10-3 square
2. Next, handle the exponent (3 squared): 5×10-9
3. Perform multiplication :50-9=41 , Answer 41

Solve 

(12÷4)+(5×2)-3

Solution :

1. Handle the division and multiplication first 

(12÷4)+(5×2)-3=3+10-3

2. perform addition and subtraction:

3+10=13, 13-3=10, Answer 10

BODMAS Relay Race  (20 minutes)

Objective: Solve as many BODMAS problems as possible in a race format.

How to Play:

• Divide players into teams. Each team will have a whiteboard and a marker or paper and a pen.
• The host reads out a math problem that requires the BODMAS rule to solve (e.g., 3 × (4 + 2) - 5).
• The team must solve it step by step, following the BODMAS order.
• When the first team solves the problem correctly, they pass the turn to the next team member who has to solve a new problem.
• Continue until the team solves a set number of problems. The team that finishes first with all correct answers wins.

BODMAS Relay Race Problems

1. (4 + 6) × 3 - 8

2. 8 × (5 + 7) ÷ 4

3. (9 + 3) × 2 + 5

4. (15 - 3) × (7 ÷ 7)

5. (6 + 4) × (12 ÷ 3) - 2

Review  Questions (10 minutes)

• Why is the order of operations important in math?
• What happens if we don’t follow BODMAS correctly?
• Which part of BODMAS do you find most challenging and why?
• How do brackets change the outcome of an expression?

Follow up Task (5 minutes)

Home Work
Simplify the following using BODMAS:

a) 6 + 3 × 2

b) (4 + 5) × 3

c) 18 ÷ (3 × 3)

d) 24 – [6 + (2 × 3)]

Expected Learning Outcome

Knowledge building: 

• Foundational understanding of operations
• Problem solving skill

Skill building:

• Recognition skill
• Collaborative and reflective learning

Session 17: Introduction of fractions

Introduction Activity (25 minutes)

Activity: "How Do We Share?" Circle Time Discussion (10 minutes) 

Ask:

"Have you ever shared something with your friends or family—like pizza, a chocolate bar, or time on a game console?"

"How did you decide what a fair share was?"

Encourage students to talk about fairness, sharing, and feelings when things are not equally divided.

Introduction to Fractions (15 minutes)

Use real-life visuals:

Show a pizza (real or an image) and cut it into 4 slices. Explain: "This is one whole pizza. One slice is one-fourth (1/4) of the pizza."

Use other examples like chocolate bars (divided into squares), fruit (like cutting an apple into 2 halves), or water bottles (half-full).

Key Concepts:

A fraction = part of a whole

Numerator = how many parts we have

Denominator = total equal parts

Main Activity(55 minutes)

“Bake and Share a Fraction Cake” (25 minutes)

 Instructions:

1. Students are placed in small groups (2–4 students).

2. Each group receives a large paper circle (“cake”) and is told they must “bake and decorate” their cake using toppings.

3. They must divide the cake into either halves, thirds, or fourths based on a fraction card they draw.

4. Each group decorates different parts of the cake with toppings (e.g., 1/2 with strawberries, 1/2 with chocolate).

5. Students label each part with the correct fraction.

Presentations & Gallery Walk (10 minutes)

Each group briefly presents their cake to the class, explaining how they divided it and what each fraction represents.

Students walk around and view each group’s cake.

“Sharing is Caring” (10 minutes)

 Ask students to complete a quick journal or sentence starter:

“Today I learned that sharing can be…”

“Fractions help us…”

“One way I helped my group was…”

Review Questions (10 minutes)

• A fraction is a way to show part of a whole. It has two parts:
• Numerator: The top number, showing how many parts you have.
• Denominator: The bottom number, showing the total number of equal parts.

Follow-up Tasks (10 minutes)

1. Picturize

• 1/2
  
• 1/3
• 2/4
• 2/6
• 3/8

Expected Learning  Outcome:

Knowledge building:

• Identify and represent fractions.

• Understand fair sharing through food.

Skill Building:

• Cooperation, empathy, and expressing ideas.

Resources

https://drive.google.com/file/d/1PNOSdqQ3xG3D7oWbTNCzcV0nBbhepv8h/view?usp=drivesdk

https://drive.google.com/file/d/1PPtie9LAKQkgwX8zvVgJmMVOJpK5dr-N/view?usp=drivesdk

 

Session 18: Addition and subtraction of fractions

Introduction  Activity (40 minutes)

Create Fraction Strips: (15 minutes)

• Give each student (or group) colored strips of paper.

Have them fold and cut the strips to show different fractions:

• 1 strip = whole
• Fold in 2 = halves
• Fold in 3 = thirds
• Fold in 4, 6, 8 = corresponding fractions

Label the Strips:

• Students write the fraction name on each part of the strip (e.g., “1/2”, “1/4”)

Explore Equivalents: (15 minutes)

• Students lay out their strips and compare lengths.
• They find and stack strips that are the same total length. For example:
• Place to 1/4 strips over one 1/2 strip to see they are equal.
• Match three 1/6 strips to one 1/2 strip.
  

Worksheet Time (10 minutes)

Main Activity (35 minutes)

Discussion (10 minutes)

Ask: “Can we add 1/2 and 1/3 as they are?” (No)

Show visually with fraction strips that they are different-sized parts.

Explain: “To add or subtract fractions, we need to make the pieces the same size — we need a common denominator.”

Find the Least Common Denominator (6)

Convert: 1/2 = 3/6, 1/3 = 2/6 → 3/6 + 2/6 = 5/6

"Fraction Friends Challenge" (25 minutes)

1. Group students in pairs or small groups.

2. Each group gets two set of fraction cards 

Challenge

• Pick two cards, find a common denominator, and solve.
• Each person solves it on their own first.
• Then compare answers and explain how they got it.
• Use fraction strips to physically represent their answer and confirm visually

Review Questions (5 minutes)

• 1/2 + 2/4 =
• 3/6 -2/6 =

Follow-up Tasks (10 minutes)

1. ½+3/3

2. 4/8+6/4

3. 5/10+3/2

Expected Learning  Outcome:

Knowledge building:

• To understand how to add and subtract like fractions

• Expert in the conversion of unlike fractions to like

• To understand how to add and subtract unlike fractions.
  

Skill Building:

• Collaborate with a peer

• Respectful communication and empathy

• Logical thinking

• Problem solving

Resources 

https://drive.google.com/file/d/1PTdWkV6p0GqVwmCJTN1luKZ_O5zkiHsb/view?usp=drivesdk

https://drive.google.com/file/d/1PXe1puienAKC_nuBOUKZjgR0ccxS1fHW/view?usp=drivesdk

https://drive.google.com/file/d/1P_gwz13eUmlkTsmpfX3seHM2qI1Md7h6/view?usp=drivesdk

https://drive.google.com/file/d/1PVE_vjFamnDA4F-6H_5biDMsznDMLoWn/view?usp=drivesdk

 

Session 19: Multiplication and division of fractions

Introduction  Activity (20 minutes)

The teacher explains a scenario: “You’ve got a garden bed that covers 1/2 of your backyard. You want to plant carrots in 1/3 of that garden bed. How much of your backyard will be used for carrots?”

Step-by-Step Explanation:

1. 1. Start with the whole backyard – think of it as 1 whole.
   
2. 2. 1/2 of the backyard is used as a garden bed.
3. That means half of your total space is now dedicated to gardening.
   
4. 3. Now, you only want to use 1/3 of that garden bed for carrots.

So you're taking a fraction (1/3) of another fraction (1/2).

 Mathematically, that means you multiply:

1/3 × 1/2 = 1/6

That means : You can draw a rectangle:

Shade half of it (that’s the garden bed).

Then, within the shaded half, divide it into 3 equal parts and shade 1 of them (that’s the carrots).

You’ll see 1 out of the 6 parts of the whole rectangle is shaded — which shows 1/6.

Main Activity (65 minutes)

Activity 1: Multiply It! (20 minutes)

"Pizza Plate Fractions" (Hands-on Activity)

Divide students into small groups

Instructions:

1. 1. Give each group paper plates.
   
2. 2. Have them cut the plate into halves, fourths, eighths, etc.
   
3. 3. Use the slices to represent multiplication of fractions.      

Example: Multiply 2/3 × 1/2 using paper pieces and place them on a template.

Group Task:

Key Questions to Ask:

What happens when we multiply two fractions

Is the product bigger or smaller than the original fractions?

Activity 2: Divide and Discover (20 minutes)

Start with a real-world example:

> “You have 1 pizza and want to share it with friends. Each person gets 1/4 of a pizza. How many people can you feed?”

Use paper models or drawings:

Cut the pizza into fourths.

Count how many 1/4s in 1 whole: 1 ÷ 1/4 = 4

Explain the Rule (Reciprocal Method)

Once they understand the concept:

Division by a fraction means multiplying by the reciprocal.

> 1 ÷ 1/4 = 1 × 4 = 4

2/3 ÷ 1/6 = 2/3 × 6/1 = 12/3 = 4

"Sharing Cookies" Division Challenge(15 minutes)

Instructions:

1. 1. Each group gets a “cookie card” with division  problems (e.g., You have 3 cookies. Each person gets 1/2 of a cookie. How many people can you serve?)
   
2. 2. Use fraction strips or draw on paper to find answers.
   
3. 3. Groups record solutions and explain their reasoning.
   
4. Sample Problems:

       3 ÷ 1/2 = ?

       1 ÷ 1/4 = ?

       2/3 ÷ 1/6 = ?

       5/4 ÷ 7/8=?

Review Questions (10 minutes)

Bring students together to share:

One multiplication and one division problem they solved

What was tricky?

How did their group help each other?

Follow-up Tasks (5 minutes)

1. ¾ × 2/4

2. 5/8×1/3

3. 2÷3/6

4. 5/6÷7/8

Expected Learning  Outcome:

Knowledge building:

• Expert in multiplication and division of fractions

Skill Building:

• Self-awareness
• Social awareness
• Responsible decision-making
• Relationship skills
  

Session 20: Fraction problems

Introduction  Activity (15 minutes)

"Fraction of Me" Art & Share

"The teacher gave each student a paper and asked them to draw a circle on it. The students divided the circle into 8 parts and shaded the sections to represent their interests." (e.g., 3/8 sports, 2/8 music).

Instructions:

1. Each student thinks about their hobbies or interests (e.g., sports, music, reading, video games, etc.).

2. They decide how much time or how interested they are in each activity, and represent that as a fraction out of 8.

For example:

• 3/8 sports
• 2/8 music
• 2/8 reading
• 1/8 video games
  

3. Students color the slices of the circle based on these fractions using different colors for each interest.

4. The total should always add up to 8/8 (1 whole circle).

Share with a partner or group

Discuss: "How are we similar or different? How does it feel to express yourself through fractions?"

Main Activity (65 minutes)

Fraction Addition and Subtraction Relay (10 minutes)

Divide students into two teams. In teams, students solve fraction addition/subtraction problems at stations. Each correct answer earns 10 points. The team that solves the problem first will win.

1. Liam drank 2/5 of a bottle of juice in the morning and 1/5 in the afternoon. How much juice did he drink in total?  
2.  There was 5/6 of a liter of water in a bottle. Jack drank 2/6 of It. How much water is left in the bottle?

Fraction Multiplication with Real-life Scenarios (15 minutes)

    Divide students into groups of 3. Each group receives a word problem card with a multiplication of fractions scenario. Examples:

1. A recipe uses 2/3 of a cup of flour. If you make 1/2 of the recipe, how much flour do you need? A garden is 3/5 of a yard wide.
2. A weed grows on 1/4 of it. How much space does the weed take up?
   Sarah jogs 3/4 mile each day. She jogs for 2/3 of a week. How many miles did she jog?

Group Task

Each group must:

1. 1. Read the problem together
   
2. 2. Identify the fractions and what they represent
   
3. 3. Write a multiplication sentence
4. 5. Solve it and explain the answer in words

Solve It, Show It (30min)

Students work in pairs or small groups.

Each group gets a fraction division word problem card, such as:

1. You have 2/3 liter of juice. Each glass holds 1/6 liter. How many glasses can you pour?
2. A 1/2 kg bag of rice is divided equally among 1/4 kg portions. How many portions?”
3. 2/3 pan of lasagna is shared equally by 6 friends. What fraction of the pan will each friend get? 
4. Emma has 3/4 of a chocolate bar. She wants to share it equally among 3 friends.
   How much chocolate does each friend get?

Review Questions(10 minutes)

•  How do you know when to multiply or divide in a word problem?
•  What clues in the question help you decide what to do?

Follow-up Tasks (10 minutes)

1. Anumol baked 3/4 of a cake. She gave 2/3 of it to her friend.
   How much of the whole cake did she give to her friend?
   (Solve: 3/4 × 2/3)
   
2. You have 5/6 of a pizza and want to share it equally between 2 people.
   How much pizza does each person get?
   (Solve: 5/6 ÷ 2)      

Expected Learning  Outcome:

Knowledge building:

Skill Building:

Session 21: Decimals introduction, place value

Introduction activity (10 minutes)

Ask: “Have you ever seen ₹0.50 or ₹0.75 on a price tag? What do they mean?”

Explain that decimals are used to represent parts of a whole, like paise out of one rupee.

Main activity (70 minutes)

What is a Decimal? (30 minutes)

A decimal is a number that has a dot called a decimal point. It helps us show parts of a whole, like halves, tenths, and hundredths.

Example: 0.5 means five tenths – like half of 1.

Example: 1.25 means 1 whole and 25 hundredths.

How to Teach Children to Read Decimals

Step-by-Step Strategy:

1. Start with the Decimal Point

Teach: “The decimal point separates whole numbers from parts of a number.”

Show examples like:

• 1.2 → one and two tenths
• 0.75 → zero and seventy-five hundredths
•  0.1 → zero and one tenth
•  0.5 → zero and five tenths
•  1.2 → one and two tenths
•  2.9 → two and nine tenths
•  0.25 → zero and twenty-five hundredths
•  9.01 → nine and one hundredth
•  6.007 → six and seven thousandths
•  0.009 → zero and nine thousandths
•  8.501 → eight and five hundred one thousandths.

Activity 1: Decimal Card Game – Call-Out numbers (10 minutes)

Hand out decimal cards. Call out decimal numbers and have students hold up the correct card.

Give students numbers and ask:

What digit is in the hundredths place?

What is the value of the digit 6 in 0.62?

1. 3.5

2. 0.78

3. 4.06

4. 7.302

5. 1.09

Activity 2: Place Value Questions

1. What digit is in the hundredths place in 5.37?

→ Answer: 7

2. What digit is in the hundredths place in 0.62?

→ Answer: 2

3. What digit is in the hundredths place in 8.905?

→ Answer: 0

4. What digit is in the hundredths place in 12.749?

→ Answer: 4

5. What is the value of the digit 6 in 0.62?

→ Answer: 0.6 (six tenths)

"Decimal Shopping", (25 minutes)

Purpose:

This fun activity introduces students to the concept of decimals in real-life using familiar Indian currency.

Setup:

Imagine you’re in a classroom “store,” and you have a set of items (pencil, eraser, notebook, etc.). Each item has a price tag written in decimal rupees (e.g., ₹0.75 for a pencil, ₹1.25 for a notebook).

Example Items:

Pencil = ₹0.50

Eraser = ₹0.25

Notebook = ₹1.00

Marker = ₹0.75

Instructions:

1. Give each student “play money” (can be paper cutouts or imaginary rupees and paise).

2. Ask students to "buy" an item by selecting one from the store, writing the price as a decimal (e.g., ₹0.75), and explaining what part of ₹1.00 it represents.

3. Ask guiding questions like:

"How many paise are there in ₹0.75?" (Answer: 75 paise)

"What part of ₹1.00 is ₹0.25?" (Answer: One-fourth or ¼)

Goal:

To connect decimal numbers to real-life experiences with money. This helps students understand:

Review Questions (5 minutes)

1. What digit is in the hundredths place in 5.37?

→ Answer: 7

2. What digit is in the hundredths place in 0.62?

→ Answer: 2

3. What digit is in the hundredths place in 8.905?

→ Answer: 0

4. What digit is in the hundredths place in 12.749?

→ Answer: 4

5. What is the value of the digit 6 in 0.62?

→ Answer: 0.6 (six tenths)

Follow-Up task  (10 minutes)

1. What is the value of the digit 7 in the number 5.732?

A) 7

B) 0.7

C) 0.07

D) 0.007

Answer: B) 0.7

2. Which number is smaller?

A) 4.09

B) 4.9

Answer: A) 4.09

3. Round 6.843 to the nearest tenth.

A) 6.8

B) 6.84

C) 6.9

D) 7.0

Answer: C) 6.9

4. What comes next in this sequence: 0.1, 0.2, 0.3, ___?

A) 0.35

B) 0.4

C) 0.33

D) 0.5

Answer: B) 0.4

5. Write 7 tenths as a decimal.

A) 0.07

B) 7.0

C) 0.7

D) 0.007

Answer: C) 0.7

6. Which is the correct order from smallest to greatest?

A) 0.3, 0.03, 0.333

B) 0.03, 0.3, 0.333

C) 0.333, 0.3, 0.03

D) 0.03, 0.333, 0.3

Answer: B) 0.03, 0.3, 0.333

Expected learning outcome 

Knowledge building

• Understand the concept of decimals

Skill building

• understand the concept of place value 

Session 22: Decimal- addition & subtraction

Introduction Activity (30 minutes):

Decimal Price Tag Game(15 minutes)

Purpose: Activate prior knowledge and build context.

Setup:

Bring 5–6 small classroom items (e.g., pencil, eraser, notebook).

Label each with a price tag (e.g., $0.75, $1.20, $2.50, etc.).

Instructions:

Give each student or group a “shopping budget” (e.g., $5.00).

Ask them to “buy” 2–3 items and calculate the total cost and change from $5.00.

Discuss answers and write sample calculations on the board.

Transition:

"To shop smart, you need to be able to add and subtract decimal prices correctly. Today, we’ll learn how to do that like pros!”

2. Concept Teaching (15 minutes)

A. Place Value Review:

• Draw a place value chart on the board (Ones, Tenths, Hundredths, Thousandths).
• Ask students to place digits in the correct columns for 3.75, 0.08, etc.

B. Key Concept:

• Always line up decimal points when adding/subtracting.
• Add placeholders (zeros) if needed for consistency.

Demonstration:

   4.2  

+ 1.35  

------ 

  5.55

Explain the importance of matching decimal places.

Repeat with subtraction:

   5.00  

- 2.45  

------  

  2.55

Main Activity  (50 minutes) 

(20 minutes)

Addition 

1. 1.3.25 + 4.75              -  Answer: 8.00
2. 5.6 + 2.85                   -  Answer: 8.45
3. 7.4 + 3.19                   -  Answer: 10.59
4. 0.78 + 6.22                 -  Answer: 7.00
5. 9.03 + 1.97                 -  Answer: 11.00

Subtraction

1. 6.75 – 3.25                  - Answer: 3.50
2. 9.8 – 4.56                    - Answer: 5.24
3. 7.6 – 2.39                    - Answer: 5.21
4. 8.25 – 5.18                  - Answer: 3.07
5. 10.4 – 6.73                  - Answer: 3.67

 Word problems (20 minutes)

Addition 

1. Shopping Problem

• Emily bought a book for $12.75 and a pencil case for $3.50. How much did she spend in total?

Answer: 12.75 + 3.50 = 16.25

2. Distance Travelled

• Sarah walked 3.6 miles to the park and then 2.8 miles to her friend's house. How many miles did Sarah walk in total?

Answer: 3.6 + 2.8 = 6.4 miles

3. Total Time Spent

• John worked for 4.5 hours on Monday and 6.25 hours on Tuesday. How many hours did he work in total?

Answer: 4.5 + 6.25 = 10.75 hours

Subtraction 

1. Money Spent

• Mary had ₹20. She bought a book for ₹7.50. How much money does she have left?

Answer: 20.00 – 7.50 = 12.50

2. Time Left

• The movie started at 7:00 PM and ended at 9:15 PM. How long was the movie?

Answer: 9.15 – 7.00 = 2.15 hours (or 2 hours and 9 minutes)

3. Distance Remaining

• Kevin ran 5.3 miles in the morning and 2.8 miles in the afternoon. How many miles does he have left to run if his goal is 10 miles?

Answer: 10.00 – (5.3 + 2.8) = 2.9 miles left

Review Questions(10 minutes)

1. Why is it important to align decimal points before adding or subtracting decimal numbers?
2. How does place value help you when working with decimal numbers in addition and subtraction?

Follow up tasks (10 minutes)

Class Work

Problems (cut out the following into individual cards):

1. 3.25 + 1.75       
2. 6.4 – 2.15
3. 5.85 + 4.15
4. 9.1 – 3.6
5. 7.35 + 2.65

Answers (cut and mix these up too):

• A. 5.00
• B. 4.25
• C. 6.15
• D. 9.00
• E. 7.7

Instructions:

• Mix all problem and answer cards.
• Each team must match the correct answer to each problem.
• First team to complete the correct matches wins!

Expected learning outcome 

Knowledge Building:

• By the end of the lesson, students will be able to:
• Add and subtract decimal numbers accurately.
• Align decimals correctly.
• Solve real-life word problems involving decimals

Skills Building:

• Problem-solving and self-checking

Session 23: Clock

Session 23: Clock

Session 24: Calendar

Introduction Activity (10 minutes):

Calendar Hunt:

Display a printed calendar. Call out clues like "Find the second Monday of this month" or "What date is the last Friday?"

Students race to find and circle the correct date. 

Main Activity(75 minutes):

Objective:

Help students navigate and understand calendars. 

Make & Explore

My Mini Calendar(20 minutes) 

1. Each student receives a blank monthly calendar. 
2. They fill in the days of the week and number the dates. 
3. Highlight birthdays, school events, and holidays. 

Calendar Puzzle Time! (25minutes) 

    1. Hand out fun calendar puzzles with clues:

          "I come after the 3rd Friday but before the 4th Monday. 

           What date am I?" 

          "What day of the week is the 15th?" 

    2. Use mini calendars or class charts to solve. 

    (Puzzle Image for Activity Example Below) 

Time to Solve (20 Minutes)  

    Fill in missing dates.

    Match events to dates. 

    Answer questions like "How many Sundays are there in this month?” 

Review Questions(10 minutes):

Ask:

    How many days are in February?

    Which day comes after Thursday?

    What day is your birthday this year?

Follow-up Tasks(5 minutes)

Homework:

1. Look at a calendar at home and write 3 important dates.
2. Create a mini-calendar of this week. 
3. Ask a family member what they do on weekends and mark it on your calendar.

Expected Learning  Outcome: 

Knowledge building:

• Understanding calendar layout and terms (week, weekday, weekend).
• Ability to use dates for planning and problem-solving.
  

skill building:

• Date reading accuracy 
• Logical thinking 
• Time awareness 

Session 25: Percentage

Intro activity - (35 minutes)

Begin with a question: "What does 50% off mean during a sale?"  (15 minutes)

Explain the concept of percent as “per hundred” using real-life examples (e.g., discounts, grades, statistics).

Symbol: %

Example: 50% means 50 out of 100.

Why We Use Percentages?

• Percentages help us compare things easily.
• They're used in real life like:
• Discounts in shopping (20% off)
• Test scores (You got 80%)
• Battery level (Phone at 30%)
• Interest on money (Bank gives 5%)

Game Name: “Percentage Pop Quiz!”( 20 minutes)

Objective: Warm up students with quick, fun percentage questions to activate prior knowledge.

Setup:

Divide the class into two teams.

Use flashcards or a whiteboard.

Each team takes turns answering questions.

One point for each correct answer.

Example Questions:

1. What is 50% of 100?     (Answer: 50)
2. What percentage is half of something?     (Answer: 50%)
3. Convert 0.25 to a percentage.       (Answer: 25%)
4. You got 8 out of 10 on a quiz. What’s your percentage?     (Answer: 80%)
5. What is 25% of 80?       (Answer: 20)
6. A pizza is cut into 4 equal slices. If you eat 1 slice, what percentage did you eat? (Answer: 25%)
7. Which is more: 40% or 3/10? (Answer: 40%)
8. True or False: 100% means the whole thing. (Answer: True)

This is an activity to see what students know.

This should be done together after class.

Percentage Problems with Answers (40 minutes)

1. Finding a percentage of a number:

2. What is 20% of 150?

3.What is 25% of 200?

1. Ravi scored 72 marks out of 80 in a test. What percentage did he score?

A: (72/80) × 100 = 90%

    2. A shopkeeper gave a 20% discount on a ₹500 bag. What is the discount amount?

A: 20% of ₹500 = (20/100) × 500 = ₹100

  3. A water tank is 75% full. If its total capacity is 200 liters, how much water is in the tank?

A: 75% of 200 = (75/100) × 200 = 150 liters

Fraction to Percentage Conversion

Method: Multiply the fraction by 100 and add the percent symbol (%).

Decimal to Percentage Conversion

Method: Multiply the decimal by 100 or move the decimal point two places to the right.

Review Questions (5 minutes)

• What does “percent” mean? Can you explain it with an example?

Follow-Up Task:(10 minutes)

Home Work

1. A T-shirt is priced at ₹800. There is a 25% discount.

(a) Discount amount ?  (25 ÷ 100) × 800 = ₹200

(b) Final price ?             (₹800 − ₹200 = ₹600)

2. A water bottle has 1.5 L of water. 40% has been used.

(a) Used water ?            (40 ÷ 100) × 1.5 = 0.6 L

(b) Left?                   ( 1.5 − 0.6 = 0.9 L)

Expected Learning Outcomes:

Knowledge Building

• Understand the concept of percentage
• Enhanced academic vocabulary

Skill Building

• Speed and accuracy
• Critical thinking

Session 26: Polygons

Intro  Activity (20 min)

Teacher asks the students, have you ever seen train tracks or the edge of a ruler? Those are straight and go on and on. That's what a line looks like in math!”

You can also show things like:

• A laser beam in cartoons
  
• A tightrope
  

So, line is  straight and endless in both directions (introduce this simply

Show lines in the classroom (edge of table, window frames)

Draw this on the board:

<------------------------->

         A                 B

Say:

“This is a line. The arrows mean it keeps going forever. Even though we see just a part of it, imagine it never objective

Draw examples: straight line, curved line, zigzag line.

Then use flashcards to introduce each shape:  triangle, square, rectangle, pentagon, hexagon

For each shape:

Show shape visually.

Count sides and corners.

Ask: “What does it remind you of?” (Ex: “A triangle looks like a slice of pizza.”)      

         Draw examples from real life (windows, stop signs, etc.)

Mini Activity: Ask students to find one object in the classroom that matches one of the shapes.

Main Activity (60 minutes)

Build-a-Shape with Lines (30 minutes)

Students work in small teams.

Provide materials: sticks, pipe cleaners, or yarn for lines; clay balls or stickers for corners.

Task: Use lines to build these shapes:

• Triangle (3 lines)
  
• Square (4 equal lines)
  
• Rectangle (2 short, 2 long lines)
  
• Pentagon (5 lines)
  
• Hexagon (6 lines)
  

Group Roles

• Connector (adds clay/sticker)
  
• Shape Checker (counts sides)
  
• After each shape, pause and reflect:
  
• “How did your group work together?”
  
• “What made this shape different from the one before?”
  
  

Shape Collage & Self-Expression (20 minutes)

My Shape World

• Students create a drawing or collage using at least 4 different shapes to make a scene (e.g. robot, house, city, animal).
  
• Encourage labeling each shape and writing how many sides it has.

Review Questions (10 minutes)

1.  Can you name some polygons and describe their sides and angles?
2. How did drawing or building polygons help you understand them better?

Follow up Tasks(10 min)

Home work

Find and draw 1 item at home that looks like each of these shapes:

Triangle: __________________ (Draw it)

Rectangle: ________________

Square: ___________________

Pentagon: ________________

Hexagon: _________________

Expected Learning  Outcome:

Knowledge building

• Define and identify a line.
  
• Understand that 2D shapes are made of lines connected at points.
  
• Recognize and build basic 2D shapes using lines.
  

Skill Building

• Creative thinking

• Emotional awareness 

• Teamwork

• Empathy

 

Session 27: Angles of Polygons

Introduction  Activity (30 minutes)

Ask students:

• "What do we mean by the interior of a shape?"(triangle, rectangle, square…)
  
• "How many corners or angles does a triangle/square/rectangle have?"
  
• "Do you know the sum of angles in any of these shapes?"
  
• “Today we will explore the sum of interior angles of triangles, rectangles, and squares—not by memorizing—but by doing an activity!”
  

Teacher divide students into small group

Triangle Angle Discovery

Instructions:

1. Hand out a triangle template to each student (variety: scalene, isosceles, right-angled).
2.  Ask students to cut out the triangle.
   
3.  Label each corner A, B, C.
   
4.  Tear or cut the corners (angles) of the triangle.
   
5.  Arrange the three angles next to each other on a straight line.

Observation & Conclusion:

• Ask students: "What do you notice when the angles are placed together?"
  
• They will observe that they form a straight line (180°).
  
• Conclude: Sum of interior angles of a triangle is 180°.

Rectangle Angle Discovery

Instructions:

• 1. Distribute rectangle templates.
  
• 2. Students cut out the rectangle and label corners A, B, C, D.
  
• 3. Tear or cut the corners and paste them around a point (like a puzzle).
  
• 4. Alternatively, measure each angle using a protractor (all will be 90°).
  

Observation & Conclusion:

• 90° × 4 = 360°
  
• Conclude: Sum of interior angles of a rectangle is 360°.
  

Square Angle Confirmation

Repeat the same steps with a square.

Observe: All angles are also 90°.

Conclusion:

• 90° × 4 = 360°
  
• A square is a special rectangle.
  
• Guiding Questions:
  
• What do you notice when you add the angles?
  
• Do all triangles give the same sum? What about is discovery
  

Main Activity (50 minutes)

“Polygon Puzzle Teams”(25 min)

  Instructions:

1. Give each group different polygons (triangle, quadrilateral, pentagon, etc.).
   
2. From one vertex, draw diagonals to divide each shape into triangles.
3. Count the number of triangles inside each shape.
   
4. Multiply number of triangles by 180° to find total interior angles.
5.  Record findings in a table:

6. As a class, guide students to notice the pattern:

(Number of Sides – 2) × 180 = Total Interior Angles

Class Discussion & Application (15 minutes)

Write and explain the formula:

Sum = (n - 2) × 180°

Use it to calculate:

6-sided shape (hexagon)

10-sided shape (decagon)

Review Questions (10 minutes)

Follow up Tasks (10 min)

Expected Learning  Outcome:

Knowledge building

Skill Building

Students will practice teamwork, communication, and respect while collaborating.

Session 28: Perimeter

Introduction  Activity (15 minutes):

SHAPE WALK Draw large shapes on the floor using tape. Students walk along the edges of each shape counting steps. Discuss which shape had the longest perimeter.

Main Activity(70 minutes): 

Hands-On Measurement: REAL-WORLD PERIMETER (20 minutes)

1. Measure the sides of classroom items (e.g., desk, whiteboard) using rulers or string.

2. Calculate perimeter using appropriate formulas.

3. Write and label the shapes with their dimensions and perimeter.

Fun Puzzle Time! (20 minutes)

Students solve puzzles like:

"A square has a side of 5 cm. What is its perimeter?"

"A rectangle is 6 cm long and 3 cm wide. Find the perimeter."

"A circle has a radius of 7 cm. What is the circumference?"

Time to Solve (20 Minutes)

1. Match Shapes to Their Perimeters

Look at the shape and see the lengths of its sides.

Add all the sides together to find the perimeter (the distance around the shape).

Then, match the shape to the correct number (perimeter) from a list.

Example:

A square with each side = 5 cm

Perimeter = 5 + 5 + 5 + 5 = 20 cm

2. Fill in Missing Sides and Find Total Perimeter

Some sides of a shape are missing.

Use what you know about shapes (like rectangles have equal opposite sides) to fill in the blanks.

Then, add up all the sides to find the total perimeter.

Example:

Rectangle: One long side is 8 cm, one short side is 3 cm

Opposite sides are the same, so:

Perimeter = 8 + 3 + 8 + 3 = 22 cm

3. True or False: "A circle’s perimeter is the same as its area."

Answer: False

Simple Explanation:

The perimeter of a circle (called circumference) is how far it is around the edge.

The area is how much space is inside the circle.

These are different things, so the answer is False.

Expected Learning  Outcome:

Knowledge building-Ability to calculate perimeter of basic shapes.

Understand terms like radius, diameter, and side.

Skill Building-

•Measurement and application

•Real-life math connection

•Visual problem-solving

Review Questions/Assessment/Tasks(10 minutes) :

Ask:

What is the formula for a square’s perimeter?

How do we find the perimeter of a circle?

Which shape’s perimeter did you find easiest to calculate?

Follow up Tasks(5 minutes):

Homework:

1. Measure and record the perimeter of any object at home (table, book, mat).

2. Draw and label a square, rectangle, and circle with dimensions and perimeter.

3. Make a shape puzzle for a classmate to solve.

Session 29: Perimeter word problems

Introduction activity (10 minutes)

1. Engage students: Ask, “What do you think ‘perimeter’ means?”

2. Hook Question: “If you walked all the way around your backyard, what are you measuring?” (Introduce the idea of perimeter.)

3. Define Perimeter: The distance around a 2D shape.

4. Show visuals of different shapes and identify their sides.

Main Activity(minutes):

Teach formulas: (10 minutes)

Rectangle: P = 2(l + w)

Square: P = 4 × side

Triangle: P = a + b + c

Use real-life examples: (15 minutes)

1.Fencing a garden  -Problem: Rectangle Garden 

Sarah wants to put a fence around her rectangular garden. The length of the garden is 8 meters and the width is 5 meters.

Question:

What is the total length of fencing Sarah needs?

Answer:

Perimeter = 2 × (Length + Width) = 2 × (8 + 5) = 2 × 13 = 26 meters 

2.Square Chalkboard  Problem:

A chalkboard in the classroom is square and each side measures 5 feet.

Question:

What is the total length of trim needed to go around the board?

Answer:

Perimeter = 4 × 5 = 20 feet

3 Triangle

.A triangle has sides that measure 6 cm, 7 cm, and 5 cm. What is the perimeter?

Solution:

Perimeter = 6 + 7 + 5 = 18 cm

Independent Practices (25 minutes )

Rectangle Problem

1.A rectangle has a length of 8 cm and a width of 5 cm. What is its perimeter?

Solution:

Perimeter = 2 × (length + width)

= 2 × (8 + 5) = 2 × 13 = 26 cm

 Square Problem

1.Each side of a square is 9 meters. What is the perimeter of the square?

Solution:

Perimeter = 4 × side = 4 × 9 = 36 meters

 Square Tile

One square floor tile has sides that measure 30 cm.

Question: What is the perimeter of the tile?

Answer:

Perimeter = 4 × 30 = 120 cm

C. Triangle Problem

1.A triangle has sides that measure 6 cm, 7 cm, and 5 cm. What is the perimeter?

Solution:

Perimeter = 6 + 7 + 5 = 18 cm

2. Triangular Flower Bed

A triangular flower bed has three sides that measure 7 feet, 9 feet, and 6 feet.

Question: What is the total length of the fencing needed for the flower bed?

Answer:

Perimeter = 7 + 9 + 6 = 22 feet

5. Irregular Shape Problem

A shape has sides measuring 3 cm, 4 cm, 5 cm, 2 cm, and 6 cm. What is the total perimeter?

Solution:

Perimeter = 3 + 4 + 5 + 2 + 6 = 20 cm

6. Missing Side Problem

A rectangle has a length of 14 m. The perimeter is 46 m. What is the width?

Solution:

Perimeter = 2 × (length + width)

46 = 2 × (14 + width)

46 = 28 + 2 × width

46 - 28 = 18

2 × width = 18 → width = 9 meters

Game Time  (20 minutes)

Instruction -

• Ask the children what they see in the farmhouse.
• Give them only the questions you have given them, and explain the questions in a way that will lead them to the answer.
• These problems should be divided into 4 papers and given to each group.
• Divide them into four groups and give the same topics to two groups..

1. Group 1 - farm house
2. Group 2 - classroom
3. Group 3- farm house 
4. Group 4- classroom 

Farmhouse related problems 

1. Fencing or Walls

Problem: You want to fence the entire perimeter of your farmhouse which is 100m long and 60m wide.

Question: How much fencing is needed?

Solution: Perimeter = 2 × (100 + 60) = 320 മീറ്റർസ്

2. Gates

Problem: You plan to install a gate on each side of a square farmhouse (each side 75 meters).

Question: What is the distance between each gate if equally spaced?

Solution: Perimeter = 4 × 75 = 300 meters

Distance between gates = 300 ÷ 4 = 75 meters

3. Paths or Roads

Problem: A walking path is to be laid around the edge of the farmhouse (perimeter = 280 meters).

Question: If it costs ₹50 per meter to build the path, what is the total cost?

Solution: 280 × 50 = ₹14,000

4. Animal Pens or Shelters

Problem: You plan to build 3 animal pens along one 90-meter side of the perimeter, spaced equally.

Question: How long is each pen (if no space between)?

Solution: 90 ÷ 3 = 30 meters per pen

5. Hedges or Trees

Problem: You are planting trees every 10 meters along a 240-meter perimeter.

Question: How many trees do you need?

Solution: 240 ÷ 10 = 24 trees

6. Water Channels or Ditches

Problem: You want to dig a drainage ditch along the full perimeter (300 meters).

Question: How much digging is required?

Solution: 300 meters of ditch

Classroom related problems 

1. Walls

Problem: The classroom is rectangular, with a length of 8 meters and a width of 6 meters.

Question: What is the perimeter of the classroom?

Solution:

Perimeter = 2 × (8 + 6) = 2 × 14 = 28 meters

2. Doors

Problem: There are 2 doors in the classroom, each measuring 1.5 meters wide. If the total perimeter of the classroom is 28 meters,

Question: What is the total width of the doors compared to the perimeter?

Solution:

Total width of doors = 2 × 1.5 = 3 meters

The doors take up 3 meters of the perimeter.

3. Windows

Problem: There are 4 windows, each 2 meters wide, placed along the perimeter of the classroom.

Question: What is the total width of all the windows?

Solution:

Total width of windows = 4 × 2 = 8 meters

4. Blackboard/Whiteboard

Problem: The classroom has a whiteboard that is 3 meters wide. If you want to place a frame around the whiteboard,

Question: What is the perimeter of the frame?

Solution:

Perimeter = 2 × (3 + 1) = 2 × 4 = 8 meters (assuming a 1-meter height for the whiteboard).

5. Decorations or Charts

Problem: You plan to hang charts along 3 walls, with each wall being 5 meters long.

Question: What is the total length of the walls where charts will be hung?

Solution:

Total length = 3 × 5 = 15 meter

The team that completes the problems first will win

Review Questions (5 minutes)

Follow up Task (5 minutes)

Home Work

Rectangle Garden

Lena is planting a rectangular garden that is 9 meters long and 6 meters wide.

Question: How much fencing will she need to go around the garden?

Answer:

Perimeter = 2 × (9 + 6) = 2 × 15 = 30 meters

Expected learning outcome 

Knowledge building

• Formulas for Perimeter
• Definition of Perimeter
• Properties of Shapes

Skill building

• Reading and Understanding Word Problems
• Calculation Accuracy
• Choosing the Right Formula

 

Session 30: Area - square, rectangle

Introduction activity(20 minutes)  

1. Quick Review of Perimeter 

Write on the board:

Perimeter = the total distance around the outside of a shape.

Say:

“If I walk all the way around the edge of a soccer field, what am I measuring?”

Let students respond:

“The perimeter!”

Next example:

“Imagine you’re putting a fence around your garden. You need to know how much fencing to buy. That’s the perimeter—the total length around it.”

Draw a rectangle on the board to represent a garden

Label: Length = 6 meters, Width = 4 meters

Ask:

“How much fencing would I need to go all the way around?”

Guide them: 6 + 4 + 6 + 4 = 20 meters

2. Transition to Area  

Ask:

“What do we mean when we talk about the area of a shape?”

(Wait for responses. Guide as needed.)

Then explain:

“Area is the amount of surface inside the shape. It tells us how much space we’re covering.”

Real-life example:

“If I want to put carpet on the floor of a room, I’m not just measuring around it—I need to know how much space the carpet needs to cover. That’s the area.”

Use the same rectangle drawing:

Say:

“This could be the shape of a room. If I wanted to put tiles or carpet in here, I’d need to know how much flooring material to buy. That’s the area!”

•  Engage: Ask students, “How can we measure how much space a shape takes up on a surface?”
•  Introduce the word "Area" and explain that it is the amount of space inside a shape.
•  Show a square and a rectangle on the board and ask students how they are different and similar.

Define:

• Square: A shape with 4 equal sides and 4 right angles.
• Rectangle: A shape with opposite sides equal and 4 right angles.
• Rectangle: Area = length × width
• Square: Area = side × side

 Main Activity (65 minutes)

Word Problems: Area of Squares and Rectangles (20 minutes) 

1. Rectangle – Carpet a Room:

You are carpeting a rectangular bedroom that is 5 meters long and 4 meters wide. How much carpet do you need to cover the floor?

Shape: Rectangle

Formula: Area = length × width

Solution: 5 × 4 = 20 square meters

2. Rectangle – Tiling a Kitchen:

A rectangular kitchen floor is 6 meters long and 3 meters wide. How many square meters of tiles will cover the floor completely?

Shape: Rectangle

Formula: Area = length × width

Solution: 6 × 3 = 18 square meters

3. Square – Small Rug:

You are placing a square rug in your reading corner. Each side of the rug is 2 meters long. What is the area of the rug?

Shape: Square

Formula: Area = side × side

Solution: 2 × 2 = 4 square meters

 4. Square – Garden Plot:

A square garden has sides that are 7 meters long. How much area will you cover if you plant flowers in the whole space?

Shape: Square

Formula: Area = side × side

Solution: 7 × 7 = 49 square meters

Team-Based Area Drawing Game (25 minutes)

Objective:

Each team will draw a layout of a real-life space (garden, bedroom, or classroom) using only squares and rectangles, then calculate the area of each object they include.

Step-by-Step Instructions:

1. Divide the Class:

Team 1: Garden Designers

Team 2: Bedroom Planners

Team 3: Classroom Arrangers

 Team Tasks: Each team must:

• Design a top-down view of their space
• Include at least 5 real items (all squares or rectangles)
• Label each item with length, width, and area
• Add a title and decorate the drawing

Team Topics and Ideas:

Team 1 – Garden

• Vegetable bed (2m × 1.5m)
• Flower patch (1m × 1m)
• Pathway (0.5m × 4m)
• Grass area (3m × 2m)
• Bench (1.2m × 0.5m)

Team 2 – Bedroom

• Bed (2m × 1.5m)
• Rug (1.5m × 1m)
• Desk (1m × 0.5m)
• Bookshelf (1.2m × 0.6m)
• Window (1m × 1m)

Team 3 – Classroom

• Teacher’s desk (1.5m × 0.8m)
• Student desk (1m × 0.5m)
• Whiteboard (2m × 1m)
• Bookshelf (1m × 0.5m)
• Carpet area (2m × 3m)

Wrap-Up:

• Have each team present their layout, explain their measurements, and compare total areas. You can even give awards for:
• Most creative layout
• Most accurate math
• Best teamwork

Review Questions(5 minutes)

• How are the formulas for squares and rectangles similar or different?
• Can you explain what 'area' means in your own words

Follow Up Task(20 minutes)

Activity: Measuring Areas in the Classroom  

Instructions:

• Form small groups (2–3 students each).
• Assign or let students choose 3–5 objects in the classroom that are square or rectangular in shape.

Examples of objects:

• Book cover
• Student desk
• Window 
• Student desk
• Whiteboard
• Door

3. Measure:

Measure the length and breadth (for rectangles) or the side (for squares) of each object using a ruler or tape measure.

Record the measurements.

4. Calculate:

Use the correct formula:

Square: Area = Side × Side

Rectangle: Area = Length × Breadth

Work out the area for each item.

5. Record Findings:

Fill a table like this:

6. Discuss:

Which object had the largest area?

Which object had the smallest area?

Why is measuring area important in real life?

Expected learning outcome 

Knowledge building

• Understand the meaning of area.
• Measure length and breadth accurately.
• Apply formulas for the area of a square and a rectangle.

Skill building

• Calculate the area of classroom objects.
• Compare the areas of different objects.

Session 32: Highest Common Factor (HCF)

Intro  Activity(45 minutes) 

Working Model  ( 25 minutes )

Materials Needed:

1. A table with numbers 1 to 50 written on it
2.  Paper cups or glasses placed in front of each number
3. A box of beads (or small objects like pebbles)

Steps:

1. Introduce two numbers — for example, 10 and 15.
2. Give a student the box of beads.

First round (for 10):

• Ask the student to place one bead in every cup whose number is a factor of 10.
  (Factors of 10 = 1, 2, 5, 10 → place beads at: 1, 2, 5, 10)

Second round (for 15):

• Now ask the student to place another bead in every cup whose number is a factor of 15.
  (Factors of 15 = 1, 3, 5, 15 → place beads at: 1, 3, 5, 15)
• Now look at the cups that have two beads — these represent numbers that are common factors of both 10 and 15.
• The cups with two beads will be at: 1 and 5 (Common factors of 10 and 15 are 1 and 5)

Conclusion:

The highest number that has two beads (common factor) is 5.
So, the HCF of 10 and 15 = 5.

You can repeat this activity with other number pairs like:

• 12 and 18 (HCF = 6)
• 8 and 12 (HCF = 4)

Group Work (20 Minutes)

1. Divide students into small groups. Give each group 4 number cards. Example: 12, 18, 24, 30.
2. Ask them to find all factors of their numbers and write them down.

Answer:-

• Factors of 12: 1, 2, 3, 4, 6, 12
• Factors of 18: 1, 2, 3, 6, 9, 18
• Factors of 24: 1, 2, 3, 4, 6, 8, 12, 24
• Factors of 30: 1, 2, 3, 5, 6, 10, 15, 30

1.  Now, ask them to circle the common factors. Common factors: 1, 2, 3, 6
2.  Guide them to find the highest common factor. HCF = 6

Discussion: What do you notice? Why is this factor important?

Answer: The HCF is the largest number that divides all given numbers without a remainder.

Main Activity.(35 minutes)

Story: "The Royal Feast Challenge" ( 30 minutes)

King Aryan was preparing a grand feast for his kingdom. He wanted to serve food equally among the guests without anything left over.

The royal chef, Ravi, had collected:

48 loaves of bread

72 bowls of soup

The king asked, "How can we arrange these in equal groups so that each group gets the same amount of bread and soup?"

The villagers were excited to solve this puzzle. Can you help them?

Your Challenge:

1. Find the Highest Common Factor (HCF) of 48 and 72 to determine the number of groups.
2. Once you find the HCF, divide the food equally into that many groups.
3.  How many loaves of bread and bowls of soup will each group get?

Think & Solve:

• Step 1: Find the factors of 48 and 72.
• Step 2: Identify the common factors.
• Step 3: Find the highest common factor (HCF).
• Step 4: Divide the food accordingly.

Review Questions(5 minutes)

• What does HCF stand for?
• How is HCF different from LCM?

Follow up Task(10 minutes)

Home work  

1. A school is making groups of students for a competition. There are 32 boys and 48 girls. Each group must have the same number of boys and girls.

• What is the maximum number of groups that can be formed?

• How many boys and girls will be in each group?

2. A fruit seller has 40 apples and 64 oranges. He wants to pack them into baskets, keeping the same number of apples and oranges in each basket.

• How many apples and oranges will be in each basket?
• What is the maximum number of baskets he can make?

Expected Learning  Outcome:

Knowledge building-

• Definition of HCF

• Why HCF is important

• Different methods to find HCF

Skill Building-

• Logical thinking

• Problem solving skill

Session 33: Prime Numbers

Introduction  Activity (15 minutes)

Prime Detective

Write numbers from 1 to 20 on the board.

Ask students to work in pairs and investigate which numbers can be divided by only 1 and themselves.

Encourage discussion: What do you notice about these numbers?

Main Activity   ( 70 minutes)

Define prime numbers (10 minutes)

Numbers that have exactly two factors (1 and itself).

Give examples: 2, 3, 5, 7, 11, etc.

Two (2)

• It is the smallest prime number

• It is the only even prime number

Task ( 20 minutes)

1. Write all the prime number between 20 and 50

Prime Number Puzzle (35 minutes )

Make students into small groups.

Goal

Arrange the given prime numbers (5, 7, 11, 13, 17, 19, 23) in the seven circles so that the sum of numbers in each row and diagonal is the same prime number.

How to Play:

1. Place each number in a circle.

2. Ensure that numbers in each straight line (rows & diagonals) add up to the same prime number.

3. Adjust the numbers if needed until all sums are equal.

Example:

1. One possible sum target: 41 (a prime number).

2. Arrange the numbers so that all lines add up to 41.

Review Questions (5 minutes) 

• How can you tell if a number is prime?
• What strategy do you use to test if a number is prime?

Follow up Tasks (5 minutes )

Home Work 

1. Write all the prime number between 50.

Expected Learning  Outcome:

Knowledge building-

• Understand the concept of prime numbers

• Able to find prime number within a given range

Skill Building-

• Critical thinking and logical thinking

• Team work

• Confidence building

Resources

https://drive.google.com/file/d/1lgvmk6ufAFKjGMVJNYwB4jMSMgN6Xq0Z/view?usp=drivesdk

 

Session 34: Composite Numbers

Introduction Activity (30 minutes)

Guess My Number (15 minutes )

"Guess My Number" is a math-related game where one person thinks of a number between 1 and 100 and gives hints about its properties, such as "My number is odd" or "It's a multiple of 3." Students take turns guessing the number, and after each guess, they receive a hint, like "Too high" or "You're getting closer." The game continues until someone correctly guesses the number. 

promoting critical thinking, problem-solving, and mathematical reasoning in a fun and engaging way.

Composite Number:- Define ( 15 minutes )

A composite number is a natural number greater than 1 that has more than two factors. This means it can be divided evenly by numbers other than 1 and itself.

For example:

4 is composite because its factors are 1, 2, and 4.

6 is composite because its factors are 1, 2, 3, and 6.

In contrast, a prime number has only two factors: 1 and itself (e.g., 2, 3, 5, 7).

Main Activity (55 minutes) 

Composite Quest  ( 45 minutes )

Each child receives a card with the numbers 1 to 100 written on it. They are then instructed to circle the composite numbers. The first child to complete the task wins.

Review Questions (10 minutes)

Fill in the Blanks

1. A composite number has at least ___ factors.
2. The smallest composite number is ___.
3.  ___ is the only even prime number and not a composite number.

Follow up Tasks(5 minutes)

Home work

Application Question 
Think of a real-life example where knowing about composite numbers might help (e.g., arranging desks, dividing chocolates). Write 2-3 sentences about it.

Expected Learning  Outcome:

Knowledge building-

• Understand factorization

• Differentiate Prime and Composite numbers 

Skill Building-

• Critical thinking

• Pattern recognition of numbers

• Speed and accuracy 

Resources

https://drive.google.com/file/d/1lifSovU3TOg4-CsvKxrsOIDS6J6ERIYH/view?usp=drivesdk

Session 35: Conversion of Length

Introduction  Activity (30 minutes)

Measurement in Motion (20 minutes )

Make students into small groups:-

Ask students to estimate and then measure everyday classroom objects (e.g., a pen, desk, board, bench, floor).

They measure using different units (mm, cm, m) and compare results.

Discuss: Why do we need different units for measurement?

(Draw the picture given below on a chart)

Explain the units of length (10 minutes)

Use hand movements (e.g., small steps for mm, bigger steps for meters) to make it kinesthetic.

Main Activity (55 minutes)

“What’s the Best Unit?”-  Discussion ( 10 minutes)

Present scenarios:

• Measuring a road length (km or m?)

• Measuring a pen (cm or mm?)

• Height of a tree (m or cm?)

• Tailor measuring Fabric ( cm or m )

• Doctor measures the height of a child during the check up ( mm or cm)

• Measuring football field ( cm or m )

• Measuring the thickness of a coin ( mm or cm )

• Laying tiles on the floor ( cm or m )
  

Converting Method  (35 minutes)

(Draw the picture given below on the board)

Display the conversion table and explain relationships (e.g., multiplying/dividing by 10, 100, 1000).

1. Convert 5 meters to centimeters.

2. Convert 200 centimeters to meters.

3. Convert 3 kilometers to meters.

4. Convert 1,500 millimeters to meters.

5. Convert 4.5 meters to millimeters.

Review Questions(10 minutes)

1. How many centimeters are there in 1 meter?
2. Your height is 160 cm. Express it in meters.

Follow up Tasks ( 5 minutes )

Home work

1. The rope is 2.5 meters long. How many centimeters is it?

2. A pencil is 140 mm long. Convert it to centimeters.

Expected Learning  Outcome:

Knowledge building-

• Identify different units of Length

• Inquiry based discussion ( why do we convert? )

Skill Building-

• Contextual understanding

• Critical thinking

Session 36: Conversion of Mass and Volume

Introduction Activity ( 30 minutes )

Arrange a small “discovery table” at the front of the class with 6–8 everyday objects like: 

• A 1-liter water bottle
• A 250ml juice box
• A packet of rice (1 kg, 500g)
• A small shampoo bottle (100ml)
• A sugar packet (2 kg)
• A tablespoon of oil in a transparent container

(Label the items with a number (not with their weight/volume).

Divide students into small groups of 3–4. Each group gets a "Guess Card" to note down their guesses.

They can observe, touch, lift (if safe) and discuss quietly.

Each group writes down their guess for the weight or volume of each item.

Teacher reveals actual weights/volumes one by one.

Groups check how close their guesses were.

Ask:

• “Which one surprised you the most?”
• “Why do you think you over/underestimated?”
• “How does the size affect your guess?”

Main Activity  ( 55 minutes )

(15 minutes)

Facilitate a discussion on units: “How do we measure these?”

Introduce g, kg, ml, and l, and the conversion (1000 g = 1 kg, 1000 ml = 1 l).

(Draw the picture given below on a chart)

Which Unit Would You Use ( 10 minutes )

• Weighing a newborn baby
• Buying a sack of rice from the store
• Measuring the weight of a pencil
• Petrol in a scooter
• Filling a water tank
• Measuring medicine with a spoon
• Amount of water in a small juice box

Problems: ( 25 minutes )

Volume Conversion Problems (ml ↔ l)

1. Convert 3000 milliliters to liters.

Answer: 3 liters

2. Convert 2 liters to milliliters.

Answer: 2000 ml

3. A bottle contains 1.25 l of water. How many milliliters is that?

Answer: 1250 ml

Mass Conversion Problems (g ↔ kg)

1. Convert 2000 grams to kilograms.

Answer: 2 kg

2. Convert 5 kilograms to grams.

Answer: 5000 g

3. A watermelon weighs 3.5 kg. How many grams is that?

Answer: 3500 g

Review Questions (5 minutes):

1. Convert 3 kg into grams.
2.  Convert 1,500 g into kilograms.
3.  How many grams are there in 0.75 kg?
4.  A box weighs 2,500 g. What is its weight in kilograms?

Follow up Tasks (5 minutes )

Home work

• Your school bag weighs 1500 g. What is its weight in kg?

• A cooking oil container holds 1.5 liters. Convert it to milliliters

Expected Learning  Outcome:

Knowledge building-

• Concept understanding 

• Able to solve real life problems involving conversion

Skill Building-

• Applying and practicing knowledge

• Team work

Resources

https://drive.google.com/file/d/1lkEeI7Mk7TtV_PsWLgeAOctuFKNf9VJF/view?usp=drivesdk

Session 37: Triangles

Introduction  Activity (15 minutes) 

Mandala Patterns 

• Concepts: Circles, radial symmetry, angles, pattern repetition

How:

• Students use compasses and protractors to make mandalas.
• Emphasizes symmetry and repeated geometric patterns.
• Can be colored for relaxing mindfulness activity too.

Example:(Draw the picture given below on a chart)

Main Activity (70 minutes)

What’s a Triangle?   Discussion (10 minutes)

Show pictures of different shapes (triangle, square, rectangle, circle).

Ask: Which one is a triangle? How do you know?

Students share prior knowledge.

Teacher highlights:

A triangle has 3 sides and 3 angles. It’s a closed shape.

Story Time :  (15 minutes )

In the Triangle Kingdom, every triangle has a secret code: its 3 angles must always work together to form a straight line (180°) to keep the kingdom safe!

Characters:-

•  Prince Equi (Equilateral)
•  Sir Righty (Right triangle)
•  Lady Acuta (Acute triangle)
•  General Obtusa (Obtuse triangle)

The sum of the interior angles of any triangle is always equal to 180 degrees.

In mathematical notation, for a triangle ABC with interior angles angle A, angle B, and angle C, the triangle sum theorem can be expressed as:

‹A + ‹ B + ‹C = 180⁰

Ask: Can you guess how their angles work together?  

Student Engagement:-    (10 minutes )

Ask students to act out triangle characters (e.g., stretch arms to represent different angles).

Key Concept : ( 10 minutes )

Definition of a triangle

• A closed figure with 3 sides and 3 angles.

Types of triangles by sides

• Equilateral (3 equal sides)
• Isosceles (2 equal sides)
• Scalene (no equal sides)

Types of triangles by angles

• Acute triangle (all angles < 90°)
• Right triangle (one angle = 90°)
• Obtuse triangle (one angle > 90°)

Group Activity- Angle Detectives (20 minutes )

Make students into small groups(3 or 4)

• Give each group a work sheet of  triangle with one missing angle.
• Students solve for the missing angle by subtracting from 180°.

Review Questions(5 minutes)

• What is a triangle?
• How many angles does a triangle have?
  

Follow up Task (5 minutes)

• Name a real-life object or structure that uses a triangle shape. Why is it used?

• Draw a triangle where one angle is 90°. What type of triangle is it?

Expected Learning  Outcome:

Knowledge building-

• This focuses on conceptual understanding and facts. You help students understand what a triangle is, its types, and properties.

Skill building-

• Conceptual understanding

• Problem solving

Resources

https://drive.google.com/file/d/1lkchm4tNLyq2JxJMW7rv2Si1XgdzZI7h/view?usp=drivesdk

 

Session 38: Parallel lines

Intro  Activity  (20 minutes )

"Parallel or Not?"

How to Play:

Step 1: Human Lines

Divide students into groups of 4–5.

Ask each group to form two straight lines of students standing side by side, facing the same direction.

Say: "Pretend you are lines on the ground. Are you standing the same distance apart all the way? If yes, you’re parallel lines!"

Step 2: Line Detective

Now change it up! Ask one line to slant slightly or move closer at one end.

Ask the class: "Are they still parallel?"

Encourage students to explain why or why not.

Step 3: Rapid Fire Round

Show quick drawings or hold up objects (e.g., a notebook, scissors, a triangle).

Students shout "Parallel!" or "Not Parallel!"

Main Activity (65 minutes)

Explanation    (15 minutes)

Definition and Properties:

• Parallel lines are lines in a plane that never meet, no matter how far they are extended.
• They are always the same distance apart.
• Use a whiteboard to draw examples and non-examples.

Types of  Lines ( 10 minutes )

Teach students the difference

• Parallel lines : never meet.
• Perpendicular line: will cross to make right angle 
• Intersecting lines:  cross at one point, but do not make right angle

Shapes with Parallel Lines  (10 minutes )

Basic intro to 2D shapes that have parallel lines

• Rectangle (2 pairs)
• Square (2 pairs)
• Parallelogram (2 pairs)
• Trapezium (1 pair)

WORKSHEET:-  (10 minutes )

ANGLES  (15 minutes) (Draw the picture given below on a chart)

Review Questions (5 minutes)

1. What are parallel lines?
2. Which of the following are examples of parallel lines?
   a) Railway tracks
   b) The sides of a triangle
   c) Clock hands at 3 o’clock
3. Lines that never meet, no matter how far they are extended, are called ____ lines.

Follow up Tasks (5 minutes)

• What is the symbol used to show that two lines are parallel?
  (Hint: It's like two short straight lines)
• Can parallel lines exist in three-dimensional space?
• How can you tell if two lines are parallel using a ruler or set square?

Expected Learning  Outcome:

Knowledge building-

• Conceptual understanding

Skill Building-

• Comparing line types

• Problem solving

Resources

https://drive.google.com/file/d/1lmPVWns51f_Tt7qB-jpZo_DT2vpSGrFZ/view?usp=drivesdk

 

Session 39: Introduction to statistics

Intro  Activity (15 minutes) 

Warm-Up Circle 

Activity 1:  Data About Us 

Students sit in a circle. Each student shares one fun fact (favorite color, hobby, pet, place etc.)

Teacher note down categories that appear repeatedly (e.g., favorite color) on the board

Ask: What do we notice?

(Building self-awareness and appreciating others’ interests)

Then ask: How can we organize this better?

Ask students to organize the data in their own way, then review their work and offer positive feedback 

Main Activity (65 minutes)

Activity 1 (25 minutes )

Ask a fun question:

What’s your favorite weekend activity?

• Give 4–5 options (e.g., Playing games, Watching TV, Reading, Drawing, Going out)
• Let students raise their hands for each category.
• Teacher writes the tally marks on the board.

Then ask: How can we organize this better?

Introduce the concept of a frequency table:

Activity 2 (25 minutes)

Classroom Survey & Frequency Table 

1. Divide class into small groups
2.  Each group chooses or is assigned a question (eg: favorite school subject, Favorite fruit, Number of pets at home, Birth month groups)
3.  Groups survey classmates and record data using tally marks
4.  Convert tallies into a frequency table

Review Questions (15 minutes)

Share & Reflect  

1. Each group presents their frequency table
2. Teacher guides a discussion with questions:
3. Which was the most popular choice?
4. Were there any surprising results?
5. What did you learn about your classmates?

 Follow up Tasks (10 minutes )

Home work 

1.  

2. Considering another example: In a quiz, the marks obtained by 20 students out of 30 are given as:

(12,15,15,29,30,21, 30,30,15,17,19,15,20,20,16,21,23,24,23,21)

Expected Learning  Outcome:

Knowledge building-

• Concept of frequency table

• Students able to organize data 

• Connect the concept of data to students’ everyday experiences

Skill Building-

• Analytical thinking

• Mathematical skill 

Session 31: The Least Common Multiple (LCM)

Introduction Activity(10 Minutes) 

Pass pass 

In "Pass Pass," children form a circle. Choose any number, for example 5. Then each child starts counting from one. When they reach 5 or multiples of five, they have to say pass. If they don't say pass, that child is out.  The game continues until only one child remains.(NB: Change the number after each round)

Main Activity(70 minutes)

Tell a short story:- ( 20 minutes )

Two friends, Arya and Rahul, love visiting a park. Arya visits every 3 days, and Rahul visits every 4 days. If both visit the park today, when will they meet again?

Ask students to think and predict: “Will they meet again in a week? In 10 days?”

Guide them to count the days until both are at the park together (on the 12th day).

Explain that the Least Common Multiple (LCM) of 3 and 4 is 12—the smallest number that both 3 and 4 can divide into evenly.

Game Time  ( 25 minutes )

1. Draw a number grid on the floor (1–50)
2. Call out two numbers (e.g., 4 and 6)
3. Students take turns hopping on the multiples (4, 8, 12… and 6, 12, 18…)
4. The first common number they step on is the LCM ( NB: Repeat the activity with different number )

Time to solve ( 20 Minutes)

Give simple examples: ( Divide students into small groups)

• LCM of 2 and 5 

→ Multiples: (2, 4, 6, 8, 10, 12…) and (5, 10, 15…) → LCM is 10.

• LCM of 6 and 8

→ Multiples: (6, 12, 18, 24…) and (8, 16, 24…) → LCM is 24.

• A bell rings every 6 minutes, and another bell rings every 8 minutes. After how many minutes will both bells ring together?

• A school organizes a sports day every 5 years, and a cultural fest every 7 years. How many years later will both events happen together again?

Review Questions(5 minutes)

Ask: What strategies helped you solve the problems quickly?

Encourage peer teaching—students explain their solutions to classmates.

Follow up Task (10minutes)

Home work 

1.Two farmers plant crops—one plants every 9 days, and the other every 12 days. In how many days will they plant on the same day again?

2.Two buses leave a station at the same time—one after 12 minutes, the other after 15 minutes. When will they leave together again?

Expected Learning  Outcome:

Knowledge building-

• Concept of LCM

• Method to find LCM

Skill Building-

• Logical thinking

• Strengthens speed and accuracy

• Team work 

Session 40: Introduction to Graphs and Diagrams

Intro  Activity(15 minutes) 

Compliment Circle (10 minutes)

How to play: Sit in a circle and take turns giving compliments to the person on your right.

Example:-

• “I like how you always help others”

• “You’re really good at drawing”

• “I appreciate that you listen when someone is speaking”

Recap:- ( 5 minutes )

Quick recap of frequency tables. Ask students questions like:-

1. What did we learn yesterday about organizing data?

2. What is a frequency table used for?

Main Activity (65 minutes

Explanation  (15 minutes )

A. Pictographs:-

Show how one symbol = fixed number (e.g., 1 book = 2 students)

Explain with model question

1. Students of Class 5 were collecting classroom materials for an art and craft week. Each day, they brought different numbers of materials like crayons, glue sticks, scissors, and colored paper.

The pictograph below shows the number of materials collected each day.

(Assume: Each symbol = 2 items)

(Draw the picture given below on a chart)

1. How many materials were collected on Friday?
2. On which day were the most materials collected?
3. How many more items were collected on Thursday than on Wednesday?
4. What is the total number of materials collected during the week?
5. Which two days had the same number of materials collected?
   

B. Bar Graphs:- (30 minutes )

Introduce the X and Y axes.

Plot a bar graph using the same data.( collection of class room materials)

(Draw the picture given below on the board)

Review Questions

Class work  (20 minutes)

Divide students into small groups

1. Draw a pictograph by choosing a proper scale for the following data.(change the name of beverage according to the students’ choices)

2. Consumers were polled about their favourite ice cream flavours in a survey. Draw a bar graph for the following data.

Follow up Tasks (10 minutes)

The bar graph below depicts the number of students in various classes at a school.

Answer the below questions using the bar graph provided.

(i) The total number of students in each class

(ii) The overall number of students from grades 6 to 8.

(iii) The overall number of students from grades 1 to 8.

(iv) The number of students in a class on average

Expected Learning  Outcome:

Knowledge building-

• Analytical thinking

• Data interpretation

Skill Building-

• Logical reasoning