Maths 3

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TEACHING GUIDE
THIRD EDITION
Contents
Introduction iv
Curriculum 2
• Strands of the National Curriculum
• Syllabus Matching Grid
Teaching Mathematics at Primary Level 7

• Teaching the Strands
• Develop Positive Attitude
Features of the Teaching Guide 15
Unit Overview 18
• Suggested Activities
• Model Lesson Plan
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Introduction
New Countdown 3 is the sixth book of an eight-book course specially designed for the
young mathematician of today’s fast-changing world. It includes concepts introduced
in earlier books (place value, the four operations, measurement, basic geometry, and
fractions) to a more advanced level and introduces a range of new ideas: graphs, line
segments, the perimeter, Roman number system, the use of the point in denoting
money, bills and their preparation, and telling the time with increasing precision.
New Countdown 3 covers all the concepts recommended for class three learners. It
also goes beyond them in a systematic and carefully graded way. As in the preceding
books of the series, worked examples are provided for every concept introduced, and
a range of practice sheets and Mathslab activities seek to guarantee the interest and
involvement of every student.
New Countdown 3 comprises eight units, each containing work which can be covered
comfortably in the time available for each term. We recommend that you follow the
units in sequence.
New Countdown 3 has in fact, been designed to help your students make the transition
from yearly years to primary and then secondary levels. At this stage, it is essential that
every child in your class has a notebook ready as you work together through the book.
The recall pages appear regularly in the text, and practice exercises are included in each
chapter.
Starting from Book 3, the workbook style followed in early year books is changed to a
textbook style. Thus, it is essential that each child has a notebook to write in, as he/she
works through the book. Greater use of the board will be necessary to demonstrate new
ideas. Tick-marks, stars, and smileys give children confidence that they are getting their
work right and hence encourage swift progress.
About the Teaching Guide
The Teaching Guide offers extensive teaching ideas linked with curriculum and
adaptable activities to different settings. The strands of the curriculum have been
explained in an effective way as a support to teachers’ teaching. Activities designed for
maximum learning in the classroom and daily life are mentioned in each unit. Teachers
have the liberty to use any of these or the one mentioned in the model lesson plan, or
any other activity of their choice depending on the interest of the students and the time
available.
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A syllabus matching grid is also given to facilitate the teacher connecting in the
students learning objectives with the text in the book. The teaching guide emphasises
the development of a positive attitude towards learning maths by enhancing memory
retention, building concentration, and creating curiosity for maths. It contains a model
lesson plan in each unit to implement time appropriate effective activities.
The most important feature of the teaching guide is its continued focus on the content
of the Mathematics standards and this has been added in the Guide for teacher’s
guidance.
Planning your work and then implementing your plan are the building blocks of
teaching. Therefore, this teaching guide provides detailed lesson plan, including learning
objectives, learning curves, learning activities, and guidance to implement textbook
exercises.
Use of resources are important to make the lesson interesting, engaging and easy to
understand. Teachers can prepare their own material or use any teaching or learning aid
easily available, as and when required.
Shamlu Dudeja
1 v Introduction
Curriculum
NUMBERS and OPERATIONS
MEASUREMENTS
Strands
of
National
Curriculum GEOMETRY
for
Mathematics
HANDLING DATA
REASONING and
LOGICAL THINKING
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Syllabus Matching Grid
Left column of the following grid indicates the National Curriculum SLO’s, whereas the
right column indicates the text book units.
Textbook
Unit 1: Numbers
Reference
1.1 Roman Numbers
i) Read Roman numbers up to 20.
ii) Write Roman numbers up to 20.
1.2 Even and Odd Numbers
i) Identify even and odd numbers up to 99 within a given sequence.
ii) Write even or odd numbers within a given sequence.
1.3 Place Value
i) Identify the place values of numbers up to 6-digits.
1.4 Numbers up to One Hundred Thousand
i) Read numbers up to 100 000 (one hundred thousand) in numerals and Unit 1
in words.
ii) Write numbers up to 100 000 (one hundred thousand) in numerals
and in words.
1.5 Comparing and Ordering the Numbers
i) Compare two numbers using symbols ‘<’, ‘>’ and ‘=’.
ii) Write the given sets of numbers in ascending and descending order.
1.6 Number Line

i) Represent a given number on number line.
ii) Identify the value of a number from number line.
Unit 2: Number Operations

2.1 Addition
i) Add numbers up to four digits (with and without carrying)
vertically and horizontally.
ii) Add numbers up to 100 using mental calculations strategies.
iii Solve real life problems involving addition.)
Unit 2
2.2 Subtraction
i) Subtract numbers up to four digits (with and without carrying)
vertically and horizontally.
ii) Subtract numbers up to 100 using mental calculation strategies.
iii) Solve real-life problems involving subtraction.
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3 Curriculum
2.3 Division
i) Divide 2- digit numbers by 1-digit numbers (with zero remainder.)
ii) Apply mental mathematical strategies to divide numbers up to the
table of 10.
iii) Solve real life problems involving division of 2 -digit numbers by 1-
digit numbers.
Unit 3: Fractions
3.1 Common Fraction

i) Express the fractions in figures and vice versa.
ii) Match the fractions with related figures.
3.2 Equivalent Fractions

i) Identify equivalent fractions from the given figures.
ii) Write three equivalent fractions for a given fraction.
3.3 Proper and Improper Fractions
i) Differentiate between proper and improper fraction.
3.4 Comparing Fractions Unit 3
i) Compare fractions, with the same denominator, using symbols, ‘<’ ,
‘>’ and ‘=’.
3.5 Addition of Fractions
i) Add two fractions with the same denominators.
ii) Represent addition of fractions through figures.
3.6 Subtraction of Fractions

i) Subtract two fractions with the same denominators.
ii) Represent subtraction of fractions through figures.
Unit 4: Measurement of Length, Mass and Capacity

4.1 Length
4.1.1 Units of Length
i) Read standard units of length (kilometre, metre and centimetre)
including abbreviations.
ii) Measure and write standard units of length including abbreviations. Unit 5
4.1.2 Addition of Units of Length
i) dd measures of length in the same units with and without carrying.
A
ii) Solve real-life problems involving same units of length for addition
with and without carrying.
Curriculum iv
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4.1.3 Subtraction of Unit of Length
i) Subtract measures of length in the same units with and without
borrowing.
ii) Solve real-life problems involving same units of length for subtraction
with and without borrowing.
4.2 Mass/Weight
4.2.1 Units of Mass/Weight
i) Read standard units of mass/weight (kilogram and gram) including
abbreviations.
ii) Measure and write standard units of mass/weight including
abbreviations.
4.2.2 Addition of Units of Mass/Weight
i) Add measures of mass/weight in the same units with and without
carrying.
ii) Solve real-life problems involving same units of mass/weight for
addition with and without carrying.
4.2.3 Subtraction of Units of Mass/Weight

i) Subtract measures of mass/weight in the same units with and without
borrowing. Unit 5
ii Solve real-life problems involving same units of mass/weight for
subtraction with and without borrowing.
4.3 Volume and Capacity

4.3.1 Units of Volume
i) Read standard units of volume (litre and millilitres ) including
abbreviations.
ii) Measure and write standard units of volume including abbreviations.
4.3.2 Addition of Units of Volume

i) Add measures of volume in the same units with and without carrying.
ii) Solve real-life problems involving same units of volume for addition
with and without carrying.
4.3.3 Subtraction of Units of Volume

i) Subtract measures of volume in the same units with and without
carrying.
ii) Solve real-life problems involving same units of volume for
subtraction with and without borrowing.
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5 Curriculum
Unit 5: Time
5.1 Units of Time

i) Use a.m. and p.m. to record the time (12-hour clock.)
ii) Read and write time from analogue and digital clocks.
iii) Read and write days and dates from the calendar.
5.2 Addition of Units of Time

i Add the units of time in hours. Unit 6
ii) Solve real-life problems involving units of time for addition in hours.
5.3 Subtraction of Units of Time

i) Subtract units of time in hours.
ii) Solve real life problems involving units of time for subtraction in
hours.
Unit 6: Geometry
6.1 Geometrical Shapes

i) Recognise point, line segment, and ray.
ii) Classify figures according to number of sides as quadrilaterals,
rectangles, squares, and triangles.
Unit 7
iii) Identify circle, its radius, and diameter.
6.2 Perimeters
Calculate perimeters of squares, rectangles and triangles.
Unit: 7 Handling Information
7.1 Pictograph
Unit 8
Read and interpret a picture graph.
Note: The topic of Money has been introduced from the beginner’s level.
In Book 3, Unit 4 explains the topic of Money with further enhancement, to help
students apply their knowledge to daily-life experiences.
Curriculum iv
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Teaching Mathematics at
Primary Level
Teaching the Strands
To teach maths skills at primary level, the teacher should use multiple teaching
methods to maximise students learning. Maths activities such as counting, sorting,
organising, and pattern making etc. are sources of engaging students in their
learning. The knowledge of maths skills at the primary level may forecast the
achievements of math skills in the future.
Materials which give hands-on experiences such as solid shapes, abacus, clocks, and
place value blocks, number lines, the place value chart, and play money should be
provided to students to make connections to their learning. It is essential to check
that each child has mastered the topics previously taught and is confident about
handling them before you proceed to teach new topics. Review activities relating to
place value need special emphasis. Here are my suggestions for practical activities and
teaching ideas designed to reinforce learning and add interest, variety, and a practical
dimension to your classes.
Numbers and Number Operations
Roman numerals (pages 2-5) offer plenty of scope for imaginative, activity-related
teaching. For example, ask your class to set maths homework, based on Roman numerals,
for Roman children living 2000 years ago.
When introducing 4-digit – 6-digit numbers, make sure you review place value
thoroughly. Give your students plenty of practice in identifying the different parts of
these numbers (pages 26-29.)-using expanded form notation reinforces understanding
of place value here. Skip counting is a concept tailor-made for class team games: for
example, teams A and B take it in turns to skip count in 2s, 3s, 4s, 5s, 10s, 100s, and
1000s from a given number, earning points for correct answers and losing them for
errors.
Some students have difficulty in setting out sums involving big numbers; they may
write their columns inaccurately or position their place values wrongly. Set plenty
of addition sums involving 3-digit and 4-digit numbers, writing them on the board
in horizontal form and ask the children to write them in vertical form in their
notebooks. Then check that the columns have been set down accurately. Remember,
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too, that children often forget to ‘carry’ the ten changed from the ones columns to
the tens column, or the hundred changed from the tens to the hundreds. Encourage
them always to record the changed number (pages 36-39.)
In subtraction sums involving changing, make sure your students always record their
changing thus:
6500
– 1 8 0 0
4 7 0 0
You may need to spend extra time on sums whose ones, tens, and hundreds places
are to be changed by borrowing one, ten, or hundred.
As your students move on to more advanced multiplication work, make sure they
record the tens and hundreds they ‘carry’ to the next column. Discuss the use of
the term ‘product’ to describe the outcome of multiplication sums. Make sure you
emphasise the point that when a number is multiplied by 10, the same digits appear
in the answer, but each is one place to the left. This simple but important rule will
help your students master decimal fractions when these are introduced in Countdown
4. Emphasise, too, what happens when numbers are multiplied by 100. Multiplicands
with 2 digits should present no problems provided students remember to do the two
parts of the operation (i.e. multiplying by the ones, then by the tens) separately,
noting down the two products and then adding them.
As you enter the section on division, check once again to make sure every child
is confident of the multiplication facts up to 10 × 10 = 100. Also recall the terms
‘dividend’, ‘divisor’ and ‘quotient’ (page 83). When introducing the remainder
(pages 86–87), ensure your students have access to small objects (buttons, seeds,
beads) which they can divide in the same way as shown on page 86. The long form
of division is easily mastered once children understand that they must record each
stage of the operation, and be very careful with their columns. The process is started
within the known multiplication facts and with no remainders (page 85). By page 93,
students are asked to copy and complete sums: ensure that they do so neatly and
accurately. Do not forget to link up dividing by 10 with multiplying by 10.
Fractions
Emphasis is given to fractions, which was introduced in Book 2 as a whole number
or set divided into a certain number of equal parts. It is essential that students
remember and internalise this basic idea as they progress with fractions. They also
need to understand the notation used to express fractions and be very clear about
the meaning of equivalence. Before starting the recall of fractions on page 100, make
sure your students have strips of sheets of paper to fold and cut, as they did when
Teaching Mathematics at Primary Level iv

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learning about ‘halves’ and ‘quarters’ in Book 2. Ask each child to fold his/her strip
into quarters and then cut. He/she holds up first one quarter, then two quarters,
then three quarters and, finally, four quarters. The notation for each fraction 14 , 34 , 44 is
shown on the board. Four quarters should again be held up to emphasise the fact that
the four quarters make a whole. Now proceed to the recall exercises. Collections of
small objects (beads, buttons, seeds) can be used to demonstrate the division of sets
into quarters. Ask the children to show 14 , 24 , and 34 of a collection. When introducing
other fractions (page 105), be careful with the use of language: say ‘one fifth’ not
‘one over five’, and ‘one eighth’, not ‘one over eight’. This reinforces your basic point
about fractions involving equal parts. The choice of language is also important when
you explain the terms ‘numerator’ and ‘denominator’: you may want to use the words
‘top’ and ‘bottom’ to help children distinguish one from the other (page 109).
Equivalence (page 110) is a very important aspect of fractions, and a fraction board
will help you introduce the concept. To make your fraction board, prepare four strips
of thick paper, all of equal length. Leave one strip whole, cut the next in half, the
next into quarters and the last into eighths. Now pin or tape your single, uncut strip
onto your board, and write a ‘1’ under it. Next, take the strip divided in half, show
the children the two halves, pin them up beneath the first strip, and write 12 under
each part. Continue the exercise with the strip cut into quarters and the strip cut into
eighths. At the end, your board will look like this:
1
2
1
4
1
8
Discuss the fraction board with your children. What patterns do they notice? Write
down your findings: for example,
1 = 24 = 48 and 34 = 68 .
2
Other boards can be made for thirds and sixths, and for fifths and tenths (page 117).
The fraction board is also useful for comparing unlike fractions page (112). The
students will quickly spot that 12 > 13 > 14 > 16 , 16 > 18 and so on.
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9 Teaching Mathematics at Primary Level
Money
In the unit on money, the decimal point is introduced (but without the term ‘decimal’
yet attached to it). At this stage, simply explain to your students that the point
separates the rupees from the paise, thereby making the notation of money simpler
and neater. It is important to stress that the point must be followed by two digits in
the paise portion (for example, Rs1 and 5p is written Rs1.05). Bill-making offers plenty
of scope for learning-through-fun. Ask your students to plan their own restaurant
menus, and then prepare bills for the items, as shown on pages (128–129).
Measurement
Measurement is the establishing of length, weight, or capacity of something. You
can measure time, weight, height, temperature, length, speed, and more. Tell
them life becomes so much easier when they know how to measure things, and
that is why measurement is so important. Although measurement is an important
part of everyday life, students don’t automatically understand that there are many
different ways to measure things. They have already experienced how to measure
length, weight, and capacity. Encourage them to add and subtract the standard
units of measurement. To give the students hands-on experience you have to collect
different material, like a metre rule, scale, measurement tape, weighing balance, and
graduated jug or cylinder. Moreover, ribbons of different lengths, heavy and light
objects, and containers of different capacities should also be collected. The students
should be allowed to deal with the material whenever they have time.
Time
When you reach the section on time, remember that children need to understand
the use of minutes and the way in which they are read from the clock-face. Use your
cardboard clock-face, with each minute clearly marked, to show the children the 60
minute divisions; each minute mark should be pointed at in turn and counted from
one to sixty. Practice counting in fives up to 60 should then be given, perhaps via a
number line.
5 5 5 5 5 5 5 5 5 5 5 5
0 5 10 15 20 25 30 35 40 45 50 55 60
The fives can also be shown as multiplication sums, thus: 5 × 1 = 5, 5 × 2 = 10, 5 × 3 = 15,
etc. Link the circled numbers with the numerals shown on the clock face (page 167). To
show the idea of fives even more clearly, draw the clock-face on the board or on a large
chart.

10 1
60
5 5 5
55
5 5
1
50 1 1 10
10 2 5
5
45 9 3 15
5 8 4 5
40 7 5 20
6
5 5
35 25
5 5
30
You can now develop the idea of ‘past the hour’ and ‘to the hour’ (page 167). Draw
a clock-face divided into different coloured halves. Draw hands at different positions
and ask the children to tell the time. You will need to give plenty of time and
attention to the quite difficult idea that (for example) ‘10 minutes to 5’ can also be
written as 4:50. Develop class team games of your own to reinforce the point and
make telling the time enjoyable.
Geometry
Here, the geometrical concepts of side, face and vertex of 2D shapes, introduced in
Book 2, are explored further. To help children grasp the properties of shapes shown
on page (188-190), ask them to prepare strips of paper. They can then make the same
shapes. Plenty of practical work should accompany the introduction of line segments,
so that children become steady and accurate in their use of the ruler. To help
reinforce understanding of the perimeter, certain suggestions for practical work have
been included (page 199). The measurement section of New Countdown 3 builds on
concepts presented in earlier books, and it is important to check that every student
remembers that 1 metre = 100 cm, 1 kg = 1000g, and so on. The circle has been
introduced to identify its parts i.e. centre, radius, diameter, and circumference. The
knowledge of semi- circle has also been given in this unit.
Handling Information:
When introducing graphs (page 115), ask students to draw picture graphs of their
own: animals in a zoo, different coloured cars in a garage, and so on. Then ask them
to prepare column graphs showing the same information (squared paper should be
provided for this). After the students complete the birthday graph suggested on page
116, ask them to think of other information that can be shown simply by graphs:
for example, the number of siblings each child has; favourite flavours of ice-cream
(How many like chocolate best? How many prefer strawberry? and so on).Generally,
students enjoy graphical work and take pride in producing neat, tidy and colourful
work. Don’t forget to display the graphs in your classroom.
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Developing a Positive Attitude towards Mathematics
The journey till now in the New Countdown series has been very useful in exposing
children to new concepts. Apart from having learnt numbers and newer strategies
of working with them, the children are now able to grasp new topics. They can now
work independently and their minds are ready to absorb more. New Countdown 3
follows the same activity-based ‘visual’ format of the previous books in the series.
The primary aim of the New Countdown series is to ensure that every child develops
a strong affinity for mathematics (as against a fear for it). And, for this, the following
are necessary:
A tension-free and fun-filled atmosphere
Concentration building
Logical thinking
A questioning mind
Ability to answer without hesitation
A retentive memory
A sense of discovery (rather than ‘being taught’)
Lateral thinking
Tension-Free and Fun-Filled Atmosphere

Such a learning environment establishes greater bonding between the students and
the teacher and leads to healthier mental growth, greater confidence and better
learning. Being in a comfortable, familiar, and friendly environment itself, builds
confidence.
The more confident a student is, the easier it is for him or her to absorb new
concepts, as the year progresses. It is firmly believed that students begin to get more
joy by learning new concepts through discovery. If the lessons are based on such
mores, there is no reason why the student will not grow up to be a happy and caring
child with a bright, thinking mind.
Concentration Building
A student cannot perform well in the classroom if s/he is not attentive, distracted,
or facing difficulty in focusing on the work at hand. Concentration or attention
enhances students’ understanding and retention. Mostly students will concentrate on
fun activities, but it is crucially important to concentrate on all kinds of tasks done
in the classroom to improve learning and build confidence. Given below are some
strategies to enhance the concentration span in the classroom.
• S et an appropriate amount of time to complete the task. This may bind a
student to focus on the given task so that he\she could complete it within set
time limits.

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• D
ivide a big task into parts, as shorter amounts of time and one task at a time
may become an easier job for the students. A big task requires a longer time and
more concentration and focus that may become a reason for distraction.
• G
ive them enough physical activity to avoid restlessness and make it easier to
focus on the task.
• Allow some free time before beginning a new task.
• Reinforce positive behaviour.
• Introduce a reward system by praising the students or allowing them time to
read their favourite book.
Some games may be helpful to increase concentration span:
• J ust Sit: This game is played by challenging the students to sit in their chairs
without moving to see how long they can do it.
• S tatue: The teacher says ‘statue’ and everyone will be still in whatever position
they are, for a few minutes.
Like any skill concentration can be built and improved with consistency.
As students grow older, building concentration becomes imperative. To keep them
focused, it is the teacher’s responsibility to plan their lessons to be interesting and
full of variety. Try to create a visual environment. Ask students to rate their work and
keep an eye on managing time during activities.
Logical Thinking
Every page in all the books in this series lays stress on logical thinking. The moment a
student gets into ‘logic’ mode, thought, concentration and retentive memory will be
the natural outcomes.
A Questioning Mind
If we want our students to be above-average achievers, we should encourage them
to ask as many questions as they wish to. A question from one student will invariably
lead to more questions from other students in the class. This is a very healthy
outcome.
Ability to Answer Questions without Hesitation

It is important for a teacher to get into question-answer sessions with students, as
often as possible. The mother of a well-known intellectual recently said that the
reason for her son’s brilliant performance in life was that he always asked too many
questions and offered to give answers even when he was not specifically asked. The
habit of trying to answer as many questions as possible should also be inculcated.
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A Retentive Memory
Any kind of learning which is based on concentration, logical thinking, asking
questions and finding answers will automatically lead to retentive memory. The
power of retentive memory as a tool for learning at any stage in life can never be
undermined.
Rote learning, uses two senses at the most—listening and seeing (reading), whereas
activity-based learning, involves touching (doing) all the time, in addition to listening
and seeing. The greater the number of senses used for a learning exercise, the better
will be the concentration leading to improved speed of understanding, retention,
logic, and application.
It would be great fun if the art and craft classes, off and on, incorporate
mathematical shapes, concepts, and language. The joy that children derive out of
such a learning experience is an added bonus.
A Sense of Discovery
Discovery is always more joyous than being told. If a mother tells her son that
his teacher loves him, the son believes her, but if he discovers the teacher’s love
through a hug or a pat on the back, imagine the joy. The same applies to learning in
Mathematics.
The sense of joy or pleasure at discovering new things, which is missing in rote
learning, is a great accelerator for learning. Each discovery is the result of a practical
activity.
Lateral Thinking
By this time students know several number facts and are comfortable with addition,
subtraction, multiplication, and division. Concepts such as multiplication being a form
of repeated addition, and division being a form of repeated subtraction, are used in
everyday life without the necessity of going back to the basics. This is an example of
lateral thinking.
Vertical learning would be to learn 2s tables, then 3s, then 4s and so on. Lateral thinking
would entail understanding the facts behind the tables and applying these to solve
everyday problems. In today’s times, more than ever before, it is important that students
think, learn to think and apply their knowledge laterally, i.e. they apply the knowledge
gained from the books to their environment, throughout the day.

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Features of the Teaching Guide
Suggested Time Frame
The guide provides a suggested time frame. However, every lesson is important in
shaping the behavioural and learning patterns of the students. The teacher has the
discretion to either extend or shorten the time frame as required.
Learning Curve
The guide identifies concepts taught earlier or, in effect, revises prior knowledge.
Revision is essential, otherwise the students may not understand the topic fully.
The initial question when planning for a topic should be how much do the students
already know about the topic? If it is an introductory lesson, then a preceding topic
could be touched upon, which could lead on to the new topic. In the lesson plan, the
teacher can note what prior knowledge the students have of the current topic.
Each topic is explained in detail by the author in the textbook, supported by worked
examples. The guide defines the specific learning objectives of the topic. It will also
outline the learning outcomes and objectives.
Real-life Application
Today’s students are very proactive. The study of any topic, if not related to practical
real-life, will not excite them. Their interest can easily be stimulated if we relate the
topic at hand to real-life experiences.
!
PS
OO ? Frequently Made Mistakes
It is important to be aware of students’ common misunderstandings of certain concepts.
If the teacher is aware of these, they can be easily rectified during lessons.
Summary of Key Facts

Facts and rules mentioned in the text are listed for quick reference.
Suggested Activities
This teaching guide provides you enough of suggested hands-on activities for making
your lesson plan more interesting and engaging. Hands-on activities will have more
impact on student’s effective learning.
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15 Features of the Teaching Guide
Lesson Plan
Model Lesson Plan
Planning your work and then implementing your plan are the building blocks of
teaching.
Teachers adopt different teaching methods/approaches to a topic.
A model lesson plan is provided in every unit as a preliminary structure that can be
followed. A topic is selected and a lesson plan written under the following headings:
Topic
This is the main topic.
Duration
The suggested duration is the number of periods required to cover the topic. Generally,
class dynamics vary from year to year, so flexibility is important.
The teacher should draw his/her own parameters, but can adjust the teaching time
depending on the receptivity of the class to that topic. Note that introduction to a new
topic takes longer, but familiar topics tend to take less time.
Specific Learning Objectives

This identifies the specific learning objectives of the topic being taught in a particular
lesson.
Key Vocabulary
List of mathematical words and terms related to the topic that may need to be pre-taught.
Resources: Teaching and Learning Aids (Optional)

This section includes teaching and learning aids used in a lesson plan. It could be objects
and models, exercises given in the chapter, worksheets, assignments, or projects.
Strategy
Starter: Engagement Activity
The lesson can begin with something interesting, such as telling a story, relating a real-life
experience or an everyday event which is related to the topic and is interesting enough to
capture the attention of the students. Involving students in a discussion to find out how
much knowledge they have of the topic being taught is also a good strategy. Teachers can
use their own creativity to come up with ideas to create a sense of fun.
Main Developmental Activity

Learning needs to start with practical activities, therefore the main developmental
activity is the first step that leads to actual learning, which in turn leads to the required
outcome of the lesson. This activity can be planned as individual work, pair or group
work. Working individually creates self-confidence where the students enjoy a sense of
self-achievement, whereas pair and group activities create a sense of discovering and
learning together.
Features of the Teaching Guide iv

16 1
These activities enhance concentration and improve retention of facts. Through these
activities, the teacher can build understanding of concepts in a fun-filled way. It is easier
for students to grasp the concepts and then move from concrete to abstract.
Written Assignments
Finally, written assignments can be given for practice. It should be noted that classwork
should comprise sums of all levels of difficulty, and once the teacher is sure that students
are capable of independent work, homework should be handed out. For continuity,
alternate sums from the exercises may be done as classwork and homework.
Supplementary Work (Optional): An activity or assignment could be given. It could
involve group work or individual research to complement and build on what students
have already learnt in class.
The students will do the work at home and may present their findings in class.
Wrap up
At the end of each lesson, summarise the whole lesson. Make sure that the wrap up is
not a repetition of the lesson. It should leave students with a sense of accomplishment–
that they have learnt something new or important.
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17 Features of the Teaching Guide
1 Number

10-12 periods
Learning Curve
Students have already learnt to identify the place value of numbers up to 3 digits. In the
light of their previous knowledge they will read and write numbers up to 6 digits. In Grade
3 they have learnt to write 3-digit numbers in expanded form, they have also ordered and
compared 2-digit and 3- digit numbers. Now, they will learn to read and write numbers up
to 6 digits in numerals and words. They will also be able to compare two numbers using
symbols, write numbers in ascending and descending order, represent and identify a given
value of number on a number line.
They may have seen the Roman numbers on clocks and watches. They learn about the
letters of the alphabet, which represent different Roman numbers and the order in which
they are placed.
Numbers are seen everywhere in our daily-life. We find numbers on price tags,
phonebooks, and house addresses. Numbers are also found as page numbers in a book,
age of people, in buying and selling, measuring length, weight, and capacity, and many
more.
!
PS
• S tudents generally get confused between the symbols of greater than and lesser
than, while comparing numbers.
• Sometimes the terms successor and predecessor are not clearly understood.
iv
18 1
• Even numbers are exactly divided by 2. They end with 0,2,4,6 or 8.
• Odd numbers are not exactly divided by 2.
• The numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 are called Arabic numerals.
• Romans used 7 letters of the alphabet to represent numbers i.e. I, V, X, L, C, D, M.
• For comparison of numbers, first check the place values of thousands, secondly,
the hundreds, then check the tens and lastly, the ones.
• When numbers are arranged from smallest to the greatest, they are said to be in
ascending order.
• When numbers are arranged from greatest to the smallest, they are said to be in
descending order.
• The number that comes just before a number is called the predecessor of that
number (‘pre’ means before.)
• The number that comes just after a number is called the successor of that number
(‘succeed’ means follow.)
Pair Activity (10 mins)
Learning Outcome: Add numbers up to 6 digits.
Resources: Activity Cards.
Instructions:
• Divide the class into rows and then into pairs.
• Distribute paper chits to all students.
• Ask each student to write any number from 1 to 20 on the given chit and pass it
to the partner.
• Ask them to write the Roman numeral for the given number written on the chit.
• The chits can be peer checked in the end.
There will be a competition among rows, points can be given for each correct
answer and the row with the more points wins.
Individual/Pair Activity (20 mins )
Learning Outcome: Identify the place values of numbers up to 6-digits.
Resources: Activity Sheet
Instructions:
• Prepare the worksheet beforehand.
• Have a discussion with the students about place values up to 6 digits.
• Distribute the worksheet in the class and share the expected time to finish the
task.
1 v
19 Number 1
• Share the answers and solve their queries.
Activity Sheet
Identify the place values by shading the ones in green, tens in blue, hundreds in
pink, thousands in purple, ten thousands in yellow, and hundred thousands in
orange.
Circle the number that has 4 in the ones place.
235624 567043 123434 789014 456778 908765 345812

Circle the number that has 6 in the tens place.
123564 517063 123434 709014 556778 704765 945512

Circle the number that has 8 in the hundreds place.
456824 789043 987434 234814 456234 978965 134812

Circle the number that has 0 in the thousands place.
135604 267040 120431 680314 256798 998765 140812

Circle the number that has 2 in the ten thousands place.
225624 562043 123434 289014 426778 208765 345212
Individual Activity (15 mins)

Learning Outcome: Identify even and odd numbers up to 99.
Instructions:
• Reinforce the topic.
• Distribute the worksheet and emphasise the time limit.
Worksheet
Colour the odd numbers yellow and even numbers green.
28 89 7 98 80
49 55 40
73 77
1 Number iv
20 1
Learning Outcome: Represent a given number on a number line.
Materials/Resources: Activity sheet
Instructions:
• Revise the topic on the board.
• Distribute the worksheet to each student emphasising time limit.
• After completing the task, ask the students to peer check the activities.
• Call, a few students who have completed the work correctly to share their work with
other students.
Activity Sheet
Write the missing values on each of the number lines indicated by arrows.
0 10 20 30 40 50 60 70 80 90 100
0 10 20 30 40 50 60 70 80 90 100
0 10 20 30 40 50 60 70 80 90 100
0 10 20 30 40 50 60 70 80 90 100
0 10 20 30 40 50 60 70 80 90 100
1 v
21 Number 1
Whole Class Activity (15 mins)
Learning Outcome: Identify even and odd numbers up to 99
Resources: Boxes, Coloured paper chits.
Instructions:
• Fill a box (mystery box) with different numbers (even and odd) written on paper chits.
• Place two empty boxes tagged with even and odd numbers.
• Ask each student to draw a chit from the filled mystery box and place it in the
even or odd number box accordingly.
• Check the boxes in the end and explain if there is any wrongly placed chit in any
of the two boxes.
Mystery Box Even Numbers Odd Numbers
Lesson Plan
Model Lesson Plan
Topic
Roman Numbers 1-20
Duration
80 minutes
Specific Learning Objective

To introduce Roman numbers to children
Key Vocabulary
Roman number, alphabet, Arabic numbers
Resources
A board display with the Roman symbols and their corresponding Arabic numbers, clocks
or watches with time written in Roman numbers.
I 1
V 5
X 10
L 50
C 100
D 500
M 1000
1 Number iv
22 1
Starter: Engagement Activity (5 mins)
The students may have seen Roman numbers on clocks and watches.
Show the students the clocks and watches which have time written in Roman numbers.
Ask them which letters they can see on the clocks and watches. Are they the same on
each clock?
Main Developmental Activity (20 mins)
• Introduce Roman numbers to the children, using the board display, based on the
diagram on page 3 in Countdown 3.
• Moving from the known to the unknown, tell them that today’s number system
uses the Arabic numerals.
• Ask the students to find similar numbers in other places, inside or outside the
classroom. A smart child may spot it on the watch brought to the class by the
teacher, or sometimes in books showing chapter numbers.
• Teach them some ways of remembering the Roman number symbols.
• Tell them the Roman numbers 1-10 written in their symbols is as following:
1 2 3 4 5 6 7 8 9 10
I II III IV V VI VII VIII IX X
Tell them the rules of forming numbers.

When a symbol appears after a larger (or equal) symbol it is added.
Example: VI = V + I = 5 + 1 = 6
Example: XX = X + X = 10 + 10 = 20
But if the symbol appears before a larger symbol it is subtracted.
Example: IV = V − I = 5 − 1 = 4
Example: IX = X − I = 10 − 1 = 9
Don't use the same symbol more than three times in a number.
Children need to be able to do further mental addition, in order to work with Roman
numbers.
VIII = 8, and X = 10
XVIII = 18 and MM = 2000
Written Work (20 mins)

Activity: 1, 2,and 3
Wrap up 5 Minutes
Ask them to write their age in Roman numeral on the whiteboard.
1 v
23 Number 1
2
1 Numbers Operations

12-14 periods
Learning Curve
The students are able to add and subtract numbers up to 999. With the help of practical
work as well as written sums in these pages, the students will add and subtract numbers
with results up to 9999. They learn how to group ones into 10s, tens into hundreds, and
hundreds into thousands (carry over sums). The children first subtract 4-digit numbers
without borrowing. Next, they convert 1000s to 100s, 100s to 10s, and 10s to ones by
‘borrowing’ from the thousands, hundreds, and tens columns respectively. The methods
are identical, and this transition does not take long.
The children are able to skip-count using the number line. They know their tables to
10, and are able to multiply 3-digit numbers by a 1-digit number. (They already know
conversions). Here, they move a step forward and multiply 3-digit numbers by 2-digit
numbers with ease.
Children are familiar with multiplication. Division can only be understood if there is a
sound knowledge of multiplication and children have had adequate practical exercise in
this area.
Children are also familiar with long division. Now, they learn to divide 3-digit numbers,
and are introduced to the concept ‘remainder’, first in practical situations and then in
division sums.
• umbers are an essential part of our life. Numbers are used in everything we do.
N
We add and subtract all the time without realising it.
• Going shopping involves all the four operations. To work out what we need
to pay, we have to add the costs of our purchasing. We need to subtract to
know how much we are going to get back if we present a bigger note than the
shopping amount. A new car or furniture, or a new sibling in the family is as
iv
24 1
addition. For lending some toys to a friend and calculating how many toys will
be left, or spending some money and finding out how much money we still have,
involves subtraction. Problems about real things that children can see and touch
give them real experience of addition and subtraction. Similarly, knowing the
cost of one and finding the cost of more will bring experience of multiplication.
Similarly dividing and sharing things will give them the idea of division.
!
PS
• Students make mistakes in carrying and borrowing numbers.
• They make mistakes in times tables.
• They fail to bring down the correct number while performing division.

• F or addition and subtraction of 4-digit numbers, place the numbers correctly
under each place value.
• Multiplication is repeated addition.
• Division is equal sharing or equal grouping of numbers.
• The number to be divided is called the ‘dividend’.
• The number which divides is called the ‘divisor’.
• The result of dividing a number is called the ‘quotient’.
• If the number is not fully divided, the remaining number is called the ‘remainder’.
• The number which is being multiplied is termed the ‘multiplicand.’
• The number which multiplies is termed the ‘multiplier.’
Learning Outcome: Add and subtract numbers up to 4 digits vertically and
horizontally.
Materials/Resources: Whiteboards, Markers
Instructions:
• Prepare the 4-digit number cards as shown and put them in a basket.
• Divide the students into two groups and each group into pairs.
• Ask each pair to pick two cards.
• Instruct the students that one of the pair will add and the other will subtract the
numbers vertically and horizontally.
• Ask them to solve the sums on their whiteboard.
• Ask them to peer check the answers.
• The group with more correct answers will be declared the winner.
1 v
25 Numbers Operations 2
Learning Outcome: Subtract numbers up to 4 digits vertically and horizontally.
Materials/Resources: Mystery Box, Paper Chits
Instructions:
• Fill the mystery box with 4 digit number cards.
• Make cards in such a way that every student can draw two of them from the
mystery box.
• Each student to subtract the two numbers written on the cards and find out the
difference between them on their whiteboards vertically and horizontally as
well.
Learning Outcome: Multiply a 2-digit number by a 1-digit number.
Materials/Resources: Multiplication table sheet
Instructions:
• Prepare the given multiplication sheet.
• Distribute the sheet in the class.
• Tell the students to revise the times table and complete the worksheet given
below.
• Fill in the missing boxes.
1 2 3 4 5 6 7 8 9 10 11 12
1 1 2 3 4 5 6 7 8 9 10 11 12
2 2 6 4 10 16 18 20 24
3 3 6 12 15 18 21 24 27 33 36
4 4 8 12 16 36 40 44 48
5 5 10 15 25 30 35 40 50 55 60
6 6 18 30 48 60 72
7 7 21 35 56 70 84
8 8 16 24 40 48 56 64 80 1 96
9 9 18 27 36 81 90 99 100
2 Numbers Operations iv
26 1
Individual/Pair/Group Activity (20 mins)
Learning Outcome: Solve real life problems involving addition, subtraction
multiplication, and division.
Resources: Worksheet.
Instructions:
• Divide the class into pairs.
• Give each pair a worksheet as given below.
• Resolve any confusion regarding the word problems, then ask them to solve.
Worksheet
There are 44 people on the train. At the first stop, 16 more people got on the train. 9
people got off the train. How many people are on the train?
Ali and his father went fishing. Ali caught 17 fish and his father caught 14. If only 24 of
the fish stayed in the trap, how many fish swam away?
Javeria has 4 packs of chocolates. Each pack contains 5 bars of chocolate. Draw the bars
in each pack. How many bars does Javeria have?
Ambreen is bringing 64 pink balloons and 36 blue balloons to the class party. She wants
to divide the pink balloons equally among 8 girls and the blue ones equally among 4
boys. How many balloons does each girl and boy get?
1 v
Individual/ Pair Activity (20 mins)
Learning Outcome: Divide a 2-digit number by 1-digit number.
Materials/Resources: Activity Sheet
Instructions:
• Distribute the worksheet to each pair.
• Explain the task and share the time to be taken.
Activity Sheet
Solve the following division problems.
Colour the boxes based on the answers matching to the colour key.
Sky blue : 3, Brown : 4, Pink: 5, Green : 6, Red : 7, Yellow : 8 , and Orange: 9
18 ÷ 2 30 ÷ 10 35 ÷ 5 64 ÷ 8 54 ÷ 9 81 ÷ 9 24 ÷ 6
40 ÷ 5 45 ÷ 5 18 ÷ 3 36 ÷ 6 27 ÷ 3 42 ÷ 7 15 ÷ 3
24 ÷ 4 18 ÷ 6 60 ÷ 10 10 ÷ 2 28 ÷ 7 72 ÷ 9 49 ÷ 7
64 ÷ 8 63 ÷ 7 25 ÷ 5 32 ÷ 4 21 ÷ 3 20 ÷ 5 54 ÷ 9
54 ÷ 6 56 ÷ 7 40 ÷ 8 15 ÷ 5 14 ÷ 2 24 ÷ 3 72 ÷ 8
Lesson Plan
Model Lesson Plan
Topic
Number Operations
Duration
80 minutes

By the end of the lesson students will be able to add and subtract 4-digit numbers.
Key Vocabulary
Addition, subtraction, altogether, totals, and left
Resources
Worksheet, chart papers, and markers, fish cut-outs with attached metal clips, and a
fishing rod attached with a magnet at one end.
Strategy
Give them story sums of addition and subtraction as follows:
• rade 10 students raised Rs 4624 and Grade 9 collected Rs 1118 at the Bake Sale.
G
How much money did they collect altogether?
2 Numbers Operations iv
28 1
• ina takes 5544 bangles to sell at a fair. In one day she sells 666. How many does
H
she have left for the next day?
• Ask them to solve the sums on their whiteboards and hold them up.

Pair work (30 mins)
• Group the students pairs.
• Place 2 baskets on the table, each basket contains fish cut-outs with three or four
digit numbers written on it, such as 20145, 1000, 997 and so on.
• Ask the students of each group to come in pairs and catch one fish from each
box.
• Ask each pair to make an addition and a subtraction sum from the numbers
written on the fish. One of them will add and the other will subtract showing
their answers on whiteboards.
2 9 8 5 5 0 7 4
+ 5 0 7 4 – 2 9 8 5

• The pair which finishes early can have another chance to collect the fish.
• Acknowledge the pair which delivers the maximum number of correct answers.
Written Assignments (40 mins)

Ex 2a Q 4, Ex 2b Q 4
Wrap up (5 mins)
Ask them what would be the answer if they subtract the number of days of a common
year from the number of days in a leap year?
1 v
3 Fractions

8–10 periods
Learning Curve
Students already know that a fraction is a part of a whole. They are familiar with 1 2 s and
1 s, as used in everyday life. They are gradually introduced to other fractions, starting
4
with the simplest: 1 1 1 1
2 , 3 , 4 , and, 5 …
With practical work, addition and subtraction of like fractions are also introduced.
Fractions are used in:
• baking–it tells how much of an ingredient to use.
• telling time; each minute is a fraction of the hour.
• doctor’s prescription to tell how much of a medicine, especially the quantity of
syrup to be taken.
• games like soccer, football, and basketball, as they are split into halves and
quarters.

• A fraction is a number that represents a part of a whole.
• The lower number indicates the number of equal parts a shape (or a collection)
has been divided into. It is called the denominator.
• The top number indicates the number of those equal parts used or referred to. It
is called the numerator.
• When the numerator and denominator are multiplied by the same number
(except 0), we get an equivalent fraction.
• Fractions with the same denominator are called like fractions.
3 Fractions iv
30 1
• In unlike fractions with the same numerator, the smaller the denominator, the
greater is the value of the fraction.
• To add like fractions, add only the numerators. The denominator remains the
same.
• To subtract a fraction from another like fraction, subtract the smaller numerator
from the larger one. The denominator remains the same.
Learning Outcome: Differentiate between proper and improper fractions.
Resources: Paper chits, two empty boxes tagged proper fractions and improper
fractions.
Instructions:
Proper Fraction Improper Fractio

n


• Provide each pair with blank paper chits (4 to 5)
• Each pair will write some proper and improper fractions on the given blank chits
and give it to the other pair.
• The other pair will now sort out the proper and improper fractions and place
them in the tagged boxes accordingly.
• Make sure every pair has some fractions to sort into boxes.
• Check the boxes in the end for any wrong placements.
Learning Outcome: Write the fractions of the shaded area.
Instructions:
• Distribute the activity sheet to the students.
• Have a discussion of basic knowledge about fractions.
• Instruct the students to complete the work in a prescribed time.
1 v
31 Fractions 3
Activity Sheet
What is the fraction of the shaded area?
1) 6)
2) 7)
3) 8)
4) 9)
5) 10)
3 Fractions iv
32 1
Learning Outcome: Identify equivalent fractions from the given figures.
Instructions:
• Recall the concept of fractions with different denominators.
• Distribute the activity sheet.
• Ask them to solve carefully in a given time.
• Get them peer checked.
Activity Sheet
1)
1 2 2
2 3 4
2)
4 1 2
8 4 8
3)
1 2 4
12 24 12
1 v
33 Fractions 3
Learning Outcome: Identify equivalent fractions from the given figures.
Instructions:
• Recall the concept of fractions with different denominators.
• Ask them to solve carefully in given time.
• Get them peer checked.
Activity Sheet
Shade the fraction strips to show the given fractions. Then compare each pair of
fractions using the symbol < , > or =
a. 1 1 1
3 3 3
2 5
1 1 1 1 1 1 3 6
6 6 6 6 6 6
b. 1 1
2 2
1 3
1 1 1 1 1 1 1 1 1 1 2 10
10 10 10 10 10 10 10 10 10 10
c. 1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8
6 3
1 1 1 1 8 4
4 4 4 4
d. 1 1 1 1 1 1
6 6 6 6 6 6 5 1
1 1 6 2
2 2
e. 1 1 1 1 1 1 1 1 1 1 1 1
12 12 12 12 12 12 12 12 12 12 12 12 7
7
1 1 1 1 1 1 1 1 1 1 12 10
10 10 10 10 10 10 10 10 10 10
f. 1 1 1 1 1
5 5 5 5 5 4 8
1 1 1 1 1 1 1 1 1 1 5 10
10 10 10 10 10 10 10 10 10 10
3 Fractions iv
34 1
Lesson Plan
Model Lesson Plan
Topic
Fractions
Duration
80 minutes

By the end of the lesson students will be able to revise the concept of 1/2 and ¼, moving
to other fractions such as 1/8 and 1/10.
Resources:
Strip of papers, differently coloured circles.
Key vocabulary
Numerator, denominator, equal, halves, quarters, like fractions, and unlike fractions.
Strategy
Begin with a recapitulation of fractions, using a story and build up more stories on the
rest of the fractions.
For example, Mamma Bear spread some chocolate sauce over a crusty pie cut in quarters.
She put it on one quarter for Baby Bear, one for Papa Bear and one for her own share.
How many quarters did she put the sauce on? How many quarters did not have any
chocolate sauce? The answer is three quarters or 3 1
4 ; and one-quarter or 4
• Introduce students to other fractions with the use of strips of paper or coloured
circles.
• Use one shape at a time, but the same fraction must be demonstrated with
different shapes, so that children see a fraction associated with any shape or any
set of objects.
• Associate the fractions and fraction names.
2 equal parts: 2 halves in a whole
3 equal parts: 3 thirds in a whole
4 equal parts: 4 quarters in a whole
10 equal parts: 10 tenths in a whole
100 equal parts: 100 hundredths in a whole
• Demonstrated the same, using pictures and finally the children move on to
calculating with numbers alone.
1 v
35 Fractions 3
• Draw two shapes on the board, divided into 8 and 10 equal parts respectively.
• Shade a few parts in each.
• Help them to read and identify the coloured part of the shapes as fractions.
• Guide them to understand that coloured parts divided by total number of pars
represents the fraction of the coloured part in a shape.
• Help them to read and identify the coloured part of the shapes as fractions
• Guide them to understand that coloured parts divided by total number of pars
represents the fraction of the coloured part in a shape.
3/8
1/10
• elp them to work with fractions drawn on paper in different shapes, and colour
H
fractions of a whole or identify the coloured fraction.
• Provide different material like different shapes of cut-outs with card, paper,
strings, blocks, beads, or wooden blocks to work out fractions.

Ex 3a Q 4, 5, and 7
Wrap up (5 mins)
Ask them if they have 10 T-shirts of different colours and two of them are blue. What
fraction of the T-shirts is blue?
3 Fractions iv
36 1
1
4 Money

8-10 periods
Learning Curve
The students know how to add rupees. They have been shopping in the classroom shop.
They are aware that 100 p = Re 1.
After a quick revision exercise, children work with small amounts of money, and
document their ‘shopping’ with rupees and paise written in separate columns, as shown:
Rs Paise
Bar of chocolate 45 50
Box of Twisters 100 75
Pair of shoes 349 25
Then, these sums are written with a ‘point’ between Rupees and Paise (The word
‘decimal’ is not used at this stage.) and are written as follows:
Rs 45.50
Rs 100.75
Rs 349.25
Children learn to convert rupees into paise, and vice-versa. Finally, they use the four
operations which are useful in everyday life.
In our daily life money plays an important role. We often find that things we buy or the
bills we pay have a price which is expressed in both rupees and paise. For example, a
restaurant bill is Rs 1550.50
The cost of a toy car is Rs 550 and 1 kg of grapes is Rs 360.75 etc. We pay money to settle
utility bills, house rent, taxes etc.
1 v
37 Money 4
• Instead of writing the price as Rs 78 and 50 p which takes up a lot of space, we
usually write Rs 78.50.
• To convert rupees and paise to paise only, just remove the point.
• To convert paise into rupees and paise, start from the right, count 2 digits to the
left, then put a point.
Individual/ Pair Activity (20 mins)
Learning Outcome: Convert units of money.
Resources: Worksheet
Instructions: You can use this activity as a starter activity before starting the main
developmental activity or could also be used as a part of main developmental activity:
• Discuss the conversion of units of money.
• Distribute the worksheet to the students.
Convert these sums of money into paise.
men
Speci =
men =
Speci
men
Speci =
+ + =
4 Money iv
38 1
Group Activity (20 mins)
Learning Outcome: add and subtract units of money
Resources: Paper Money, Paper products such as food items, clothing etc. (tagged with
price). Paper products can be made by students as well if there is no time constraint.
Instructions:
• Divide the class into 2 groups : Buyers and Sellers
• Provide the sellers with the selling items made of paper and tagged with price.
• Provide the buyers with paper money i.e. notes and coins.
• Set up stalls in the class for the role play and supervise it.
• Students will learn to add and subtract units of money with this activity.
• Make sure the items have prices such as Rs 15.50 or Rs 340.25 etc.
Learning Outcome: Solve real life problems involving money
Resources: Activity sheet
Instructions:
• Prepare the activity sheet for the whole class.
• Ask short questions about the topic.
• Clear any ambiguity.
Activity Sheet
Kainat lost her eraser yesterday. She had Rs. 50 left over from her lunch money. She went
to the school store to buy a new eraser for Rs. 35.50. How much change did she get back?
Who
Who is the person in the word problem?
Problem
What is the problem?
Solution
How is the problem fixed?
What did she buy?
Name the item and how much does it cost?
Question
What is the word problem asking you?
Answer
What is the answer?
1 v
39 Money 4
Learning Outcome: Multiply units of money
Instructions:
Cost of 1 T-shirt is Rs 650.50
Rs 650.50 Rs 650.50 Rs 650.50 Rs 650.50 Rs 650.50
Cost of 5 T-shirts =

Learning Outcome: Divide units of money.
Instructions:
• Divide the class into groups. Each group will have four members.
• Assign roles to different students within the group. One will read the question,
the other will read it to the rest of the members, another member will write or
solve with the help of the all team members and yet another member can present
to the class.
Activity Sheet
Ahmed collected some money from his friends to distribute it to the children of an
orphanage. He had Rs 534.46. He decided to give it to 10 children in the orphanage.
How much money did each child get? What if he takes Rs. 65.54 from his mother to
generate more funds? How much money does each child in the orphanage receives
now?
Solution:
4 Money iv
40 1
Lesson Plan
Model Lesson Plan
Topic
Money
Duration
80 minutes
By the end of the lesson students will be able to apply four operations on real life
problems involving money.
Resources
Empty menu cards
Key Vocabulary
Rupee, paisa, point, cost, spend, buy, sell, and price
Strategy
Ask the students to check the price of their maths book and find the cost of 5 maths books.
Visiting a restaurant
• Divide the class into groups.
• Ask one group to make menu cards, with prices for the restaurant.
Chicken corn soup 1 bowl Rs 50
Crispy baby-corn 1 plate Rs 25
Fruit platter 1 plate Rs 40
• Ask the other group to visit the restaurant and place the order.
Chicken corn soup 2 bowls
Crispy baby-corn 3 plates
Fruit platter 2 plates
• Ask next group to make the bill.
• Guide them in making the bill and calculating the amount.
• Solve the same bill on the board so that they can also check whether they have
made the bill correctly.
Ex 4 Q 15 and 16
Wrap up (5 mins)
End your lesson by asking students the importance of four operations in daily life?
1 v
41 Money 4
5 Measurement

16 periods
Learning Curve
Children are able to convert:
• metres to centimetres and kilometres to metres
• kilograms to grams
• litres to millilitres.
They are able to solve word problems involving addition and subtraction with
length, weight and capacity. (Children are already familiar with the use of the four
operations, working with 4-digit numbers.)
Now they will learn to add and subtract the units of measurement with carrying the
smaller unit to the bigger unit, and borrowing by the bigger unit.
• Units of length are used to measure the distance, to find height, length, and breadth.
• Units of weight are used at grocery shops, doctor’s clinic, hospitals, and markets.
• Units of capacity are used to measure liquids like water, juices, milk, and smoothies etc.
S!
OO?
P
Frequently Made Mistakes
• Students get confused in conversion factors.
• They make mistakes when converting smaller unit to bigger unit.

• We can use a short form for the standard units of measurements.
kilometre = km metre =m 1km = 1000m
centimetre = cm 1m = 100 cm
kilogram = kg gram =g 1 kg = 1000 g
litre = l millilitre = ml 1l = 1000 ml
iv
42 1
Learning Outcome: Write standard units of length in abbreviations.
Resources: Cards with different length, weight, and capacity with units in full form
for example, 5 kilometres, and a tic tac toe board made on a sheet of chart paper
Instructions:
• Students are divided into two groups, named ‘Os’ and ‘Xs’.
• They are each given a bunch of measurement cards.
• To place their mark on the tic tac toe board, players have to pick one
measurement card, read it, and then record the unit of measurement in the
abbreviation on the tic tac toe board.
• Continue until someone wins or all spaces are filled.
• You can make several groups of ‘Os’ and ‘Xs’ and have this competition between
them.
Learning Outcome: Read standard units of volume.
Resources: Activity sheets
Instructions:
Use the clues to work out who has which container.
I have exactly half a litre

Ayesha
I have 1,000 ml
Ahmed
I have more than 300 ml

Areeba but less than 400 ml
1 v
43 Measurement 5
1 Litre 1 Litre 1 Litre
500 ml 500 ml 500 ml
A B C

Learning Outcome: Solve real life problems involving the same units of length, mass and
volume.
Instructions:
• Prepare the given worksheet for the whole class.
• Revise units of length, weight, and capacity orally.
• Discuss the addition and subtraction of units of measurement.
• Distribute the worksheet and provide help where needed.
To make Fruit Punch for 2 people, we need :
o 300 ml of pineapple juice
o 250 ml of orange juice
o 500 ml of lemonade
• How much liquid is used in total to make Summer Punch for 2 people?
• How much orange juice would be needed to make enough for 4 people?
Dania buys two apples and three bananas. One apple weighs 75 g. Three bananas
weigh the same as two apples. How much does one banana weigh?
Lesson Plan
Model Lesson Plan
Topic
Measurements
Suggested Duration
2 Periods

By the end of the lesson students will be able to add and subtract with accuracy, using
units of length (m, cm), weight (kg, and g).
5 Measurement iv
44 1
Key Vocabulary
Length, weight, metre, centimetre, kilogram, and gram
Resources:
Pieces of ribbons, small buckets, various containers of different shapes
Strategy
Starter: Engagement Activity (5 min)
Reinforce the bigger and smaller units of length, weight, and capacity with
abbreviations.

• Divide the students in pairs.
• Set up the classroom in such a way that it provides a large number of things for
measurement and measuring equipment too.
• Ask one child to guess the length of a piece of a ribbon and the rim of a bucket,
and the other to write it down. Then, ask them to take actual measurements and
decide whether the guesses were correct or not.
• Similarly, ask the students to try and guess the capacity of containers of different
shapes and sizes. Will a tall vase hold more water than a flat plate? By how much?
• Ask them to hold a papaya in one hand and a banana in the other hand. Ask
them to say which is heavier? Can they guess by how much?
• Now move to addition.
• Write the following word problem on the board and ask them to solve it.
‘A lorry is carrying 4 cars, one on top of the other. The floor of the lorry is at a height 1
m 10 cm from the road surface. The three cars (without wheels) are 1 m 30 cm high. Will
the lorry be able to go under a flyover, which is 8 m from the ground?’
Record the addition, with m and cm in separate columns.
• Then move to subtraction. Write the following word problem on the board.
‘Cut a 4 m 2 cm piece of ribbon from a 7 m 20 cm long one. How much is left?’
Find the difference between the heights of two students in the class.
• Ask them to solve these problems in their school notebook.
• Check the work of each student thoroughly and provide guidance where needed.

Page 155 Word problems
Wrap up (5 mins)
Add 5 kilogram to 230 grams.
Ask them to write the answers on their white boards using abbreviations for units.
1 v
45 Measurement 5
6 Time

8-10 periods
Learning Curve
Students are familiar with the clock-face and know how to read time half past the hour,
quarter past the hour and on the hour. They have a fair idea about simple fractions, and
are able to skip-count in fives.
students are able to read time in hours, and, with some help, in minutes. With a little
practice, they will be able to use a.m. and p.m. and read the clock face accurately.
Time is an important factor in our lives. We find time in all walks of our lives.
• ime management is important for students to do the study with focus and
T
getting good grades.
• We mention time in occasions, events, functions, meetings, gathering, parties,
and congregations.
• To be punctual is vital for a successful life.

• here are two types of clocks i.e. digital and analogue. Analogue clocks may have
T
Roman numbers I to XII also. A digital clock has digits to tell the time.
• There are two types of calendars (solar and lunar). Solar calendar is based on the
movement of the Sun. Lunar calendar is based on the movement of the Moon.
• January, March, May, July, August, October, and December have 31 days.
• February either has 28 days and 29 days in leap year.
• A leap year has 366 days and comes after every 4 years.
• 24 hours=1 day
• 7 days=1 week
iv
46 1
• 14 days = 1 fortnight
• 30 days = 1 month
• 12 months =1 year
• 10 years = 1 decade
• 100 years = 1 century
• 1000 years = 1 millennium
Learning Outcome: read and write time from analog and digital clocks.
Resources: Activity sheet, digital clock, analogue clock
Instructions:
• wo clocks can be shown in the clock (one analogue and one digital) and
T
questions can be given about them. The teacher can also keep changing time
on the clocks and give different questions to each pair or group.
Answer the following questions, using the clocks shown below:
11 12 1
12:35
10 2
9 3
8 4
7 6 5
1) What is the time shown in the analogue clock?
2) What is the time shown in the digital clock?
3) How is 7:00 before noon written?
4) How is 5:00 after noon written?
5) What time will it be on the analogue clock in 3 hours?
6) What time was it on the digital clock 25 minutes ago?
1 v
47 Time 6
Learning Outcome: Read and write days and dates from the given calendar page.
Resources: A page of calendar, activity sheet
Instructions:
• Prepare the activity sheet for the whole class.
• Show the page of a calendar to the students.
• Ask few questions related to day and date.
• Distribute the activity sheet and ask them to solve it carefully.
Answer the following questions, using the calendar shown below:
January 2020
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
6 Time iv
48 1
1) Which day of the week is January 7?
2) How many Wednesdays are there in January 2020?
3) What is the 3rd Tuesday of January?
4) What date falls 11 days before January 23?
5) Choose any date in the second week of January. Write it in two ways:

Learning Outcome: Add units of time in hours.
Instructions:
• Distribute the following activity sheet to solve.
Paras and Bina ate brunch from 11:00 a.m. to 12:30 p.m. How long were they eating
brunch?
hours minutes.
Maya put her cake in the oven at 6:30 p.m. The cake baked for 2 hours and 30 minutes.
What time
did she take the cake out?
1 v
49 Time 6
Learning Outcome: Subtract units of time in hours.
Instructions:
Ali and Ahsan arrived at the mall at 3:10 p.m. Since there was so much traffic, it took
them
40 minutes to get there. What time did they start driving to the mall?
Aliya’s homework ended at 6:15 p.m and it took her 1 hour 45 minutes to finish it,
what time did she start doing her homework?
If she wants to finish her homework half an hour earlier, when should she start ?

Learning Outcome: Solve real life problems involving addition and subtraction of units
of time in hours
Instructions:
• Divide the class into groups of 4-5
• Give each of them the activity sheet provided below where they record their
daily schedule and then bring it back the next day to discuss it with their group
partners and compare their schedules.
• Discuss the areas where they think they need to reschedule to save time in order
to use it constructively.
6 Time iv
50 1
My Daily Schedule
1) How long do I sleep at night?
2) How long do I spend in the recess at school?
3) How long do I study/do my homework at home?
4) How long do I watch television / use my tablet?
5) How long do I play with my siblings/friends?
6) How long do I spend at the dinner table?
7) How long do I spend in school daily?
8) How long do I spend on reading a book every night?
Lesson Plan
Model Lesson Plan
Topic
Time
Duration
80 minutes

Children learn to measure time by minutes and hours with the intervals of fives, and
learn the use of a.m. and p.m.
Key Vocabulary
Clock, hour, minute, past, p.m. (post meridiem), a.m. (ante meridiem)
Resource
Clock with the long, minute hand and the short, hour hand.
Strategy
Recapitulate the concepts of 'half past', 'quarter past' and 'quarter to' the hour. It will be
helpful and serves as a base to start newer concepts.
1 v
51 Time 6
• Point out the 60 small divisions on the clock.
• Tell them each division represents a minute.
• Now make them understand when the minute hand goes all around the clock
face, 60 minutes have passed or an hour has passed. The minute hand goes once
around the clock face in one hour.
• Show them the movement of the hour hand. It moves only 5 spaces on the clock
face from 1 to 2, or 2 to 3, or 3 to 4 and so on.
• Now explain that the numbers around the clock-face act like numbers on a
number line: they are always skip-counting in 5s as it takes 5 minutes to move
from one number to the other.
• Show them, if the minute hand is on 8, it means ‘40 minutes past the hour’ revise
8 times 5s is 40.
• Now move the minutes hand on to different numbers, asking the students the
minutes past.
Children are aware that a day has 24 hours.
• Explain that the time from 12 midnight to 12 noon is called a.m. which means
‘in the morning’ (in Latin, ante meridiem means ‘before noon’) and between 12
noon and 12 midnight is called p.m. (in Latin, post meridiem means after noon)
Give them a list of exercises, where children use a.m. or p.m.
Bath time: 7 (some might say ‘a.m.’ some might say ‘p.m.’)
Bed time: 8 p.m. (cannot be 8 a.m.)
Lunch time: 12 noon
Play time: 4 p.m. (at 4 a.m. children should be asleep.)
Written Assignments: (35 mins)

Page 166 Practice worksheet, Page 172 Q7 (a-i)
Wrap up: (5 mins)

Ask them to draw a clock in their notebook and show the time 6 hours 45 minutes on it.
6 Time iv
52 1
1
7 Geometry

8-10 periods
Learning Curve
Students recognise 3-D objects and their names. They are aware of the number of faces,
edges and vertices each shape has. At this level they are introduced to terms such as
parallel lines, points, line segments, and the calculation of the perimeter of shapes.
The global positioning system of satellites uses geometrical principles to calculate
the position of the satellites. Geometry helps in the field of medicine e.g. X-ray and
ultrasound. Geometry also helps in the accurate calculation of physical distances.
It helps in the field of astronomy to map the distance between planets and stars.
Geometry is used in computer aided designs, it entails lines, curves, and angles.
Geometry plays an important role in designing buildings, walls, and doors.
S!
OO?
P
Frequently Made Mistakes
• The students make mistakes in identifying the different types of lines.
• They confuse the names of different shapes.

• A line is a set of points joining a straight path on both sides.
• A line segment is a line which joins 2 points together.
• A ray is similar to a line segment but one end point extends infinitely in one
direction.
• Parallel lines are two lines which never meet. The distance between the two lines
remains the same.
• Shapes with 3 sides are called triangles. They have 3 sides and 3 corners.
1 v
53
• Shapes with 4 sides and 4 corners are called quadrilaterals.
• There are different types of quadrilaterals: Square, rectangle, rhombus,
parallelogram, and kite.
• Polygons are those figures which have many sides.
• A circle is a flat round closed shape with no corners or edges. The curved line is
the boundary of the circle.
• The length of the boundary of a circle is called its circumference.
• A centre is a fixed point inside a circle which is equidistant from all the points on
the circumference.
• A radius is a line joining the centre point and any point on the circumference of
the circle.
• The diameter is a line passing through the centre and joining two different points
on the circumference.
Learning Outcome: Recognise point, line segment and ray.
Instructions
• Ask the students to write the answers in the box.
Identify the following and name them.
E F
M N
G H
P Q
L M
Draw a figure using the lines given above:
7 Geometry iv
54 1
Learning Outcome: Classify figures as quadrilaterals, polygons and triangles.
Instructions:
Color the quadrilaterals red, triangles green, and polygons yellow.
1 v
55 Geometry 7
Learning Outcome: identify circle, its radius, circumference and diameter.
Instructions
• Discuss the topic with the students.
• Recall the definitions of the parts of circle.
• Distribute the activity sheet and ask them to solve.
Answer the questions given below:
I am represented by a dot in the middle of the circle. I am the

.
I am the distance around the circle. I am the .
I am a straight line segment with endpoints on the centre and the circumference. I
am the .
I am a straight line segment passing through the centre of the circle and my
endpoints both lie on the circumference. I am the .
Label all parts of a circle on the diagram given below:
7 Geometry iv
56 1
Learning Outcome: calculate perimeters of squares, rectangles and triangles.
Materials/Resources: activity sheet
Instructions:
Amina needs to find the shape with the largest perimeter. Help her find the perimeter
of each shape, then colour the largest one. All the measurements are in cm.
5
5
9 9 7 7
6
8 8
9 9
5
4 10
5 3
6 5
Class Activity (15 mins)

Learning Outcome: Revision of all concepts of geometry
Resources: Mystery Box, Paper chits
Instructions:
• Fill up the mystery box with paper chits that have questions written on them e.g.
 Draw a square with perimeter equal to 28 cm.
 Draw a line segment.
 Draw a ray.
 Spot a quadrilateral around you.
 Write down the parts of a circle.
• Ask each student to draw a paper chit from the box and solve the question
written on the drawn chit.
• Ask them to exchange the paper with their partner and check the answer.
1 v
57 Geometry 7
Lesson Plan
Model Lesson Plan
Topic
Quadrilaterals
Suggested Duration
80 minutes

By the end of lessen students will be able to name 4-sided shapes and their properties.
Key Vocabulary
Quadrilateral, parallel lines, rhombus, parallelogram, and vertices
Resources
Classroom objects, pictures of objects with parallel lines, and strips of paper.
Strategy
After a revision of 3-D shapes, discuss some examples of parallel lines from everyday life
such as railway tracks, roller coaster tracks, and the two sides of a road or edges of a
board, a TV screen, a desk or a door frame. Ask the students to observe that the railway
lines are parallel because they never meet.

• ell them that certain shapes too have parallel sides, such as squares, rectangles
T
and diamonds. A triangle cannot have parallel sides.
• Assign the students to identify shapes and objects in the classroom which have
parallel lines.
• Give them strips of paper to construct 4-sided shapes (quadrilaterals: quadri
means ‘four’) with parallel sides.
• Introduce the names of some quadrilaterals such as rhombus, parallelogram, and
kite as they already know about square, and rectangle.
• Draw the above mentioned shapes on the board and teach them about the
corners and the sides of each.
• Introduce the word ‘polygon‘ defined as shapes with at least three sides or more.
• They know that a 4 sided figure is a quadrilateral. Tell them about the pentagon
(5 sided), hexagon(6 sided), and octagon (7 sided).
Written Assignment (40 mins)

Ex 7 a Q 8 (a, b, c, d, e, and f)
Wrap up (5 mins)
Ask them to do the activity, 'Let us practise’ on page 188.
7 Geometry iv
58 1
8 Handling Information

4-6 periods
Learning Curve
This unit provides an introduction to data handling. The three steps of data handling
are collection, organisation and interpretation of data. In this unit they are going to
learn that a picture graph, or pictograph, is used to display information that uses images
or symbols to represent data. Moreover, the students will also learn about the column
graph in which the information from data is illustrated with horizontal columns.
• Pictograph uses pictures and symbols to represent information or quantities.
• A column graph is used to show data comparison. For example, comparison of
rainfall in different cities of a country or comparison of yields of a crop in the last
two years.
!
PS
• Students make mistakes in counting the objects.
• Sometimes they are note able to decide which quantity should be taken on
vertical line and which quantity should be taken on horizontal line.

• A pictograph, or a picture graph, is a pictorial representation of data.
• Column graphs also represent data.
1 v
59
Learning Outcome: Read and interpret a picture graph.
Instructions:
Orange season has begun, and the farmers are busily picking their oranges. The
numbers of oranges are shown in the picture graph below. Note each orange in the
pictograph stands for 15 oranges picked. Use the information provided to answer the
questions.
Day Oranges picked
Day 1
Day 2
Day 3
Day 4
Day 5
= 15 Oranges
8 Handling Information iv
60 1
1) How many oranges did the farmer pick on the fourth day
2) Which day did the farmer pick the most oranges?
3) hich days did the farmer pick the same amount of oranges? How many did he
W
pick in total on both of those days?
4) hat is the difference between the number of oranges picked on Day 3 and Day
W
4?
5) How many oranges in total did he pick for this season?
Individual Activity
Learning Outcome: Make a picture graph.
Resources: Activity sheet, squared paper, stickers of smiley faces.
Instructions
• Prepare a data sheet for the students.
• Ask the students to note down the number of students who liked each game.
• Tell them to paste one smiley face for one student in the given squared paper.
• At the end of the week make a picture graph.
• Prepare few questions related to the pictograph made by the students.
Data:
Favourite games Numbers of students
Football 9
Tennis 3
Volley ball 5
Cricket 8
Pictograph
Football
Tennis
Volley ball
Cricket
Each smiley  stands for 1 student.
1 v
61 Handling Information 8
Lesson Plan
Model Lesson Plan
Topic
Graph
Suggested Duration
80 minutes

By the end of the lesson students will be able to represent the information in a bar
graph.
Key Vocabulary
Data, bar graphs
Resources
Chart paper, markers
Strategy
Ask the students to hold different colour pencils and make data of the number of pencils
of each colour.

Instructions:
• Talk to your students about the importance of having breakfast in the morning.
Discuss healthy options for breakfast.
• Give one paper plate to each student.
• sk students to write down what they had for breakfast that morning, and to
A
draw a picture of it.
• Ask the students who did not have breakfast to write ‘nothing’.
• roup the breakfast items into categories such as ‘milk and cereal’, ‘fruits’, ‘toast’,
G
‘eggs’, etc.
• Explain that a bar graph will make it easy to organise the students’ responses.
• Divide the students into 4 groups.
• ach group will sort out and organise the data by gathering all plates which
E
represent the same category of breakfast, for example milk and cereals by one
group.
• Spread the chart paper on the board.
8 Handling Information iv
62 1
• all out each group one by one. They will tell the data of the particular category
C
which they had on their table.
• Draw a bar for the particular breakfast category on the chart paper.
• Repeat the same steps for each of the remaining categories. Analyse the bar
graph and discuss the data.
• Write 5 questions on the board such as:
1) How many students had cereal in the morning?
2) Which food was liked by most of the students?
3) How many students did note have breakfast?
• ncourage students to find the answers from the graph, write them on
E
whiteboards, and share with their partners.

Ex 8 Q (1-5)
Wrap up (5 mins)
Discuss the answers found by the students with the whole class.
1 v
63 Handling Information 8
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1

Teaching Mathematics at Primary Level 7

Features of the Teaching Guide 15

NUMBERS and OPERATIONS

1.6 Number Line

Unit 2: Number Operations

3.1 Common Fraction

3.2 Equivalent Fractions

3.6 Subtraction of Fractions

Unit 4: Measurement of Length, Mass and Capacity

4.2.3 Subtraction of Units of Mass/Weight

4.3 Volume and Capacity

4.3.2 Addition of Units of Volume

4.3.3 Subtraction of Units of Volume

5.1 Units of Time

5.2 Addition of Units of Time

5.3 Subtraction of Units of Time

6.1 Geometrical Shapes

Unit: 7 Handling Information

﻿ Teaching Mathematics at Primary Level iv

﻿ Teaching Mathematics at Primary Level iv

Tension-Free and Fun-Filled Atmosphere

﻿ Teaching Mathematics at Primary Level iv

Ability to Answer Questions without Hesitation

﻿ Teaching Mathematics at Primary Level iv

Summary of Key Facts

Specific Learning Objectives

Resources: Teaching and Learning Aids (Optional)

Main Developmental Activity

﻿ Features of the Teaching Guide iv

Suggested Time Frame

235624 567043 123434 789014 456778 908765 345812

123564 517063 123434 709014 556778 704765 945512

456824 789043 987434 234814 456234 978965 134812

135604 267040 120431 680314 256798 998765 140812

225624 562043 123434 289014 426778 208765 345212

Individual Activity (15 mins)

Mystery Box Even Numbers Odd Numbers

Specific Learning Objective

Tell them the rules of forming numbers.

Written Work (20 mins)

Suggested Time Frame

Summary of Key Facts

Specific Learning Objectives

Main Developmental Activity

Written Assignments (40 mins)

Suggested Time Frame

Summary of Key Facts

Proper Fraction Improper Fractio

• Divide the class into pairs.

What is the fraction of the shaded area?

Specific Learning Objectives

Written Assignments (35 mins)

Suggested Time Frame

Rs 650.50 Rs 650.50 Rs 650.50 Rs 650.50 Rs 650.50

Individual Activity (20 mins)

Suggested Time Frame

Summary of Key Facts

Use the clues to work out who has which container.

Teaching Mathematics at Primary Level iv

Teaching Mathematics at Primary Level iv

Teaching Mathematics at Primary Level iv

Teaching Mathematics at Primary Level iv

Features of the Teaching Guide iv