manjula kv singrauli on back to basic
TRANSCRIPT
KENDRIYA
VIDHYALAYA
SINGRAULI
Contents of Back to basics
programme
Class –v
Sub. Maths
CONTENTS
I TERM
(APRIL 2016 – SEPTEMBER 2016)
Sr no. Topic
1 THE FISH TALE
2 SHAPES AND ANGLE
3 HOW MANY SQUARES
4 PARTS AND WHOLES
5 DOES IT LOOK THE SAME
6 BE MY MULTIPLE ,I LL BE YOUR FACTOR
7 CAN YOU SEE THE PATTERN
II TERM
(OCTOBER 2016 – MARCH 2017)
Sr no. Topic
8 MAPPING YOUR WAY
9 BOXES AND SKETCHES
10 TENTHS AND HUNDREDTHS
11 AREA AND ITS BOUNDARY
12 SMART CHARTS
13 WAY TO MULTIPLY AND DIVIDE
14 HOW BIG ? HOW HEAVY ?
ACTIVITY SHEET
SUBJECT-MATHS CLASS-V LESSON- 1.THE FISH TALE
ACTIVITY – 1
COMPETENCIES – Knowledge and Understanding
TLO: Knowledge of different shapes
SUGGESTED STRATEGIES: Individual /group work
Seenu used different shapes to make drawing of fishes. Now use some shapes given to
draw the different sea animals.
Class Subject Lesson name Skill Focused TLO Suggested Activity
L AT
V Mathematics The fish tale Knowledge and understanding
Knows about various
shapes and frames different
shapes
Activity-1 Assessment-1
Understanding
Basic Concepts
Understand
s the concept of place value
in large numbers
Activity-2 Assessment-2
Ability in Computation
Understands the
concept of mathematical operation
and computes problems
Activity- 3
ACTIVITY -2
COMPETENCY- Understanding
TLO: Understands the concept of place value and face value
SUGGESTED STRATEGIES: Playway method
Write the face and place value of underlined digit
ACTIVITY -3
COMPETENCY – Ability to compute
TLO: Understands the concept of mathematical operation.
SUGGESTED STRATEGIES: Individual activity
PRICE LIST PER KG
Fresh fish Rs. 65
Dry Fish Rs. 75
S.No. Number Face value Place value
1. 1452639
2. 8452963
3. 6366221
4. 4591253
King Fish Rs. 105
Sardine Rs. 98
(a) How many kg of sardine can you buy if you have Rs. 588?
(b) Gracy buys 2kg fresh fish, 1 kg dry fish, 4 kg king fish and pays Rs 1000. What amount
will she get back?
(c) Shyama buys 2kg of sardine. What amount will she have to pay?
LEARNING ASSESSMENT-1
1. Which is the largest 7 digit number?
(i) 1000000 (ii) 9999999 (iii) 8888888
2. How many lakhs make a crore?
(i) 100 (ii) 10 (iii) 1000
3. 4, 00, 000 + 2000 + 50 + 8=……………………………..
(i) 4,02,058 (ii) 4,20,580 (iii) 4,00,258
4. Cost of King fish is Rs. 120 per kg. What is the cost of a King fish which weighs five and
a half kg?
(i) Rs. 550 (ii) Rs. 600 (iii) Rs. 660
5. Find the distance covered by an Express train in 2 hours, if its speed is 120 km/hr
LEARNING ASSESSMENT-2
1 Write the numeral for the following:
i) Nine lakh seventeen. ___________________________________________________
ii) One million two hundred thirty one.
_______________________________________________
iii) Six lakh ten thousand four hundred thirty seven. _____________________________________
2 Write the number according to Indian system of numeration.
a) 124567._________________________________________________
_________________________________________________
b)5647892_________________________________________________
_________________________________________________
ACTIVITY SHEET
SUBJECT-MATHS CLASS-V LESSON- 2 (Shapes & Angles)
Sample Activity – 1 TLO: Understanding different angles
(Competencies – knowledge and understanding)
Suggested strategy:Group task
A few figures are given. Identify the different angles involved.
Class Subject Lesson name
Skill Focused TLO Suggestive Activity
L AT
V Maths Shapes & Angles
Knowledge
Understanding
Classify angles by naming
them
Understands the meaning
of an angle.
Understands clockwise and
anticlockwise directions.
Identify and construct
right, acute and obtuse
angels.
Activity- 1
Assessment-1
Ability to
compute
Measure angles using a
protractor
Activity-2
Problem Solving Ability
Estimate and measure
angles using other angles.
Sample Activity – 2 TLO:Measure angles using a protractor
(Competencies –Ability to compute)
Suggested strategy:Group task
A pie chart is given with different angles. Use a protractor and measure the
angles.
Learning Assessment -1
1. What is the name of the figure given?
2. Which term best describes the angles below?
3. Find the value of unknown angle ABD? D
A B C
4. What type of angles is shown below?
(a)acute angle
(b)obtuse angle
(c)right angle
(d)straight angle
5. Give the measure of each angle of the equilateral triangle ABC?
A
B C
6. What is the measure of one angle in a regular pentagon?
(a) 5 degrees (b) 108 degrees (c) 540 degrees (d) 900 degrees
7. Measure the angles in the square?
ACTIVITY SHEET
Activity 1:
Word Study Meets Math : Students write their weekly word list on Square centimeter graph paper
and then calculate the area and perimeter of each word .
Suggested Strategies - *Individual Task / Group Task
Word Study Meets Math : Students write their weekly word list on Square centimeter graph paper
and then calculate the area and perimeter of each word .
Subject -- Mathematics Class --V Lesson –3 How Many Squares?
CLASS
SUBJECT
LESSON NAME
SKILL FOCUSSED
TLO
SUGGESTED ACTIVITY / STRATEGIES
LAT
V
Maths
How Many Squares?
Knowledge
Understands the concept of area and perimeter.
Activity – 1
*Individual Task *Group Task
Assessment -
1
Understanding/
Graphical
drawing skill
Measures area of regular and irregular
shapes using 1cm square grid ( graph
paper ) or geo board
Activity – 2
*Individual Task
*Demonstr
ation method
Assessment -2
Problem solving ability
Derives formulae for finding the perimeter and area of given figure. Solves simple problems related to the measurement of area and perimeter in real life. .
Activity – 3
*Individual
Task *Group
Task
Assessment -3
TLO : Understands the concept of area and perimeter
First they use the square centimeter graph paper to write out their names. Next they find the area
and perimeter of each letter and add those together to find the area and perimeter of their entire
name .
Students try to compare the sizes of their letters and names .I have also had students break their
words up and sort them after writing them on the centimeter grid.
Activity 2 Suggested Strategies - *Individual Task / Group Task
In this follow-up activity, students use rubber bands on geoboards to create shapes with different perimeters that I have written on the board. For example, I’ll ask them to make a square with a perimeter of 16, a triangle with a perimeter of 12, etc. To wrap up this
activity, I ask students to create four different polygons and record the perimeter of each on their small dry erase boards. As I walk around, it is easy to see who has grasped the
idea and who needs more time and practice.
TLO : Measures area of regular and irregular shapes using 1cm square
grid ( graph paper ) or geo board
Activity 3
We will discuss here how to find the perimeter of a square. Perimeter of a square is the total length (distance) of the boundary of a square.
We know that all the sides of a square are equal.
Suggested Strategies - *Individual Task / Group Task
We will discuss here how to find the perimeter of a square. Perimeter of a square is the total length (distance) of the boundary of a square.
We know that all the sides of a square are equal.
Perimeter of the square ABCD
= AB + BC + CD + AD A 2cm D
= 2 cm + 2 cm + 2 cm + 2 cm
= (2 × 4) cm 2cm 2cm
= 8 cm
Perimeter of a square is 4 times of s side. B 2cm C
Perimeter of a square = 4 × length of a side.
Learning Assessment - 1
Q.1 Fill in the blanks (a). Area of a rectangle = ……………….. x ……………………
(b). Area of a square = …………………..x ……………………. (c). Perimeter of a square = ……………………………………...
(d). Perimeter of a rectangle = …………………………………...
TLO : Derives formulae for finding the perimeter and area of given figure. ( Perimeter of
a Square )
Q.2 Measure the perimeter of these figures by counting the lines along the boundary. (Each square is 1 cm in length)
Learning Assessment - 2
Q.3 Find the missing length:
(a) 6 cm (b) 4cm (c)
? 5 cm 6 cm
4 cm ? 3 cm 2 cm
3 cm 4 cm ?
Perimeter = 18 cm Perimeter = 15 cm
Perimeter= 20 cm Length=_________ length = _______
length = _______
Learning Assessment - 3
Q. Find out the length of the boundary of these shapes.(You can use the
thread).
ACTIVITY SHEET
CLASS
SUBJECT LESSON NAME SKILL FOCUSSED
TLO
SUGGESTED ACTIVITY / STRATEGIES
LAT
V
Maths
PARTS AND
WHOLE
Knowledge
Identifies
fraction as a part
of whole or a
part of
collection.
Activity – 1
Activity method /
play way method
Assessment -1
Understanding
Understands
fraction as a
division.
Activity – 2
*Individual Task *Demonstration method
Assessment -2
Suggested Strategies - *Individual Task
Activity I
COMPETENCY-UNDERSTANDING/KNOWLEDGE
TLO – Identifies fraction as a part of whole or a part of collection
1. Game: Who colours the Circle Fast?
This game is to be played in groups of 4. Each player has to make
a circle as shown. Each one has to make 15 tokens on slips on
paper.
Write to make your tokens.
Shuffle, the tokens and make a pile in the middle of the group.
Now you are ready to start the game.
SUBJECT : - MATHS CLASS : - V TOPIC - 4. PARTS AND WHOLE
The first player takes a token from the pile, colours that part of
the picture, and puts the token under the pile. The next player
does the same, and so on. The winner is the one who first colours
the circle completely.
Who won the game?
What are the winner’s tokens?
Write the tokens you got.
What part of the circle did you colour?
LEARNING ASSESSMENT -1
Activity II
COMPETENCY: Understanding basic concepts TLO – Identifies symmetrical and non symmetrical shapes .
- Solves simple problems related to symmetrical and asymmetrical patterns.
LEARNING ASSESSMENT - 2
1. Compare the fraction and fill the correct symbol <, > or equal in circle.
2.
ACTIVITY SHEET
SUBJECT : - MATHS CLASS : - V TOPIC 5. DOES IT LOOK THE SAME
CLASS
SUBJECT LESSON
NAME
SKILL
FOCUSSED
TLO
SUGGESTED
ACTIVITY / STRATEGIES
LAT
V
Maths
DOES IT LOOK THE SAME
Knowledge
Observes , describes the simple geometrical
patterns.
Activity – 1
Activity
method / play way
method
Assessment -1
Understanding
Identifies symmetrical and non symmetrical shapes,alphabets etc
Activity – 2
*Individual
Task *Demonstra
tion method
Assessment -2
Observation Understands the
clockwise and anticlockwise ½ turn ,
1/3 turn and ¼ turn.
Activity -3
Audio / Visual presentation
Assessment -3
Activity I Suggested Strategies - *Individual Task
COMPETENCY-UNDERSTANDING/KNOWLEDGE
TLO – Generate pattern involving numbers and operations.
Observe the following shapes on rotating 1/3, 1/2, 1/4, 1/6 .
Q1.Which of these English words reads the same on half a turn?
(a) ZOOM , MOW , SWIMS , SIS , NOON
Sol._____________________________________________________________
_
Q2.Write all 2 , 3 and 4 digit numbers which look the same on half a turn.
(a) 2 digit numbers 11 , ------------- , --------------
(b) 3 digit numbers 101 , 111 ------------- , --------------
(c) 4 digit numbers 1001 , 1111 ------------- , --------------
Q3.Draw what the following shapes would look like on ¼ turn and half a turn.
On ¼ turn on half turn
(a) ----------------- ----------------------
(b) --------------------- ------------------------
(c) -------------------- -----------------------
d) --------------------- -----------------------
LEARNING ASSESSMENT -1
Q1.Draw the mirror halves:-
(a)
(b)
(c)
d)
Activity II
COMPETENCY: Understanding basic concepts
TLO – Identifies symmetrical and non symmetrical shapes . - Solves simple problems related to symmetrical and asymmetrical
patterns.
*Observe and write whether the dotted line on each shape represents a line of symmetry.
(Write yes or no.)
LEARNING ASSESSMENT - 2
2. Draw lines of symmetry on the shapes below. Some shapes may have more than one line of symmetry.
2.Colour the pattern to make a symmetrical design.
Activity III
COMPETENCY – Observation / Understanding
TLO – Identifies symmetrical and non symmetrical shapes , alphabets .
A. Draw lines of symmetry in those alphabets that are symmetrical. Colour them.
LEARNING ASSESSMENT - 3
A) Colour those shapes which will look the same after rotation – BLUE.
B) Colour those shapes which will look the same after rotation – RED.
Activity Sheet
Sub: Maths Class V Lesson- 6. Be multiple, I will be your factor
class subject Lesson name
Skill focused
TLO Suggested activity
LAT
Maths Be multiple, I will be your Factor
Factors of number
Applies the knowledge to form multiple
Activity 1 Assessment 1
Prime and composite number
Understanding of type of number
Activity 2 Assessment 2
LCM and HCF
Ability to understand lower /higher number
Activity 3 Assessment 3
Activity -1
Suggested Strategies Individual /group work
(competencies -Knowledge and Understanding)
The Mouse and the Cat
The hungry cat is trying to catch Kunjan the mouse. Kunjan is now on the 14th
step and it can jump 2 steps at a time. The cat is on the third step. She can
jump 3 steps at a time. If the mouse reaches 28 it can hide in the hole. Find out whether the mouse can get away safely!
TLO:-Understand the concept of factors and multiples of a number.
1. The steps on which the mouse jumps-
2. The steps on which the cat jumps-
3. The steps on which both the cat and the mouse jump -
Activity -2
Suggested Strategies Individual /group work
(competencies -Knowledge and Understanding)
Using the numbers from the earthen pot find that multiply together to give the
following numbers
Then find the factors of given number;
(1) 36 (3×12, 4×9)
So (3, 4, 9 and 12 are factors of 36)
36 is the multiple of all these numbers
(1) 18 ( 2) 24 (3) 30
Q. Do the factor of these numbers.
(a) 18 (b) 24 (c) 30
Q.Sort out the primary and composite numbers between the given numbers.
TLO:-To understand the relationship of factor and multiples
2 3 6 15 8 4
12 1 9 5 24 32
Activity -3
Suggested Strategies Individual /group work (competencies -Knowledge and Understanding)
These prime and composite number worksheets have M.C.s to find the odd
prime, even prime, odd composite and even composites.
(A) Circle all the Prime numbers
13, 96, 45, 61, 78 ,
29, 78 41 53 36
(B) Circle all the composite numbers
73 78 67 45 11 59
78 56 92 78 56 78
Learning Assessment 1
Choose the greatest prime number
(a) 74 (b) 23 (c) 69 (d) 31
(D) Choose the smallest composite number
(a) 12 (b) 59 (c) 8 (d) 43
TLO:-To understand the relationship of factor and multiples
Learning Assessment 2
Find the highest common factor and least common multiple of
the following pairs of numbers:
(i) 576 and 1440
(ii) 625 and 325
(iii) 496 and 1116
(iv) 1000 and 1125
Learning Assessment 3
Word problems on highest common factor (H.C.F.) and lowest common multiple (L.C.M.):
(i) The product of two numbers is 120. If their H.C.F. is 6 what is their L.C.M.
(ii) Find the smallest number which, on being added 23 to it, is exactly divisible by 32, 36, 48 and 96.
(iii) Find the least length of a rope which can be cut into whole number of pieces of lengths 45 cm, 75 cm and 81 cm.
(iv) Find the greatest number of 4-digits which is exactly divisible by 40, 48 and 60.
ACTIVITY SHEET
Sub: Maths CLASS -V Lesson – 7.Can You See The Pattern
Activity -1 Observe the rule and complete the pattern using the rule.
Suggested Strategies - Individual /group work
(competencies-knowledge &Understanding )
Class Subject Lesson
name
Skill
focused
TLO SUGGESTED ACTIVITY
LAT
v Maths Can you
see the
pattern
understanding specific pattern of numbers in a series and extends it.
Aplies the knowledge to form pattern.
Activity -1 Assessment -1
Identifies patterns inmultiplication,addtion and division
Understanding of patterns
Activity -2 Assessment -2
Ability to make patterns
Activity -3 Assessment -3
TLO -Aplies the knowledge to form pattern
Activity -2 Makes patterns with numbers
Suggested Strategies - Individual /group work
(competencies-knowledge &understanding)
TLO -Understanding of patterns
Activity -3 Left and right same to same
Suggested Strategies - Individual /group work
(competencies-problem solving ability)
Take any number 48
Now turn it back to front 84
Than add them together 132
Again turn it back 231
Than add the two together 363
Learning Assessment -1Patterns and sequences Look at what is happening from What will occur next in thepattern
Fill in the blank speces in the same
14 + ------- + --------- = 34 +
14 + 20
200 + ---------- +300 + --------- = ----------- +
400 + -------------
24 + 19 + -------------- = 37 + 24
+ 19
TLO -Ability to solve patterns
Draw the shapes would look like on 1/4 turn1/2 turn
Learning Assessment -2
Complete the patterns for next two steps:
1. 16 x 1 + 3 = 19
16 x 2 + 3 = 35
16 x 3 + 3 = 51
16 x 4 + 3 = ___
Fill in the blanks
25 ___ + ___ = 38 + ___ + 64
____x____+ ______ = 83
1 + 3 + 5 = 16 = 4 x _______
Learning Assessment -3
look at the calender let us mark a 3x3 box ( 9 dates ) on the calender and
see some magic
Take the smallest no. ______________
Add 8 to it ________________
= ______________________
Multiply it by 9 = _________________________
= ___________________________
Add it from both side = __________________________
ACTIVITY SHEET
SUBJECT : - MATHS CLASS : - V TOPIC - 8. MAPPING YOUR WAY
CLASS
SUBJEC
T
LESSON
NAME
SKILL
FOCUSSED
TLO
SUGGESTED
ACTIVITY / STRATEGIES
LAT
V
Maths
Mapping your way
Knowledge
Reads a school map, city map and other
maps.
Activity – 1
Activity method / play way method
Assessment -1
Understanding
Understands the need
of a scale in a map Develops the concept
of enlarging /reducing the area in the given
map.
Activity – 2
*Individual Task *Demonstration method
Assessment -2
Problem Solving Ability
Understands the four
directions and locates the areas asked
Activity -3
Audio /
Visual presentation
Assessment -3
Sample Activity 1 : Reading a Map
Suggested Strategies - *Individual Task
COMPETENCY-Understanding & Knowledge
Look at the view if the classroom from above. Now answer the
following.You can use words like front, back, left and right.
1- How many doors and windows are there in the classroom?
2- Where is the blackboard?
3- How many rows of desks are there in the middle and back rows?
TLO –Understand the concept of direction
1- There are ________trees between the classroom and the playground.
2- The ___________trees line the passage from the entrance.
3- Many __________trees are along the side of the playground.
Activity II Suggested Strategies - *Individual Task
COMPETENCY: Understanding basic concepts
LEARNING ASSESSMENT -1
i) Largest state in term of area ____________
ii) The state which touches all the three oceans: Arabian sea, Indian ocean and Bay of Bengal ________________.
iii) Tamil Nadu and Kerala lie in the __________ ofthe country
iv) Rajasthan lies on the ___________ of the country
v) Three states which share border with Nepal are ________, ________ and _________.
Look at the map of India as shown and answer the questions that follows.
TLO - Develops the concept of enlarging /reducing the area in the
given map
Activity III Suggested Strategies - *Individual Task
COMPETENCY: Problem solving ability
a) Name any one state which is present in the east part of India a) Name any one state which is present in the south-east part of India.
b) Name the states which touches border of Haryana.
c) Name the states which touches the border of Pakistan
TLO - Understands the four directions and locates the areas asked
LEARNING ASSESSMENT- 1
The actual distance between Boirdadar and Chakradharnagar is 4 km but in map it is 2 cm. What would be the scale.
a)1 km on the ground = 1 cm on map.
b) 1 km on the ground = ½ cm on map.
c) 1 km on the ground = 2 cm on map.
d) 1 km on the map = ½ cm on the ground.
Look at weather map and answer the following questions
LEARNING ASSESSMENT- 2
LEARNING ASSESSMENT- 3
1. Which place had the lowest temperature in January month?
Ans-
2. Which place had the highest temperature in January month?
Ans-
3. Which place had the lowest temperature in June month?
Ans-
4. Which place had the highest temperature in June month?
Ans-
5.How much higher is the temperature in Delhi from that in Srinagar?
Ans-
Look at the weather chart for Indian cities and answer the questions.
ACTIVITY SHEET
(a) Name the states you cross while going from Thiruvanthapuram in Kerala to Amritsar in Punjab.
Ans- (b) Name the states which touch the border of Pakisthan.
Ans-
(c) Which state is located in center.
Ans-
(d) What is the capital of uttarpradesh.
Ans-
SUBJECT : - MATHS CLASS : - V TOPIC - 9. Boxes and sketch
CLASS
SUBJECT LESSON
NAME
SKILL
FOCUSSED
TLO
SUGGESTED
ACTIVITY / STRATEGIES
LAT
V
Maths
Boxes and sketch
Knowledge
Understands the concept of 2D and 3D shapes
Activity – 1
Activity
method / play way
method
Assessment -1
Understanding
Differentiates between the 2D and 3D figures
Activity – 2
*Individual Task *Demonstration method
Assessment -2
Observation
Draws 2D and 3D shapes
.
Activity -3
Audio / Visual
presentation
Assessment -3
Suggested Strategies - *Individual Task
Activity I
COMPETENCY-UNDERSTANDING/KNOWLEDGE
TLO – Understanding the concept of 2D and 3D shapes.
Trace the following figure on the tracing paper;
Make same figure on chart paper using the above used tracing paper.
Cut out the shape along dark or bold line and fold along the light lines
Solid figure, thus obtained, is having five faces without cover.
Observe and write
Number of faces______________
Number of edges______________
Number of vertexes ______________
LEARNING ASSESSMENT -1
1. Draw a 2-Dimensional figure by cutting and flattening the edges of a match-box of
cuboids shape.
2. Draw any two 3 dimensional shapes.
3. Label 2 D and 3 D shapes for the given figures:
Activity II
COMPETENCY: Understanding basic concepts TLO – Identifies symmetrical and non symmetrical shapes .
LEARNING ASSESSMENT - 2
Here are some drawings of the model. Mark the correct top view drawing with
T and the correct side view drawing with S.
Activity III
COMPETENCY – Observation / Understanding
TLO – Identifies symmetrical and non symmetrical shapes , alphabets .
This cut-out is folded to make a cube.
Which of these are the correct deep drawings of that cube?
LEARNING ASSESSMENT - 3
How many cubes are needed to make this interesting model?
ACTIVITY SHEET
SUBJECT-MATHS CLASS-V LESSION- 10. Tenths and hundredths
Activity I
Suggested Strategies - *Individual Task
COMPETENCY-UNDERSTANDING/KNOWLEDGE
TLO – Understanding the concept of Decimal number name
Class Subject Lesson name Skill Focused TLO Suggestiv
e Activity
LAT
V Maths Tenths and hundredths
Knowledge
Understanding
Understanding the concept of Decimal number name
Group activity Individual Activity
Assessment-1
Ability to
compute
Compares the fractions
Demonstration
Problem Solving Ability
Develops understanding of decimal
Play way
. Solve it
(a) 5.8-2.7 =__________
(b) 0.38-0.12 =___________
(c) 18.6+6.4 =____________
(e)32.8÷4 = ____________
Activity 2
Suggested Strategies - *Individual Task
COMPETENCY-UNDERSTANDING/KNOWLEDGE
TLO – Develops understanding of decimal
Here is a grid of 100 squares. It has 10 columns. Colour each column in the table according
to instructions.
Read the instructions for each column given below.
1 2 3 4 5 6 7 8 9 10
Activity 2
Suggested Strategies - *Individual Task
COMPETENCY-UNDERSTANDING/KNOWLEDGE
TLO – Develops understanding of decimal
Write fraction of shaded part of the whole:
Activity 3
Suggested Strategies - *Individual Task
COMPETENCY-UNDERSTANDING/KNOWLEDGE
TLO – Develops understanding of decimal
1. The graph displayed here has 100 small squares and 10 bars of which 9 have been
coloured. Observe the coloured bars and answer the following questions.
J
I H
G
F E
D C
B A
1 2 3 4 5 6 7 8 9 10
What fraction of the graph is orange? /10 What fraction of the graph is blue? /100
How much smaller is the pink bar compared to the
brown bar?
3/
What fraction must be added to the light green bar to make it equal to the yellow bar?
5/
What fraction of the graph is white? /
What fraction of the graph is taken up by the blue and green bars?
/100 = /10
Assessment-1
ACTIVITY SHEET
Sub: Maths CLASSV Lesson –11. Area and its Boundary
Activity -1 Find out the perimeter of the following figure
Suggested Strategies Individual /group work
(competencies -Knowledge and Understanding)
Class Subject Lesson
name
Skill focused TLO SUGGESTED ACTIVITY
LAT
v Maths Area and its
Boundary
Knowledge Understanding
Understands the concept of
area and perimeter
Activity -1 Assessment -1
Ability to compute
Derives the formula for finding perimeter and area of a square and rectangle
Activity -2 Assessment -2
Problem solving ability
Solves simple problems
related to area and perimeter
Activity -3
Assessment -3
TLO - Understands the concept of perimeter
Activity -2 choose the correct answer
Suggested Strategies Individual /group work
(competencies -Ability to Compute)
a) The perimeter of a square whose sides are 10.5cm will be
b) The area of a square of side 12 cm will be
c) A rectangular plot is 20cm by 15 cm its area will be
d) The perimeter of a square whose sides are 10.5cm will be
e) The perimeter of a square whose sides are 10.5cm will be
f) The area of a square of side 12 cm will be
36.6cm 33.6 25.6
TLO - Understands the concept of area and perimeterof rectangle and square
32 sq cm 156 sq cm 144 sq cm
300 sq cm 340 sq cm 240 sq cm
36.6cm 33.6 25.6
36.6cm 33.6 25.6
32 sq cm 156 sq cm 144 sq cm
Activity -3
Suggested Strategies Individual /group work
(competencies -Problem Solving ability )
i )Find the area of the floor of a room to carpet whose length is 12m and breadth is 9m
.
ii) What will be the cost of the carpet if sq. m costs Rs50?
iii) Find the cost of fencing a Rectangular park of 120m length and 80m breadth at the rate of Rs.2 per metre .
TLO - Understands the concept of area and perimeterof rectangle and square
Learning Assessment -1
Learning Assessment -2
Measure the perimeter of these figures by counting the lines along the
boundary. (Each square is 1 cm in length
Learning Assessment -3 Objective Question
1. Area of a square = ____________ x ______________.
2.Area is expressed in ______________ units.
3.Area of rectangle = ______________ x breadth.
4.All sides of a square are ______________ in length.
5.The area of a square of side 1 cm is ______________.
6.The perimeter of a square of side 1 cm is ________________.
7. Area is expressed in ______________ units.
8. The distance around a closed figure is called its ______________. 9. The formula used to find the perimeter of rectangle is ______________.
10. sq. m and sq. cm are units of measuring ___________________.
Find area of this figure_______________sq cm and draw one more figure
whose area is 4 sq cm
Complete this table
ACTIVITY SHEET
SUBJECT : - MATHS CLASS : - V TOPIC - 12 SMART CHARTS
Activity 1:
Suggested Strategies - *Individual Task / Group Task
Tally marks – Yamini did a project animals and birds : She asked each child of her class
about one favourite pet animal .
She used Tally marks to record each answer. For example if someone said ‘ cat ‘ she put one
line | in front of ‘cats ‘. When someone said ‘cat’ again ,she added a line . So ∟ means two
cats and means 5 cats . In all 24 children said ‘ cat ‘ was their favourite animal. Help
Yamini complete the table .
CLASS
SUBJECT LESSON NAME SKILL FOCUSSED
TLO
SUGGESTED ACTIVITY /
STRATEGIES
LAT
V
Maths
SMART
CHARTS
Knowledge
Collects and records
data
Activity – 1
*Individual Task
*Group Task
Assessment -1
Understanding
Understand the graphical representation of data ( Bar graph , Pie graph )
Activity – 2
*Individual Task *Demonstration method
Assessment -2
Problem
solving ability
Compares the data and
Solves simple problems using chart / data .
*Individual
Task *Group Task
TLO : Collects and records data
Animals Tally Marks Number
Cats 24
Dogs ∟ 32
Rabbbits 10
Cows ∟ 22
Parrots | 7
Goats 20
Squirrel 15
Look at the tally marks and find out how many children in all did Yamini talk to ? Which is
the most favourite pet animal in this table ?
Similarly students can make their own tally marK
Activity 2
Bar Graph : Bar graph or bar diagram is another way of representing data. This method is
easy and less time consuming as compared to pictograph. Here we use bars of equal width
and spacing to represent the data. These bars be represented horizontally or vertically on
the graph.
Representation of data by using bars or rectangles is called bars graph .
INTERPRETATION OF BAR GRAPH Let us read the bar graph given below
showing the number of students playing different types of games.
0
20
40
60
80
100
120
football cricket chess basketball
TLO -Understand the graphical representation of data : Bar graph
Students playing different types of games
In this graph , vertical bars represent the number of students playing a
particular games.
Now let us answer the questions given below :
What are the different types of games playing by students ?
How many students playing chess ?
Which game is playing by maximum number of students ? Also gives its
number.
Learning Assessment - 1
Q 1: Look at the pictograph showing the strength of students in a primary
school . Complete the table and answer the questions that follow :
Class Tally marks
Number of students
I 45
II 36
III 40
IV 35
V 40
Total
(a) Which class has the maximum number of students ?
__________________.
(b) Which class has the minimum number of students ?
__________________ .
(c) Which two class have the same number of students ?
_________________.
(d) The total number of students of class I and II is ____________ than the
total number of students of class IV and V .
(e) The total number of students is ____________.
Learning Assessment - 2
Q 2 : Read the bar graph which is showing the number of students present in a
school from Monday to Saturday.
Now let us answer the questions given below :
(a) Mention the day when maximum students were present in the
school . ___________.
(b) Mention the day when minimum students were present in the
school . ___________.
(c) Name the days in which number of students were the same .
Ans
=_______________________________________________________________
(d) Find the difference number of students between Monday and
Tuesday .__________.
(e) Find the total number of students present in a school from a week
.______________.
0
200
400
600
800
1000
Monday Tuesday Wednesday Thursday Friday Saturday
ACTIVITY SHEET
SUBJECT-MATHS CLASS-V LESSION-13. WAY TO MULTIPLY
AND DIVIDE
Sample Activity – 1 TLO: To understand the lowest common multiple
(Competencies – knowledge and understanding)The lowest common multiple (L.C.M) of
two or name numbers is the smallest numbers which is the smallest number which is a
multiple of the number Calculating L.C.M of 264 and 624 by prime factorization method.
Step-1- Prime Factorization of 204
X
X
X
X
Class Subject Lesson name Skill Focused TLO Suggestive Activity
L AT
V Maths Be My Multiple
And I’ll Be Your Factor
Knowledge
Understanding
Solves
problems related to
multiplication and division
Individual
Task
Demonstra
tion
Method
Assessment-1
Ability to
compute
Can multiply 2 or 3 digit numbers
Play Way
Problem Solving Ability
Understands that division is repeated
subtraction
Pair task
264
132
66
33
3 11
2
2
2
Activity – 2
Complete the multiplication chart
(TLO Understanding the concept of multiplication table)
Suggested Strategies - *Individual Task / Group Task
Activity – 2
Complete the multiplication chart
(TLO Understanding the concept of multiplication table)
Suggested Strategies - *Individual Task / Group Task
Calculate the total cost of the items in each row then work out how much change you would get
Rs 20
Rs 15
Rs 10
Rs8
Rs10
Rs 9
Rs40
total
2 1 1
1 2 5 1 2
1 4 4 2 3 1
2 2 1 2 1 1 1
2 1 2 2
1 1 1 1 1
Learning Assessment
1. Complete the bill and write the total money spent
Ite
m
Cost per item
Quantity
Total Cost
Water Bottles RS.50.00 4waterbottles
Pencil Boxes Rs.20,00 3pencilboxes
Socks Rs.35.00 2pairs of socks
Shirts Rs.75.00 3shirts
Poster colours Rs.40.00 4postercolours
Write total money in words
Total
2. Fill in the blanks
(a) 12 × 7 = ______ × 4
(b) ______ × 7 = 147
(c) 78 ÷ ________ = 13
3. What is the missing operation? × , + , - , ÷
(a) 440 10 =44
(b) 315 20 = 6300
ACTIVITY SHEET
SUBJECT-MATHS CLASS-V 14. LESSON- HOW BIG? HOW
HEAVY?
ACTIVITY -1
COMPETENCY – Understanding
Class Subject Lesson name Skill Focused TLO Suggestive
Activity L AT
V Mathematics HOW BIG? HOW HEAVY?
Understanding Basic Concepts
Differentiates between length,
breadth and height and
develops spatial understanding
Activity-1 Assessment 1
Ability in Computation
Understands the
concept of volume. Computes volume of
cube and cuboid.
Activity 2 Assessment 2
S.No. Doors Length Breadth Height
TLO: Differentiates between length, breadth and height an develops spatial understanding
SUGGESTED STRATEGIES : Playway method
Measure doors in your house and school and find its length, breadth and height.
ACTIVITY -2
COMPETENCY – Ability to compute
TLO: Understands the concept of volume
Suggested Strategies : Demonstration method
Calculate the volume of the given objects below.{The measurements are all in
centimeters(cm)}
3cm 1
cm
1 cm 6 cm 1 cm
3cm 5 cm
4 cm
1 cm
Vol-…….…cm cubes Vol-…….…cm cubes Vol-…….…cm cubes
LEARNING ASSESSMENT -1
1. Fill in the blanks:
(i) Volume of a cube = …………………. x……………………….. x……………………….
(ii) Volume of a cuboid = …………………. x ………………………. x……………………….
LEARNING ASSESSMENT -2
1. A storage container is 60cm long, 25cm wide and 15 cm deep. What is its
volume in cubic cms?
2. Seema has a rectangular pool in her garden which is4m by 2m. She has
cleaned it out and wants to refill it with water to a depth of25cm.
how many litres of water does she need?
Volume=_________________________cm cubes
Volume=_________________________cm cubes