LESSON UNIT 4: DECIMALS AND PERCENTAGES

22 COMPARING AND ORDERING

DECIMALS


STUDENT LEARNING OUTCOMES

 Compare numbers up to 3-digits with two decimal places using signs <,> or =.
Arrange numbers up to 3-digit numbers with two decimal places in ascending
and descending order.

INFORMATION FOR TEACHERS

Teachers should be able:

1. To know the place value for decimal numbers with two decimal places.
2. To order decimal numbers based on place values.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils, Flashcards


INTRODUCTION

1. Explain to the students that the best way to remember the “greater than” and “less
than” symbols is to imagine them as little alligators (or crocodiles).
2. The alligator always wants to eat the larger number, so whatever number the
mouth is open toward should be the larger number.

The alligator’s mouth is open toward the 4 (4 > 3), as 4 is a bigger number
than 3. 4 > 3 translates to “4 is greater than 3.”

3. Tell students that the symbol also works the other way around. If you see 5 < 8,
imagine the < sign as a little alligator mouth facing the greater number.
4. Write the following numbers on the writing board:

GRADE 1
5
 15 23
5. Ask the students to compare these. Which one is smaller?
6. Ask students how do you represent the order with a symbol?
7. Call a student to come to the writing board and represent the smaller and bigger
number with a symbol. Tell the student to use the symbol ”<”. Correct Answer: 15 < 23.
8. Write the following decimal numbers on the board
3.52 3.42 3.54
9. Ask how you will compare the numbers above.
10. Take their initial responses and then tell the students that today we will learn
how to compare decimal numbers.

DEVELOPMENT


Activity 1:

1. Write the decimal numbers 5.38 and 5.07 on the board.

2. Ask students how you will compare the numbers. Take their initial responses
3. Tell students that they should write the numbers in a place value table as follows:
Ones . Tenths Hundredths
5 . 3 8
5 . 0 7
4. Ask students to look at the table carefully. Ask the students which number is
bigger/greater and why. Give students a few minutes to discuss their answers in
pairs.
5. Explain to the students that to determine which number is bigger, we start the
comparison with the digit with the greatest place value i.e. the Ones digit. If both the
digits are the same (which they are), we move to the digit with the second largest
place value i.e. the tenths digit, and so on until one number is larger/smaller than the
other.
6. Help students notice that the numbers at ones place are the same i.e. 5 but the
number 3 at the tenths place is greater than 0.
7. Therefore, 5.38 is greater than 5.07.
8. Now ask a student to come to the board and draw the symbol between the two
numbers: 5.38 > 5.07.
Activity 2:

1. Divide students into groups of six.

2. Distribute 6 different flashcards to each group.
3. Write different decimal numbers (3-digit numbers with two decimal places) on
each flashcard.
4. Tell students in a group that they should compare all 6 cards, one by one, in their group
i.e. compare them as smaller or larger.
5. Call the students of one group to come to the front of the class, along with their
flashcards, and stand from the smallest number to the largest number i.e. in
ascending order.
6. The 1st student will say his number out loud and will say “I am the smallest number”.
7. Then the 2nd student will come and say that I am bigger than 1 and state the
reason and so on until all 6 students have spoken within a group.
8. Remind students that this arrangement from smaller to larger is called ascending order.
9. Now call another group and tell them to stand from largest to smallest.

2 GRADE
5
10. Remind students that this type of arrangement of numbers from largest to
smallest is called descending order.


CONCLUSION / SUM UP

1. Ask students how do we compare decimal numbers.

2. Ask them what is the difference between ascending and descending order.
3. Students should emphasize that in order to determine which decimal number is greater
or smaller we first look at the digits with the greatest place value i.e. the ones digit. If
both the digits are the same, we move to the digit with the second largest place value
i.e. the tenths digit, and so on until one number is larger/smaller than the other.
4. Students should also highlight that ascending order means arranging numbers
from smallest to largest and descending order means arranging numbers from
largest to smallest.


ASSESSMENT

Ask the students to copy and complete the following in their notebooks.
Fill in the boxes with < or >

5.31 5.03
4.21 5.21
6.32 6.41


HOMEWORK / FOLLOW UP

Assign the relevant questions from exercise 1 on page 60.

GRADE 3
5
 LESSON UNIT 4: DECIMALS AND PERCENTAGES

23 ADDITION AND SUBTRACTION

OF DECIMALS
STUDENT LEARNING OUTCOMES

 Add and subtract 4-digit numbers up to 3 decimal places.

INFORMATION FOR TEACHERS

Teachers should be able to: 

Boa
1. Align the ones digit with the ones digit, the tenths with the tenths, and so on in
the addition and subtraction of decimal numbers. rd, Marker,
2. Carry when doing the addition of numbers and borrow when doing subtraction. Notebooks,
Textbooks,
3. Identify the accurate place value of each digit in a decimal number.
Pencils
4. Understand that if the number of digits after the decimal point is not equal, they
should put the required number of zeros as a placeholder in the decimals to be
added or subtracted.


INTRODUCTION 6


1.
MATERIALS / RESOURCES REQUIRED
3
Write the given question on board 5
2. Ask the student to solve these question 3 5 2 1 - 3 1 0 2
3. Call one student to come and solve it on board + 6 0 2 5
4. Ask the procedure from the students i.e
 Place the numbers in place value table
 Add ones with ones tens with tens and so
on
 Tell the students that with the same technique we will add the decimal number
DEVELOPMENT


Activity 1:

1. Write the following question on the board:

5.323  4.501
2. Draw the given place value table
Ones . Tenths Hundredths Thousands
.
.

4 GRADE
5
3. Ask one of the students to write 5.323 with correct placement in the place value chart.
4. Ask another student to write 4.501 below the first number.
5. The table should look like the one shown below:
One . Tenth Hundredth Thousandt
s s s hs
5 . 3 2 3
4 . 5 0 1
6. Tell the students that we will start adding from the right side and will
add: 1st: thousandth with thousandths
2nd: hundredths with hundredths
3rd: tenths with tenths
Ensure decimal is in the correct
position. 4th: ones with ones.
7. Call another student to come and add the digits.
8. Ensure that most of the students are engaged in the activity.
Ones Decimal Point Tenths Hundredths Thousandths

5 . 3 2 3
+ 4 . 5 0 1
9 . 8 2 4
Therefore, 5.323 + 4.501 = 9.824

Activity 2:

1. Write the following question on the board:

4.954 – 1.76
2. Draw the place value table on the board:
One . Tenths Hundredths Thousandths
s
.
.
3. Ask one of the students to write 4.954 with correct placement in the place value chart.
4. Ask another student to write 1.76 below the first number.
5. The teacher should ask other students what to do about the empty box under the
thousandths place?
6. Take student responses
7. The teacher should emphasize to the students that if the number of digits after the
decimal point is not equal, we put the required number of zeros as a placeholder in the
decimals to be added or subtracted. Therefore, 1.76 becomes 1.760.
8. The table should look like the one shown below:
One . Tenth Hundredth Thousand
s s s s
4 . 9 5 4
1 . 7 6 0
9. Emphasize the importance of placing the larger number on top and the smaller
number at the bottom when subtracting.
10. Tell the students that we will start subtraction from the right side and will subtract:
 1st: thousandth with thousandths
 2nd: hundredths with hundredths
 3rd: tenths with tenths
 Ensure decimal is in the correct position

GRADE 5
5
  4th: ones with ones.
11. Call another student to come and subtract the digits.
12. Ensure that most of the students are engaged in the activity.
Ones . Tenths Hundredths Thousandths

8 1
4 . 9 5 4
- 1 . 7 6 0
3 . 1 9 4
Therefore, 4.954 - 1.760 = 3.194

CONCLUSION / SUM UP


1. Ask students to recap the steps involved in the addition and subtraction of
decimal numbers.
2. Students should highlight that we should align the ones digit with the ones digit, the
tenths with the tenths, and so on. It is important to note when to carry when doing the
addition of numbers and borrow when doing subtraction.
3. Students should also mention the importance of accurately identifying the place
value of each digit in a decimal number.
4. Lastly, students should recall that if the number of digits after the decimal point is not
equal, we put the required number of zeros as a placeholder in the decimals to be
added or subtracted.
ASSESSMENT Date: September 18 +19, 2023


Ask the students to copy and complete the following questions in their
notebooks: i) 8.042 + 1.561 = _
ii) 7.521 - 6.611 =
iii) 9.152 - 8.512 =
Assist students where necessary.
HOMEWORK / FOLLOW UP


Assign the relevant questions from exercise 2 on page 63.

Solve real-life problems including Addition and subtraction


 Teacher should tell the students about key words:
Addition
 Total
Subtraction
Left
 Both How much
 Altogether Take away
 Increase Decrease

Assessment Date: September 20 + 21,2023


Q No. 3 Rohan spent Rs. 65.33 on Monday and Rs 97.29 on Tuesday. What amount of
money did he
Spend in these two days?
Solution: Money spent on Monday = Rs 65.33

7 GRADE
5
fi
 Money spent on Tuesday = Rs 97.29
Total amount = Rs 65.33 + Rs 97.29 = Rs 162.62
Q No. 4: Muaaz covered a distance of 76.36km in a car and 55.45km in a train to meet his
grandmother. How much more distance did he cover in the car?
Solution: As 76.36 > 55.45 so , Muaaz travel more in car
Distance covered in car = 76.36 km
Distance covered in train = 55.45 km
Difference = 76.36 – 55.45 = 20.91 km
So, Muaaz travelled 20.91km more distance in car.
Q No. 5: Saad run 5.13km on first day and 2.33km on the second day. Find the total
distance he
covered in both days.
Solution: Running on first day = 5.13km
Running on second day = 2.33km
Total running = 5.13km – 2.33km = 7.46km
So, saad covered a distance of 7.46km in both days


Assessment September 25, 2023
Q No. 6: A tailor had 15.25m of cloth. He used 11.55m of cloth in stitching two dresses.
How much
Cloth is left with him?
Solution: Length of cloth = 15.25m
Cloth used in stitching dresses = 11.55m
Cloth left = 15.25 m – 11.55m = 3.70m
So, the tailor is left with 3.70m cloth
Q No. 7: Nida needs 50.55g of sugar for a cake and 28.5g of sugar for a few cupcakes.
a) How much sugar does she need altogether?
b) Which items required more sugar and how much more?
Solution: a)Sugar required for cake = 50.55g
Sugar required for cupcakes = 28.5g
Total quantity = 50.55g + 28.5g =79.05g
So, Nida needs 79.05g sugar
b) As 50.55 > 28.5 so, Nida required more sugar for cake
Sugar required for cake = 50.55g
Sugar required for cupcakes = 28.5g
Difference = 50.55g – 28.5g = 22.05g
So, nida required 22.05g more sugar for cake.

GRADE 7
5
3
 LESSON UNIT 4: DECIMALS AND PERCENTAGES

24 MULTIPLICATION OF
DECIMALS


STUDENT LEARNING OUTCOMES

 Multiply a-3 digit number up to 2 decimal places by 10, 100, and 1000
 Divide 3-digit numbers up to 2-decimal places by 10, 100 and 1000

INFORMATION FOR TEACHERS

Teachers should know:

1. That to multiply any decimal number by 10, the decimal point moves 1 place to the
right; with 100 it moves 2 places to the right and with 1000 it moves 3 places to the
right.
2. That to divide any decimal number by 10, the decimal point moves 1 place to the
left; with 100 it moves 2 places to the left and with 1000 it moves 3 places to the
left.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Penc ils, Flashcards


INTRODUCTION

1. The teacher will write the number 15 on the writing board and ask one of the students
to come forward and multiply 15 and 10. (Expected Answer: 150)
2. Ask another student to multiply 15 x 100. (Expected Answer 1500)
3. Ask another student to multiply 15 x 1000 (Expected Answer 15000)
4. Tell the students that they observed that in multiplying 15 by 10, 100, and 1000 we just
place zeros at the right side of 15 according to the number of zeros in the multiplier.
5. Now write 1.75 x 10 on the writing board
6. Ask students if we will place zeros here as well after multiplication?
7. Give students a few minutes to think and discuss in pairs.
8. Write the number 7.95 on the board.
9. Tell the students that in a decimal number, the position of the decimal point is quite
important. If the decimal point moves towards the left, the number becomes smaller
as 0.795 is smaller than 7.95
10. If the decimal moves towards the right the number becomes larger as 79.5 is larger
than 7.95
11. Tell students to recall:

When we multiply a decimal number by 10 the position of decimal point moves 1
place value to the right i.e. it becomes larger. When we divide by 10 it moves 1 place
value to the left i.e. it becomes smaller.

When we multiply a decimal number by 100 the position of the decimal point shifts
2 place values to the right. When we divide by 100 it moves 2 place values to the

7 GRADE
5
fi
left.

GRADE 7
5
3
 
When we multiply a decimal number by 1000 the position of decimal point shifts
3 place values to the right. When we divide by 1000 it moves 3 place values to
the left.
12. Tell students that today we will learn multiplication and division of 2-digit numbers up
to 2-decimal places by 10, 100, and 1000.

DEVELOPMENT


Activity 1:

1. Write the following questions on the writing

board i) 2.15 x 10
ii) 2.15 x 100
iii) 2.15 x 1000
2. Ask one of the students to come forward and count the number of zeros in the multiplier
of part I (Answer: 1)
3. Ask the student to move the decimal point to the right according to the number of zeros
in the multiplier to get the correct answer. (Answer: 21.5)
i.e. 2.15 x 10 = 21. 5.
4. Ensure the involvement of all the students. Repeat the same process for the other
two parts of the question given above.

Activity 2:

1. Write the following questions on the writing

board: i) 6.25 ÷ 10
ii) 6.25 ÷ 100
iii) 6.25 ÷ 1000
2. Ask one of the students to come forward and count the number of zeros in the divisor
of part I (Ans: 1)
3. Ask the student to move the decimal point to the left according to the number of zeros
in the divisor to get the correct answer. (Ans: 0.625)
4. i.e. 6.25 ÷ 10 = 0.625
5. Ensure the involvement of all the students. Repeat the same process for the other two
parts of the question given above.
CONCLUSION / SUM UP


1. The teacher should ask students to summarize the rule of multiplying and dividing a
decimal number by 10, 100, or 1000 i.e. when we multiply a decimal number by 10 the
position of decimal point moves 1 place value to the right i.e. it becomes larger. When
we divide by 10 it moves 1 place value to the left i.e. it becomes smaller.
2. When we multiply a decimal number by 100 the position of the decimal point shifts 2
place values to the right. When we divide by 100 it moves 2 place values to the left.
3. When we multiply a decimal number by 1000 the position of decimal point shifts 3
place values to the right. When we divide by 1000 it moves 3 place values to the left.
ASSESSMENT


To assess the students write the following on the board and ask the students to match
the entry in column A with the correct entry in column B.

74 GRADE
5
 Column Column
A B
315 x 10 0.315
31.5 ÷ 10 3150
0.315 x 1000 3.15
31.5 ÷ 100 315
HOMEWORK / FOLLOW UP

Assign question 1 from exercise 3 on page 69 and question 1 from exercise 4 on page 73.

GRADE 75
5
 LESSON UNIT 4: DECIMALS AND PERCENTAGES

25 WHOLE NUMBERS


STUDENT LEARNING OUTCOMES

 Multiply a 3-digit number up to 2 decimal places by a whole number up to 2-digits

 Multiply a 3-digit number up to 2 decimal places by a 3- digit number up to 2
decimal places.

INFORMATION FOR TEACHERS

Teachers should know that:

1. The multiplication of a 3-digit number with 2-decimal places with a 2-digit whole
number is quite similar to the multiplication of a 3-digit whole number with a 2-
digit whole number.
2. Similarly, the multiplication of a 3-digit number with 2-decimal places with another
3- digit number with 2 decimal places is quite similar to the multiplication of a 3-digit
whole number with another 3-digit whole number.
3. To multiply any decimal number by another number, the multiplication should
start with the smallest place value.
4. The number of decimal places in the product of two decimal numbers is equal to
the sum of the digits after the decimal point in both the numbers, multiplicand, and
multipliers.

 DURATION / NO OF PERIODS: 35 + 35 MINUTES / 2 PERIODS

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils


INTRODUCTION

1. Write the following question on the board

1. 25 × 12
2. Ask students to answer the question in
pairs.
3. After a few minutes, take students’ responses and record them on the board.
4. Tell the students that the steps in the multiplication of a 3-digit number with 2 decimal
places with a 2-digit whole number are quite similar to the steps in the multiplication
of a 3-digit whole number with a 2-digit whole number.
5. Show students the multiplication of 125 x 12. Write the following on the board.
1
1 2 5
× 1 2
1
2 5 0
1 2 5 0
1 5 0 0

76 GRADE
5
6. Now show the students what happens when there is a decimal number.
7. Guide students to fill in the following grid/table with the correct numbers in the
correct places. See below:

Tens Ones . Tenths Hundredths

1
1 . 2 5
× 1 2
1
2 5 0

1 2 5 0
1 5 . 0 0

8. Ask students to make observations about the decimal point.

9. After taking their responses, tell students that the number of decimal places in the
product of two decimal numbers is equal to the sum of the digits after the decimal
point in both the numbers, multiplicand, and multipliers. In the example above, the
number of decimal places in the multiplicand is 2 and the number of decimal places
in the multiplier is 0, therefore the number of decimal places in the product/answer is 2.
10. Tell students to count the number of digits in the decimal part i.e. 2. Therefore, place
the decimal point after 2 digits from the right as shown above.
11. By multiplication, we get 15.00
12. Tell students that in today’s lesson we will be multiplying a 3-digit number with 2
decimal places by a 2-digit whole number.

DEVELOPMENT


Activity 1

1. Ask the students to work in groups of 6 to complete the following questions in

their notebooks. Use a grid/table like the one shown above.
2. Walk across the classroom and help the groups where
necessary. i. 3.35 × 27
ii. 3.22 × 31
iii. 7.38 × 25
iv. 9.25 × 44
v. 5.24 × 96
vi. 9.99 × 99
3. Ask a few students to solve any three questions on the board.
4. Guide students to arrive at the correct answers.


CONCLUSION / SUM UP

1. Ask students to sum up the steps in the multiplication of a 3-digit number with 2 decimal
places with a 2-digit whole number. Students should mention that to multiply any
decimal number with a 2-digit whole number, the multiplication should start with the
smallest place value i.e., the hundredths digit.
2. Prompt students to mention that the multiplication of a 3-digit number with 2
decimal places with a 2-digit number is quite similar to the multiplication of a 3-digit
whole number with a 2-digit whole number.
3. Students should mention that carrying should be done wherever needed.

GRADE 77
5
 LESSON UNIT 4: DECIMALS AND PERCENTAGES

26 MULTIPLICATION OF
DECIMALS
INTRODUCTION

1. Write the following question on the board
5.256.98
2. Ask students to attempt the question in pairs.
3. After a few minutes, record student responses on the board.
4. Tell the students that the steps in the multiplication of a 3-digit number with 2 decimal
places with another 3-digit number with 2 decimal places are quite similar to the steps
in the multiplication of a 3-digit whole number with another 3-digit whole number.
5. Show students the multiplication of 536 x 698. Write the following on the board.
1 3
2 4
2 4

5 2 5
× 6 9 8

1
4 2 0 0
4 7 2 5 0

3 1 5 0 0 0
3 6 6 4 5 0

6. Now show the students what happens when 2 decimal numbers are multiplied together.
7. Guide students to fill in the following grid/table with the correct numbers in the
correct places. See below:
Thousands Hundreds Tens Ones . Tenths Hundredths
1 3
2 4
2 4
5 . 2 5
× 6 . 9 8
1
4 2 0 0

4 7 2 5 0
3 1 5 0 0 0
3 6. 6 4 5 0

8. Ask students to make observations about the decimal point.

9. After taking their responses tell students that the number of decimal places in the
product of two decimal numbers is equal to the sum of the digits after the decimal
point in both the numbers, multiplicand, and multipliers. In the example above, the
number of decimal places in the multiplicand is 2 and the number of decimal places in
the multiplier is also 2, therefore the number of decimal places in the product/answer
is 4.

78 GRADE
5
10. Tell students to count the number of digits in the decimal part which is 2 for the
multiplicand and 2 for the multiplier. Therefore, place the decimal point after 4 digits
from the right as shown above.
11. By multiplication, we get 36.6450
12. Tell students that in today’s lesson we will be multiplying a 3-digit number with another
3- digit number, both with 2 decimal places.

DEVELOPMENT

Activity 2

1. Ask the students to work in groups of 6.

2. Copy and complete the following questions in their notebooks. Use a grid/table like
the one shown above.
3. Walk across the classroom and help the groups where
necessary. i. 4.25 × 4.7
ii. 4.12 × 3.1
iii. 8.46 × 5.2
iv. 7.27 × 36.4
v. 6.15 × 7.21
vi. 8.89 × 9.99
4. Ask a few students to solve any three questions on the board.
5. Guide students to arrive at the correct answers.


CONCLUSION / SUM UP

1. Ask students to sum up the steps in the multiplication of a 3-digit number with 2
decimal places with another 3-digit number with 2 decimal places. Students should
mention that to multiply any decimal number with another decimal number, the
multiplication should start with the smallest place value i.e., the hundredths digit with
the hundredths digit.
2. Prompt students to mention that the multiplication of a 3-digit number with 2
decimal places with another 3-digit number with 2 decimal places is quite similar to
the multiplication of two 3-digit whole numbers.
3. Students should highlight that the number of decimal places in the product of two
decimal numbers is equal to the sum of the digits after the decimal point in both
the numbers i.e., multiplicand and multipliers.
4. Students should mention that carrying should be done wherever needed.


ASSESSMENT

 Ask students to copy and complete the following questions in their notebooks.
Tick the Choice
correct
1.53 x 15 = 229.5 True I False

6.35 x 1.53 = 9.7155 True I False

3.9 x 12 = 46.8 True I False

69.3 x 13 = 900.9 True I False


HOMEWORK / FOLLOW UP

 Assign the relevant questions from the textbook in exercise 3 on page 69.

GRADE 79
5
 Month

80 GRADE 5
GRADE 81
5
 LESSON UNIT 4: DECIMALS AND PERCENTAGES

27 DIVISION OF DECIMALS


STUDENT LEARNING OUTCOMES

 Divide a 3-digit number up to 2 decimal places by a whole number up to 2-digits.

 Divide a 3-digit number up to 2 decimal places by a 2 digit number up to 1 decimal place.

INFORMATION FOR TEACHERS

Teachers should know that:

1. To divide any decimal number by a 2-digit number the division should start with
the largest place value i.e. the digit to the most left.
2. The division of a 3-digit number up to 2 decimal places with a 2-digit whole number
is quite similar to the division of a 3-digit whole number with a 2-digit whole number.
3. The division of a 3-digit number up to 2 decimal places with a 2-digit number up to
1 decimal place is quite similar to the division of a 3-digit whole number with a 2-
digit whole number.

 DURATION / NO OF PERIODS: 35 + 35 MINUTES / 2 PERIODS

 MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Flashcards, Chart


INTRODUCTION

1. 92 ÷ 12
1. Write the following question on the board:

2. Tell students that the division of 1.92 by 12 is quite similar to dividing 192 by 12. However,
we must be careful of the decimal point.
3. Ask students to work in pairs and attempt the question. Give them a few minutes.
Record student responses.
4. Use the following grid/table and show students the solution. See below:

0 . 1 6
1 2 1 . 9 2
- 1 2
0 7 2
- 7 2
0 0

5. Show students that 1.92 divided by 12 is 0.16

6. Direct student attention to the specific placement of the decimal point in the quotient
i.e. aligned with the decimal point in the dividend.
7. Ask students to note down the example in their notebooks.

8 GRADE
5
fi
 
DEVELOPMENT

Activity 1

1. Ask the students to work in pairs to copy and answer the following questions in
their notebooks:
vii. 8.4 ÷ 7
viii. 6.9 ÷ 3
ix. 3.9 ÷ 13
x. 3.12÷ 12
xi. 6.24 ÷ 48
xii. 9.90 ÷ 11
2. Ask a student to volunteer to solve the first question on the board. Guide the student
at each step and help them answer correctly.
3. Walk around the classroom and help where needed.
CONCLUSION / SUM UP


1. Ask students to list the key steps in dividing a 3-digit number up to 2 decimal places
by a 2 digit whole number.
2. Students should highlight that the division of a 3-digit number up to 2 decimal places by
a 2 digit whole number is quite similar to the division of a 3-digit whole number by a 2-
digit whole number.
3. Students should mention the importance of the specific placement of the decimal point
in the quotient i.e., aligned with the decimal point in the divisor.

GRADE 83
5
 LESSON UNIT 4: DECIMALS AND PERCENTAGES

28 DIVISION OF DECIMALS


INTRODUCTION

8. 91 ÷ 3.3
1. Write the following question on the board:

2. Tell students that the division of 8.91 by 3.3 is quite similar to dividing 891 by 33.
However, we must be careful of the treatment of the decimal point.
3. Tell students that in this question, we must remove the decimal from the divisor (3.3) to
make it a whole number. Therefore, for 3.3, the decimal point moves one place to the
right making it 33 which is a whole number.
4. If the decimal point is moved one place to the right for the divisor, then it must also

5. Ask students to work in pairs and attempt the question 89.1 ÷ 33

be moved one place to the right for the dividend making it 89.1, rather than 8.91.

6. Give them a few minutes. Record student responses.

7. Use the following grid/table and show students the solution. See below:
0 2 . 7
3 3 8 9 . 1
- 6 6
2 3 1
- 2 3 1
0 0 0
8. Show students that 8.91 divided by 3.3 or 89.1 divided by 33 is 2.7
9. Direct student attention to the specific placement of the decimal point in the quotient
i.e. aligned with the decimal point in the dividend.
10. Ask students to note down the example in their notebooks.
DEVELOPMENT

Activity 2

1. Ask the students to work in pairs.

2. Copy the following questions in their
notebooks: i. 4.8 ÷ 1.2
ii. 7.8 ÷ 2.6
iii. 4.35 ÷ 1.5
iv. 6.66 ÷ 1.8
v. 6.25 ÷ 0.5
vi. 27.3 ÷ 3.9
3. Ask a student to volunteer to solve the first question on the board. Guide the student
at each step and help them answer correctly.
4. Walk around the classroom and help where needed.

84 GRADE
5
 
CONCLUSION / SUM UP

1. Ask students to list the key steps in dividing a 3-digit number up to 2 decimal places
by a 2 digit number up to one decimal place.
2. Students should highlight that the division of a 3-digit number up to 2 decimal places by
a 2 digit number up to one decimal place is quite similar to the division of a 3-digit whole
number by a 2-digit whole number.
3. Students should specifically mention how the decimal must be removed from the
divisor, making it a whole number. The decimal point should then also be moved
accordingly for the dividend.
4. After moving the decimal in the dividend, students should also mention the importance
of the specific placement of the decimal point in the quotient i.e. aligned with the
decimal point in the dividend.


ASSESSMENT

1. Ask students to voluntarily solve the following questions on the board:

i. Solve 13.3 ÷ 1.9
ii. Solve 7.5 ÷ 1.5
iii. Solve 16.9 ÷ 1.3
2. Share the correct answers with the students after they have attempted all parts.


HOMEWORK / FOLLOW UP

 Assign the relevant questions from the textbook in exercise 4 on page 73.

GRADE 85
5
 LESSON UNIT 4: DECIMALS AND PERCENTAGES

29 DIVISION OF DECIMALS


STUDENT LEARNING OUTCOMES

 Convert fraction to decimal using division.

INFORMATION FOR TEACHERS

Teachers should:
1. Understand that a whole number can be written as a decimal by putting zero
to the right of the decimal i.e. 5 can be written as 5.0.
2. Be able to do long division.
3. Know the terms divisor, dividend, quotient, and remainder, and use them while
doing division problems.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils


INTRODUCTION

1. Ask students if every fraction can be converted into a decimal number?

Let students discuss the question in small groups. Ask students to use 3 as an example.
5
2.
3. After students have discussed, record their responses on the board.
4. If students say that we should convert the denominator into 10 and find an equivalent
fraction, encourage the answer but ask them for an alternative approach to find
decimals as well.
5. Remind students that if the denominator of the fraction is converted to 10 then it is easy to
convert the fraction into a decimal, e.g. 3 becomes 6 which can be written as 0.6.
5 10
6. Write the following on the board. Show students the steps in the division:

86 GRADE
5
 0 6
5 3 0
- 0
3 0
- 3 0
0 0
7. Ask students what do they notice about the decimal point? Where was it added?
Why was it added?
8. Let students discuss the questions in small groups. After discussion, tell students
that a whole number can be written as a decimal by putting zero to the right of
the decimal. Therefore, example 3 can be written as 3.0.
9. Direct students' attention to the placement of the decimal point in the quotient i.e.
aligned with the dividend.

11. Therefore 3 = 0.6 through division.

10. Direct student to the remainder, i.e. it must be zero.
5
12. Tell students that we can convert any fraction to a decimal number by using long division.
DEVELOPMENT


Activity 1:

1. Ask the students to work in pairs and write the following fractions as decimals by
using division.
7
i.
5
1
ii.
4
19
iii.
2
5
72
iv.
4
5
1
v.

8
2. Ask students to share their answers.
3. Guide the students to arrive at the correct answers.


CONCLUSION / SUM UP

1. Ask the students how they can represent a fraction as a decimal number.
2. Students should say that a fraction can be converted to a decimal number
through division. They should highlight that a whole number can be written as a
decimal by putting zero to the right of the decimal.
3. Furthermore, guide the discussion so that students also touch upon the importance of
the placement of the decimal point in the quotient i.e. it should be aligned with the
dividend and they should continue to divide until the remainder is 0.


ASSESSMENT

GRADE 87
5
 1. Write the following questions on the board. Ask the students to solve them in
their notebooks.
2. Convert the fraction into decimals:
17 3
1) 2 2)
8
7
3) 55
40 4) 16
3. Walk across the classroom and help students where needed.
HOMEWORK / FOLLOW UP

Assign the relevant questions from the textbook in exercise 5 on page 75.

88 GRADE
5
 LESSON UNIT 4: DECIMALS AND PERCENTAGES

30 DIVISION OF DECIMALS


STUDENT LEARNING OUTCOMES

 Solve real-life situations involving the division of 3-digit numbers up to 2-decimal places.

INFORMATION FOR TEACHERS

Teachers should:
1. Be able to set up and carry out the long division with decimal numbers.
2. Know that a whole number can be written as a decimal by putting zero to the right
of the decimal i.e. 5 can be written as 5.0.
3. Understand the terms divisor, dividend, quotient, and remainder, and use them
while doing division problems.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils


INTRODUCTION

1. Write the following real-life situation on the board:

’Javed has a string that is 12.5 cm long. He wants to cut it into strips that are 2.5 cm in
length. How many strips will Javed be able to cut the string into?”
2. Ask students how they will find the number of strips. Encourage students to use
expressions like “divide 12.5 by 2.5”, “12.5 should be the divisor”, “2.5 should be the
dividend”, etc.
3. Tell students that the division of 12.5 by 2.5 is quite similar to dividing 125 by 25.
However, we must be careful of the treatment of the decimal point.
4. Tell students that in this question, we must remove the decimal from the divisor (2.5) to
make it a whole number. Therefore, for 2.5, the decimal point moves one place to the
right making it 25 which is a whole number.

GRADE 89
5
 5. If the decimal point is moved one place to the right for the divisor then it must also
be moved one place to the right for the dividend making it 125, rather than 12.5.
6. Ask students to work in pairs and attempt the question 125  25
7. Write the following on the board:
Length of the string: 12.5
cm Length of each smaller strip: 2.5 cm
We will find the number of strips by dividing 12.5 by 2.5 i.e. 125 ÷ 25
0 0 5
2 5 1 2 5
- 1 2 5
0 0 0
Therefore, the number of smaller strips is 5.
Explain all the steps in the division to the

DEVELOPMENT


Activity 1:
students.
1. Write the following question on the board.
‘’Sara is given 10.50 kg of rice. She has small boxes that can hold 1.5 kg. How many
boxes are required to store the rice?”
2. Divide the students into small groups.
3. Ask each group to solve the question neatly in one notebook.
4. Ask various groups at random to present their solution at the front of the class.
5. Other students should listen attentively and give their feedback.
6. Assist the groups to reach the correct answer by setting up the question as follows:
1 5 1 0 5


CONCLUSION / SUM UP

1. Conclude the activity by asking students the importance of using division in real-life
situations and the steps required in the division of 3 digit numbers up to 2 decimal
places.
2. Students should mention that while dividing, the answer is the quotient or the
number written on top.
3. Students should highlight that a whole number can be written as a decimal by
putting zero to the right of the decimal.


ASSESSMENT

1. Ask students to solve the following question in their notebooks:

Ali has multiple bottles. He has 6.75 liters of oil which he wants to pour into these
bottles. Find the number of bottles he will be able to fill if the capacity of each bottle is
0.45 liters.
2. Share the correct answers with the students after they have attempted the question.


HOMEWORK / FOLLOW UP

Students should revise the worked examples on pages 71 and 72.

90 GRADE
5
 LESSON UNIT 4: DECIMALS AND PERCENTAGES

31 ROUNDING OF DECIMALS


STUDENT LEARNING OUTCOMES

 Round off a 4-digit number up to 3-decimal places to the nearest tenth or hundredth.

INFORMATION FOR TEACHERS

Teachers should know that the method to round off different decimal numbers to the
nearest tenth or hundredth is to look at the digit to the right of the one we are rounding
to.
1. If it is 5 or more, then round up.
2. If it is less than 5, then round it down.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Chalk, Marker, Textbook, Notebooks


INTRODUCTION

1. Write the following real-life situation on the writing board:

The children's park is 2.473 km away from Ibrahim’s home. Write this distance in km to

the nearest tenth.

the nearest thousandth
2. Ask students to attempt the question in pairs. Tell students the following:
The rounding rule is to look at the digit to the right of the one we are rounding to:

If it is 5 or more, then round up.

If it is less than 5, then round it down.
3. Give students a few minutes to attempt and share their responses. Record
student responses.
4. Then show the correct answer on the board as shown below:

The nearest tenth
Ones . Tenths Hundredths Thousandths
2 . 4 7 3
5. Tell students that to round off to the nearest tenth we look at the digit to the right of
the tenths digit i.e. we look at 7. It is bigger than 5, therefore 2.473 rounded off to the
nearest tenth is 2.5. We write 2.473 ≈ 2.5 (rounded off to the nearest tenths)

The nearest hundredth
Ones . Tenths Hundredths Thousandths
2 . 4 7 3
6. Tell students that to round off to the nearest hundredth we look at the digit to the right
of the hundredths digit i.e. we look at 3. It is smaller than 5, therefore 2.473 rounded off
to the

GRADE 91
5
 hundredths is 2.47. We write 2.473 ≈ 2.47 (rounded off to the nearest hundredths)
7. Tell students that today we will learn about rounding off to the nearest tenths
or hundredths.

DEVELOPMENT


Activity 1:

1. Ask students to come to the board and round off the following numbers to:

To the nearest tenths

To the nearest hundredths
[Remember to use the symbol
“≈”]

3.768

87.849

1.355

24.218

17.736
2. Ask other students to guide the volunteers
3. Share the correct answers with the students.


CONCLUSION / SUM UP

1. Ask students what is the rounding rule with regards to decimal numbers. Give
examples. Students should summarize that the rounding rule is to look at the digit to
the right of the one they are rounding up to.
2. If it is 5 or more, then round up. However, if it is less than 5, then round it down. For
example, if 8.726 is rounded off to the nearest hundredths, we look at the digit to the
right of the hundredths digits i.e. we look at 6. As 6 is greater than 5, 8.726 is rounded
up to 8.73 and we write 8.726 ≈ 8.73 (rounded off to the nearest hundredths)
1. Write the following on the board and ask students to verify if the rounding off is true


ASSESSMENT

or false.
A B True / False
Decim Rounding off to the nearest tenths
al
Numbe
r
1.231 1.23
1.292 1.3
Decim Rounding off to the nearest
al hundredths
Numbe
r
3.516 3.51
3.513 3.52
2. Share the correct responses with the students after their attempts.


HOMEWORK / FOLLOW UP

Assign the relevant questions from the textbook in exercise 6 on page 77.

9 GRADE
5
fi
 LESSON UNIT 4: DECIMALS AND PERCENTAGES

32 ESTIMATING SUM AND

DIFFERENCE OF DECIMALS


STUDENT LEARNING OUTCOMES

 Estimate sum or difference of the numbers (up to 4-digit)

INFORMATION FOR TEACHERS

Teachers should know that:

1. Estimation is to find an answer which is closest to the actual answer but not the
actual one.
2. They can estimate the sum and difference of decimals by rounding them off to
the nearest whole numbers.
3. The method to round off different decimal numbers to the nearest tenth or
hundredth is to look at the digit to the right of the one we are rounding to.

If it is 5 or more, then round up.

If it is less than 5, then round it down.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED

Board, Chalk, Marker, Textbook, Notebooks


INTRODUCTION

1. Write the following question on the writing board:

2. Estimate the sum of 351.1 + 123.7 by rounding off the given numbers to the nearest
whole number.
3. Ask students to attempt the question in pairs. Remind students of the following:
The rounding rule is to look at the digit to the right of the one we are rounding to:

If it is 5 or more, then round up.

If it is less than 5, then round it down.
4. Give students a few minutes to attempt and share their responses. Record
student responses.
5. Then tell students that if we round off 351.1 to the nearest whole number we look at the
digit to the right of the ones digit i.e. we look at 1. As it is less than 5 we round off 351.1 to
351 and we can write 351.1 ≈ 351.
6. If we round off 123.7 to the nearest whole number we look at the digit to the right of
the ones digit i.e. we look at 7. As it is more than 5 we round off 123.7 to 124 and we
can write
123.7 ≈ 124.
7. Now tell the students to add 351 + 124 = 475 and compare this approximation with
the actual addition of 351.1 + 123.7 = 474.8.

GRADE 93
5
 8. Ask students to make observations about the estimated sum and the actual
sum. Students should observe that the two answers are quite close.
9. Tell students that in today’s lesson they will estimate the sum or difference of numbers.


DEVELOPMENT

Activity 1:

1. Ask students to come to the board and solve the following questions.
2. For each question estimate the sum or difference by rounding off each number to
the nearest whole number and then adding or subtracting
[Remember to use the symbol “≈”]

87.2 + 33.7

21.4 – 13.1

124. 8 + 33.3

17.7 – 11.2
3. Ask other students to guide.
4. Now ask other students to volunteer to come to the board and carry out the
actual addition and subtraction.
5. Ask other students to guide.
6. Ask all students to fill out the following table. (All text in blue is only for the teachers
and students must fill in this part on their own.)
Question Estimate Actual Estimation is correct?
Answer Answer Yes / No

a) 87.2 + 33.7 121 120.9 YES

b) 21.4 – 13.1 8 8.3 YES

c) 124. 8 + 33.3 158 158.1 YES

d) 1.77 – 1.12 0.7 0.65 YES
Round off these numbers to the nearest tenths
e) 9.955 – 7.471 2.49 2.484 YES
Round off these numbers to the nearest hundredths
7. Share the correct answers with the students.
CONCLUSION / SUM UP


1. Ask students how do we estimate the sum and difference of decimal numbers.
2. Students should highlight that to estimate the sum or difference we first round off a
decimal number to the nearest whole number if that decimal number has one
decimal place, we round off to the nearest tenths if that decimal number has two
decimal places and we round off to the nearest hundredths for a decimal number
that has three decimal places.
3. Students should mention that we can compare the estimated answers to the actual
sum and/or difference to assess if the estimation was correct or not.
ASSESSMENT


1. Write the following on the board and ask students to copy and complete the table in
their notebooks.

94 GRADE
5
 Question Estimate Actual Estimation is
Answer Answer correct? Yes /
No

a) 87.2 -33.7

b) 21.4 + 13.1
c) 124. 8 - 33.3
d) 1.77 + 1.12
Round off these numbers to the nearest tenths
e) 9.955 + 7.471
Round off these numbers to the nearest
Hundredths
2. Share the correct responses with the students after their attempts.
HOMEWORK / FOLLOW UP


Assign the relevant questions from the textbook in exercise 6 on page 77.

GRADE 95
5
 LESSON UNIT 4: DECIMALS AND PERCENTAGES

33 PERCENTAGES


STUDENT LEARNING OUTCOMES

 Recognize percentage as a special kind of fraction.

 Convert percentage to fraction and decimal number and vice versa (only for
numbers without decimal part i.e. 35%, 75%, etc.)

INFORMATION FOR TEACHERS

Teachers should:
1. Know that percentage is a special kind of fraction with 100 as the denominator.
2. Know that the symbol to represent percentage is %.
3. Be able to write fractions as percentages when fractions have denominators of 100.
4. Be able to write fractions as percentages when fractions have denominators
other than 100.
5. Be able to write decimals as fractions and fractions as percentages.
6. Know how to simplify a fraction.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chart


INTRODUCTION

1. Write the symbol “%” on the writing board.

2. Ask the students if they have ever seen this symbol.
3. Paste the following picture of a 30% OFF Sale on the writing board:

4. Ask students what is meant by this advertisement.

5. Take student responses.
6. Write the following scenario on the board.
In a mathematics test, Alina scored 7 marks out of 10. What percentage did she score
on this math test?
7. Ask students to discuss the question in pairs for a few minutes.
8. Give students prompts like, “how can we express her marks as a fraction?” and “what
kind of a fraction is a percentage?”

96 GRADE
5
9. Take and record student responses.
7
10. Tell students that Alina’s marks can be represented as a fraction i.e. .
10
11. Tell students that percentage is a special kind of fraction with 100 as the denominator.
7
12. Ask students how can we convert the given fraction i.e. into an equivalent fraction
10
where the denominator is 100.
13. Again allow the pairs to discuss for a few minutes.
14. After discussion tell students that 10 70
× 10 100 .
7
10
70
15. This fraction can also be written in a special way called a percentage.
100
70
16. Tell students that can be written as 70% or  70%.
100 70

100
17. Therefore, Alina scored 70% on her math test.
18. Lastly, ask students how can we write as a decimal.
70
100
19. After discussion students should recall that = 0.7 as a decimal.
70
100
DEVELOPMENT


Activity 1:

1. Paste the following table on the writing board.

2. The chart should be prepared before the lesson
3. Tell students to work in groups of four and fill in the empty boxes (all the text in blue is
for the teacher only)
4. Solve the first row and demonstrate the requirement of the question to the students.
Note: To write a decimal as a fraction/percentage teachers should refer to Unit 4
Lesson 37 for Grade 4.
Teachers should remind students how to simplify a fraction by finding the
common factors in the numerator and the denominator.
Fractio Fraction with Denominator Percentag Decim
n as 100 e al
Numbe
r
3 30
30% 0.3
10 100
1 2
2% 0.02
50 100
1 25
25% 0.25
4 100
7 35
35% 0.35
20 100

GRADE 97
5
 13 65
65% 0.65
20 100
23 23
23% 0.23
100 100

98 GRADE
5
5. Guide students during the activity.
6. Tell each group to share their answers.


CONCLUSION / SUM UP

1. Ask students how we convert a percentage to a fraction and decimal number and
vice versa. Students should mention that percentage is a special kind of fraction with
100 as the denominator.
2. Students should highlight that a percent can be written as a decimal number as it is
just a fraction with a denominator of 100. Students should recall how to convert a
decimal into a fraction and from there find an equivalent fraction where the denominator
is 100.


ASSESSMENT

1. Write the given questions on board and ask students to convert the numbers
into percentages and then to the simplest fraction in their notebooks.
1) 0.35
2) 0.72
3) 0.059
2. Guide students to arrive at the correct answers.


HOMEWORK / FOLLOW UP


Assign the relevant questions from the textbook on page 81 in exercise 7.

GRADE 99
5
 LESSON UNIT 4: DECIMALS AND PERCENTAGES

34 PERCENTAGES


STUDENT LEARNING OUTCOMES

 Solve real-life situations involving percentages

INFORMATION FOR TEACHERS

Teachers should be able:

1. To write fractions as percentages when fractions have denominators other than 100.
2. To know how to find the percentage of a number.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils, Chart


INTRODUCTION

1. Ask students if they have used percentages in their daily lives?


Ask the following questions from the students:

What does it mean to get 60% marks in an exam if the exam is out of 125 marks?

What does 50% off on shoes imply if the shoes' full price is Rs. 2600?

A student has 75% attendance in school. If the school year had 96 days. How
many days did he attend?
2. Take their responses and have a detailed discussion on each question.
3. Explain to the students that we can find the percentage of a number by writing
the percentage as a fraction i.e. with a denominator of 100 and then multiplying
with the number.
4. Tell students that in daily life we face many situations where we use percentages.
DEVELOPMENT


Activity 1:

1. Write the following scenario on the board.

Ali got 750 marks out of 1200. What percentage did he score?
2. Ask students to discuss the question in pairs for a few minutes.
3. Record student responses.
4. After discussion, solve the question on the writing
board. Total marks: 1200 marks
Ali’s marks: 750 marks

100 GRADE
5
 Therefore, Ali got 750 out of 1200
i.e. 750/1200
Now, we will convert this fraction into a percentage
750  750 

 100  %
1200 
 1200 
 750  Here long division may be used to find the answer.

% 
 12 
 62.5 %
Tell students that to find the percentage a fraction represents, we simply multiply
the fraction by 100 as shown above.
5. Tell students that Ali got 62.5 % marks.

Activity 2:

1. Make four groups and give one question to each group:

Group 1 Question
Today 60 students out of 85 are present in the class. Find the percentage of present
students.
Group 2 Question
Today 60 students out of 85 are present. Find the percentage of absent students.
Group 3 Question
The teacher covered 4 chapters of math out of 9. Find the percentage of the
covered chapter?
Group 4 Question
The teacher covered 4 chapters of math out of 9. Find the percentage of
uncovered chapters?
2. Tell the students to solve the question in the group and pass on their question slip
to another group.
3. After all, groups have solved all 4 questions, they should share their work with other groups
4. By the end of this exercise, each group should have done all 4 questions.
CONCLUSION / SUM UP



Conclude the activity by asking about the use of percentages in real-life situations.

Students should highlight that to find the percentage that a fraction represents, we
simply multiply by 100. Students should mention that to find the percentage of a number,
we write the percentage as a fraction (with the denominator of 100) and then multiply by
the number.
ASSESSMENT


Share with the students on record in the school and then share with them that day’s
attendance record. Ask students to find the present student percentage and absent student
percentage in the school that day.
HOMEWORK / FOLLOW UP



Assign the relevant questions from the textbook on page 82 in exercise 7.

GRADE 10
5 1
 Month

GRADE 5
101

102 GRADE
5
GRADE 10
5
5
 LESSON UNIT 4: DECIMALS AND PERCENTAGES

35 CONVERSION OF UNITS OF
DISTANCE


STUDENT LEARNING OUTCOMES

Convert measures given in:

 Kilometers to meters and vice versa.
 Meters to centimeters and vice versa.
 Centimeters to millimeters and vice versa.

INFORMATION FOR TEACHERS

Teachers should know how to convert kilometers, meters, centimeters, and millimeters
using:
1 km = 1000 m
1 m = 100 cm
1 cm = 10 mm

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Chalk, Marker, Textbook, Notebook/Copy, Meter ruler, Measuring Tape


INTRODUCTION

1. Ask students the following questions. Record their responses and address
any misconceptions.

Which units are used for measuring distance? Acceptable response: km, m,
cm and mm

Which unit is used for measuring the distance between two cities?
Acceptable Response: km

Which unit is used for measuring cloth? Acceptable Response: m

Which unit is used for measuring the sides of geometrical shapes in a
book? Acceptable Response: cm
2. Give a student the meter ruler and ask him/her to measure the length of the board.
3. The student should measure in meters i.e. 1 meter, 2 meters … and the last reading
should be in centimeters.
4. Assume the last reading is 24 centimeters.
5. Write on the board 2 m and 24 cm
6. Ask how can we write the length of the board in cm i.e. How can we convert 2 m into
cm? (Give students the hint: 1m = 100 cm).
7. Ask students to raise their hands and give their answers. Tell students that we can
multiply 2 with 100 to covert 2 meters to 200 centimeters.

10 GRADE
5
fi
 8. Guide students to get to the right answer i.e. add 24 cm to 200 cm to get the length of
the board as 224 cm.
9. Repeat the process for the height of the board.
10. Assume the height of the board is 1 meter and 57 cm.
11. Ask students to discuss the following questions in pairs:

What is the height of the board in cm? Acceptable Response: 157 cm

What is the height of the board in mm? Acceptable Response: 1570 mm

What is the height of the board in m? Acceptable Response: 1.57 m

What is the height of the board in km? Acceptable Response: 0.00157 km
12. After allowing a few minutes for student discussion ask students to share their ideas.
13. Ask students to write the following conversions in their
notebooks: 1 km = 1000 m
1 m = 100 cm
1 cm = 10 mm
14. Tell students to write the following rules of conversion in their notebooks:

In order to convert from cm to mm we multiply by 10 and in order to covert from mm
to cm we divide by 10

In order to convert from m to cm we multiply by 100 and in order to covert from cm
to m we divide by 100

In order to convert from km to m we multiply by 1000 and in order to covert from m
to km we divide by 1000
15. Share the correct answers with the students.
16. Tell students that in today’s lesson we will be converting between kilometers, meters
and centimeters.

DEVELOPMENT


Activity 1:

1. Ask students to work in pairs to answer the following questions in their notebooks:

The length of a wall is 17 m. What is the length in cm? (hint: multiply 17 with 100)

The height of a teacher's desk is 163 cm. What is the height of the teacher in m?
(hint: divide 163 with 100)

Amal and Annum are good friends. The distance between their houses is 1750
meters. What is the distance in km? (hint: divide 1750 with 1000)
2. Share the correct solutions with the students.

Activity 2:

1. Ask the students to work in pairs.

2. Copy and complete the table given below.
3. Answer the first question on the board and show all steps.
# Length Convert to
i 7 km 671 m Kilometers = 7.671 m
ii 17 km 532 m Meters =
iii 16 m and 14 cm Centimeters =
iv 2480 m Kilometers =
v 67 cm and 24 mm Millimeters =

104 GRADE
5
4. Write the correct answers for all the parts and ask students to make corrections in
their notebooks.


CONCLUSION / SUM UP

1. Ask students to provide a summary of the steps required in the conversion of:

meters to centimeters

kilometers to meters

centimeters to millimeters and vice versa.
2. Students should highlight that:

In order to convert from cm to mm we multiply by 10 and in order to covert from mm
to cm we divide by 10

In order to convert from m to cm we multiply by 100 and in order to covert from cm
to m we divide by 100

In order to convert from km to m we multiply by 1000 and in order to covert from m
to km we divide by 1000


ASSESSMENT

1. Ask students the following questions:

i. How many meters are there in 1 kilometer? Correct answer: 1000m in 1 km
ii. How many centimeters are there in 1 meter? Correct answer: 100 cm in 1 m
iii. How many millimeters are there in 1 cm? Correct answer: 10 mm in 1 cm
2. Write the following questions on the writing board and ask students to solve them in
their notebooks.
29 km and 39m = m
56 cm = mm
45 mm = cm
2700 m = km
400 mm = cm


HOMEWORK / FOLLOW UP


Assign the relevant questions from the textbook on page 94 in exercise 1.

GRADE 105
5
 LESSON UNIT 5: DISTANCE AND TIME

36 CONVERSION OF UNITS OF
DISTANCE


STUDENT LEARNING OUTCOMES

 Solve real-life situations involving conversion, addition, and subtraction of measures

of distance.

INFORMATION FOR TEACHERS

Teachers should know how to:

1. Convert kilometers, meters, centimeters, and millimeters
using: 1 km = 1000 m
1 m = 100 cm
1 cm = 10 mm
and vice versa
2. Add and subtract similar units of distance/length.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED

Board, Chalk, Marker, Textbook, Notebook.

Students should come to this lesson with their height (in meters and centimeters)


INTRODUCTION

1. Call upon different students to answer and record their input.

How would you measure the length of the board? What would be the length of the
board in class? What other units are used for measuring the length? Guide students to
the correct answer; kilometers, meters, centimeters, and millimeters.
2. Ask the students which unit of distance is used for measuring the distance between
two cities?

How many meters in one kilometer?

Which operation is used for converting larger units to smaller units?

Which operation is used for converting smaller to larger units?

3 km and 450 m in meters is .

DEVELOPMENT


Activity 1:

1. Write the following real-life situation on the writing board:

106 GRADE
5
 Fahad walks 3 km and 850 meters daily while Akbar walks 2km, 450 meters daily. How
much distance is covered by both altogether?
How much more does Fahad walk than Akbar every
day? Write your final answers in km and m.
2. Ask the students to read the question carefully and discuss it in pairs.
3. Record student responses and ask a student to volunteer to come up to the
board and attempt the question.
4. Other students should give their input on the solution as well.
5. Share the solution with students as shown
below: Fahad walks 3km 850m
Akbar walks 2km 450m
6. Remind the students that meters are added to meters and km to km.
Kilomete Meter
r
1 1
3 8 5 0
+ 2 4 5 0
6 3 0 0

7. Altogether, Fahad and Akbar walk 6 km 300 m

8. The answer can also be expressed as 6.3 km or 6300 m.
9. Now ask another student to solve the second part on the board and guide that student
to arrive at the correct answer. To find the difference, make the table like the one
shown
below:
Kilometer Meter

3 8 5 0

- 2 4 5 0
1 4 0 0

10. As per the table above, Fahad walks 1 km and 400 m more than Akbar every day.
11. The answer can also be expressed as 1.4 km or 1400 m.

Activity 2:

1. Ask students to work in pairs.

2. Write the following questions on the board and explain them to the students:

The length of Ayesha’s dining table is 3 m and 519 cm. She bought a plastic sheet
of length 5 m for covering the surface of the table. What length of the plastic
sheet will fall off the table?

Karam Ali travels a distance of 526 km 375 m from Lahore to Peshawar. On the
way back from Peshawar to Lahore, he takes a different route and travels 511 km
238 m. What is the total distance traveled by Karam Ali? How much shorter was
the route on his journey back to Lahore? Give both your answers in km and
meters.
3. Ask the pairs to solve the question in their notebooks.
4. Ask volunteers to solve the questions on the board and guide all students on how to
arrive at the correct answer.

GRADE 107
5
 
CONCLUSION / SUM UP


Ask students to list all the steps involved in adding and subtracting measures of length in
the same unit. Students should highlight that it is important to align like units with like units
and to be careful as to which operation to use i.e. + or –. Students should also state the
relationship between the units.
1. Ask students to work in pairs.


ASSESSMENT
Student 1 Student 2 Total Total Differenc Differenc
(in m) (in cm) e (in e (in
2. Each pair fills in the following table and submits it to the teacher for marking. cm)
m)

3. Encourage students to write the total and difference of height in meters and
then in centimeters.


HOMEWORK / FOLLOW UP


Assign the relevant questions from the textbook on page 95 in exercise 1.

108 GRADE
5
 LESSON UNIT 5: DISTANCE AND TIME

37 CONVERSION OF UNITS OF
TIME


STUDENT LEARNING OUTCOMES

Convert:
 Hours to minutes and vice versa
 Minutes to seconds and vice versa

INFORMATION FOR TEACHERS

Teachers should know:

1 minute = 60 seconds
1 hour = 60 minutes
1. To convert hours to minutes we multiply by 60
2. To convert minutes to hours we divide by 60.
3. To convert minutes to seconds we multiply by 60.
4. To convert seconds to minutes we divide by 60.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils, Flashcards, Wall clock


INTRODUCTION

1. Remind students that in an analog clock, the shorthand represents hours, the long
hand represents minutes, and the longest/thin hand represents seconds.
2. Tell the students that when the second hand completes 1 rotation, one minute passes
as 1 minute = 60 seconds.
3. Tell the students that when the minute hand completes 1 rotation one hour passes
as 1 hour = 60 minutes.
4. Draw the analog clock shown below on the writing board.

5. Ask students to look carefully at the clock and tell the correct time.
6. Encourage students to raise their hands. (Correct answer: 5:50:10).
7. Ask students if they can differentiate between a.m and p.m?

GRADE 109
5
 8. Tell students to discuss in pairs for a few minutes and share their input.
9. Remind students that a.m. is used when the time is after midnight to just before 12 at
noon (middle of the day) and p.m is used when the time is from 12 at noon to just before
midnight.
10. Tell the students that even though it is not possible to tell whether an analog clock is
showing a.m or p.m, the time shown in the clock drawn on the board is 5:50 p.m and
10 seconds.
11. Ask students, according to this clock, how many hours and minutes have passed
since noon?
12. Let students discuss before telling them the correct answer: 5 hours and 50 minutes.
13. Now ask students how many minutes have passed since noon or how many
minutes are in 5 hours and 50 minutes?
14. Give students a few minutes to think in pairs and to discuss.
15. Let students share their input on how many minutes have elapsed. The teacher should
prompt thinking by asking students how many minutes are in 1 hour? How many
minutes will there be in 5 hours?
16. Facilitate students in arriving at the correct answer i.e. 5 hours x 60 minutes =
300 minutes. Tell students to also add the minutes.
17. Therefore, the complete answer is 300 + 50 = 350 minutes.
18. Now ask students how many seconds have elapsed since noon?
19. Prompt students’ thinking by asking “how many seconds are there in 350 minutes?”
20. Give students a few minutes to think in pairs and to discuss. Let students share their
input on how many seconds have elapsed. The teacher should prompt thinking by
asking students how many seconds are in 1 minute? How many seconds will there be in
350 minutes?
21. Guide students to arrive at the answer 350 minutes x 60 seconds = 21000 seconds.
22. Now ask students to also add the 10 seconds shown on the clock to arrive at the final
answer i.e. according to the clock, the seconds elapsed since noon are 21000 + 10 =
21010 seconds.
23. Tell students to write the following conversion rules in their
notebooks: to convert hours to minutes we
multiply by 60
to convert minutes to hours we divide by 60.
to convert minutes to seconds we multiply by
60. to convert seconds to minutes we divide by

DEVELOPMENT


Activity 1:
60.
1. Ask the students to work in pairs.
2. Draw the table shown below on the writing board.
3. Ask students to copy and complete the table shown below in their notebooks.
4. Ask a few students to volunteer to solve the questions on the board. Guide
students through the solution.
5. Write the correct answers in all the spaces after students have attempted the questions.

110 GRADE
5
 Convert the given time to hours, minutes, and seconds in the empty boxes.
# Time Hours Minutes Seconds
1 2 hrs X
2 5 mins 30 secs X X
3 960 mins X
4 540 secs X
5 480 mins X


CONCLUSION / SUM UP

1. Ask students to list down all the steps involved in the conversion of hours to minutes
and minutes to seconds and vice versa.
2. Students should mention that we multiply by 60 to convert hours to minutes and
minutes to seconds and we divide by 60 to convert seconds to minutes and minutes
to hours.


ASSESSMENT

1. Ask the students to copy the following in their notebooks and fill in the blanks.

24 hours = minutes

1800 seconds = minutes

1800 seconds = hours

16 hours 44 mins = seconds

4140 minutes = _ hours
2. Walkthrough the class and guide students in arriving at the correct answer.


HOMEWORK / FOLLOW UP

Assign question 1 from the textbook on page 104 in exercise 2.

GRADE 111
5
 LESSON UNIT 5: DISTANCE AND TIME

38 CONVERSION OF UNITS OF
TIME


STUDENT LEARNING OUTCOMES

Convert:
 Years to months and vice versa.
 Months to days and vice versa
 Weeks to days and vice versa

INFORMATION FOR TEACHERS

Teachers should know that to convert:

1 year = 12 months
1 month = 30 days
1 week = 7 days
1. weeks to days we multiply by 7
2. days to weeks we divide by 7.
3. months to days we multiply by 30.
4. days to months we divide by 30.
5. years to months we multiply by 12.
6. months to years we divide by 12.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils, Worksheet, Calendars

 INTRODUCTION

1. Divide the class into small groups.

2. Distribute a calendar to each group and ask students to make as many
observations as possible.
3. Students should record their observations in their notebooks.
4. Ask the following questions after students have recorded their observations:

How many months are there in one year?

How many days in one month? Let students comment on the different number of
days in different months.

How many days are there from Sunday to Saturday or in one week?

Extra credit: How many days in one year?
5. Tell students to read and record in their notebooks the following
equivalences: 1 year = 12 months

11 GRADE
5
fi
 1 month = 30 days
1 week = 7 days
6. Tell students that we can convert between years, months, and weeks using the
following conversion rules. Students should note these in their notebooks.
To convert weeks to days we multiply by
7 To convert days to weeks we divide by
7.
To convert months to days we multiply by
30. To convert days to months we divide by
30. To convert years to months we multiply
by 12. To convert months to years we divide
by 12.
DEVELOPMENT

Activity 1:

1. Write the following on the writing board and ask students to come up to the board and
fill in the blanks.
2. Ask other students to guide the volunteers where
needed. 72 months = years
3 years = months
3 weeks = _ days
180 days = _
months 30 days = _ months
2 years 3 months and 4 days = days
3. Share the correct answers with students after several students have
attempted the questions.

Activity 2:

1. Ask the students to work in pairs.

2. Draw the table shown below on the writing board.
3. Ask students to copy and complete the table shown below in their notebooks.
4. Ask a few students to voluntarily solve the questions on the board. Guide students
through the solution.
5. Write the correct answers in all the spaces after students have attempted the
questions. Convert the given time to years, months, days, and weeks in the empty
boxes only.
# Duratio Year Month Week Day
n s s s s

1 5 weeks and 9 days X X X

2 6 Years and 7 Months X

3 28 days X X X
4 1095 days X
5 16 months and 14 days X X

GRADE 11
5
3
 
CONCLUSION / SUM UP

1. Ask students to list down all the steps involved in the conversion of years to
months, months to days, and weeks to days, and vice versa. Students should
mention that:

To convert weeks into days, multiply by 7

To convert days into weeks, divide by 7

To convert years into months, multiply by 12

To convert months into years, divide by 12

To convert months into days, multiply with 30

To covert days into months, divide by 30


ASSESSMENT

Ask the students to copy the following in their notebooks and fill in the blanks.
1. 2 years months
1 =
2
2. 56 days = _ weeks
3. 3 years and 24 months = months
4. 3 years and 24 months = years
5. 360 months = _ years.
6. 360 months = _ days.
Walkthrough the class and guide students where


HOMEWORK / FOLLOW UP

needed.

Assign question 2 from the textbook on page 104 in exercise 2.

114 GRADE
5
 LESSON UNIT 5: DISTANCE AND TIME

39 ADDITION AND SUBTRACTION

OF UNITS OF TIME


STUDENT LEARNING OUTCOMES

 Add and subtract intervals of time in hours and minutes with carrying and borrowing.

INFORMATION FOR TEACHERS

The teacher should know that:

1 minute = 60 seconds
1 hour = 60 minutes
1. To add and subtract measures of time they should always start from the smaller
units.
2. In addition and subtraction of time the same units are added and/or subtracted
i.e. we add/subtract hours to hours, minutes to minutes, and seconds to seconds.
3. If the sum of the minutes is 60 or more than 60, we add 1 hour in the hour column
for every 60 minutes and write the remaining minutes in the minutes' column.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils, Worksheet


INTRODUCTION

1. Write the following question on the board:


Hina travels from Peshawar to Islamabad in 2 hours and 45 minutes. She then
travels from Islamabad to Lahore in 4 hours and 40 minutes.

Find the total time she took to travel from Peshawar to Lahore.
2. Ask students to work in pairs and attempt the question.
3. Give students a few minutes to discuss and then take their responses.
4. Show students how to add up units of time as shown below:
Hours Minutes
Peshawar to Islamabad
2 45

Islamabad to Lahore + 4 40

Total Time Travelled 6 85

5. Ask students how we can write 85 minutes in hours and minutes.

6. Give students time to discuss in pairs.
7. Students should say that 85 minutes is the same as 1 hour and 25
minutes. Now make the following changes to the solution.

GRADE 11
5 5
 Hours Minutes

Peshawar to Islamabad 2 35

Islamabad to Lahore + 4 40

Total Time Travelled 7 25

8. Tell students that if the sum of the minutes is more than 60, we add 1 hour in the
hours' column for every 60 minutes and write the remaining minutes in the
minutes’ column.
9. Therefore, the total time traveled by Hina is 7 hours and 25 minutes.
10. Ask students how much longer it took her to travel from Islamabad to Lahore than
to travel from Peshawar to Islamabad.
11. Ask students to work in pairs and attempt the second question.
12. Give students a few minutes to discuss and then take their responses.
13. Show students how to subtract units of time as shown below:
Hours Minutes
3 100
Islamabad to Lahore 4 40

Peshawar to Islamabad - 2 45

Difference in Time Travelled 1 55

14. Ask students to pay special attention to the set-up of the question i.e. the greater
time is written on top.
15. Ask students can 2 hours 45 minutes be subtracted from 4 hours and 40
minutes? Students should say yes.
16. Ask students how do we subtract 45 minutes from 40 minutes?
17. Give students a few minutes to discuss and then take their responses.
18. Tell students that we must borrow 1 hour (60 minutes) from 4 hours as shown
above. Subtraction then becomes possible.
19. Tell students when we carry 1 hour it means we are adding 60 minutes to the minutes
we already have in the first row i.e. 40. Since the total is now 100, we can easily
subtract 45 from it.
20. Therefore, it took Hina 1 hour and 55 minutes more to travel from Islamabad to
Lahore than it took her to travel from Peshawar to Islamabad.
21. Tell students that in today’s lesson they will learn about adding and
subtracting measures of time with carrying and borrowing.

DEVELOPMENT


Activity 1:

1. Ask the students to work in groups of 5.

2. Copy and complete the following table in their notebooks.
# Time 1 Time Su Difference
2 m
1 2 hrs 35 mins 2 hrs 47 mins
2 4 hrs 37 mins 5 hrs 26 mins
3 14 hrs 26 mins 6 hrs 54 mins

116 GRADE
5
 4 6 hrs 50 mins 6 hrs 55 mins
5 17 hrs 56 mins 9 hrs 51 mins
3. After students have attempted all questions in their groups, enter the solutions to all parts.
4. Tell students to make corrections in their attempts.


CONCLUSION / SUM UP

1. Ask students to list the key takeaways in the addition and subtraction of time in hours
and minutes.
2. Students should mention that in the addition and subtraction of units of time, we
always start with the smallest unit and we add/subtract minutes with minutes and
hours with hours.
3. Students should also highlight that if the sum of the minutes is 60 or more than 60, we
add 1 hour in the hours' column for every 60 minutes and write the remaining minutes in
the minutes' column. Similarly, if needed, we borrow 60 minutes from the hour as well
during subtraction.
1. Write the following questions on the board and ask the students to solve them in


ASSESSMENT

their notebooks:
a. 5 hours 43 minutes + 7 hours 40 minutes
b. 13 hours 15 minutes – 11 hours 20 Minutes
2. Give students feedback and share the correct answers.


HOMEWORK / FOLLOW UP

Assign Q1 a,b and Q2 a and b from the textbook on page 106 in exercise 3.

GRADE 11
5 7
 LESSON UNIT 5: DISTANCE AND TIME

40 ADDITION AND SUBTRACTION

OF UNITS OF TIME


STUDENT LEARNING OUTCOMES

 Solve real-life situations involving conversion, addition, and subtraction of intervals

of time.

INFORMATION FOR TEACHERS

Teachers should be able:

1. To convert hours to minutes and minutes to seconds.
2. To convert years to months, months to days, and weeks to days
3. To know that the conversion, addition, and subtraction of measures of time is
an important aspect of everyday life.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils, Flashcards


INTRODUCTION

1. Write the given real-life situation on board.

‘’Ali completes his English homework in 1 hour and 47 minutes and completes his
Math homework in 3 hours and 33 minutes’’.
2. Ask students, how much total time was spent on homework in hours and minutes?
Give students a few moments to think and discuss.
3. Record students’ responses on the board.
4. Share the solution on the board as shown below:
Hours Minutes
1
1 47

+ 3 33
4 80
5. Ask students how can we write 80 minutes in hours and minutes?
6. Give students a few moments to think and discuss. Students should say that 80
minutes is the same as 1 hour and 20 minutes.
7. Now make the following changes to the solution.

118 GRADE
5
 Hours Minutes
1
1 47

+ 3 33
5 20
8. Remind students that if the sum of the minutes is more than 60, we add 1 hour in the
hours' column for every 60 minutes and write the remaining minutes in the minutes'
column.
9. Tell students the total time taken is 5 hours and 20 minutes
10. Ask students to find the total time in minutes. Guide them through the steps.
11. As 5 x 60 = 300. Therefore, 300 + 20 = 320 minutes.
12. Ask students to find the difference between the time spent on the homework in hours
and minutes.
13. Give students a few moments to think and discuss.
14. Record students’ responses on the board.
15. Share the solution on the board as shown below:
Hours Minutes
2 93
3 33

- 1 47
1 46

16. Ask students to pay special attention to the set-up of the question i.e. the greater
time is written on top.
17. Ask students can 1 hour 47 minutes be subtracted from 3 hours and 33 minutes?
Students should say yes.
18. Ask students how do we subtract 47 minutes from 33 minutes?
19. Give students a few minutes to discuss and then take their responses.
20. Tell students that we must borrow 1 hour (60 minutes) from 3 hours as shown
above. Subtraction then becomes possible.
21. Ask students to find the total time in minutes. Guide them through the steps.
22. As 1 x 60 = 60 minutes. Therefore, 60 + 46 = 106 minutes.
23. Tell students that today we will be learning about conversion, addition, and subtraction
of time in real-life situations.

DEVELOPMENT


Activity 1:

1. Divide the class into 5 groups.

2. Give each group one flashcard to solve in their notebooks.
3. After a designated time, each group passes on their flashcard to the next group.
4. By the end of the allotted time, each group should have completed all 5 questions.

A professional squash player trains with coach Rasheed for 2 years and 9
months and then trains with coach Shoaib for 3 years and 7 months. How long did
the squash player take coaching altogether (addition)? How much longer does
the player train with coach Shoaib than coach Rasheed (subtraction)? Write your
answers in months.

GRADE 11
5 9
 
Kiran travels from Peshawar to Swabi in 2 hours and 44 minutes in her car. On the
way back (Swabi to Peshawar) she takes public transport and the return journey
takes her 4 hours and 35 minutes. How long was the total time spent on the
road (addition)? How much longer did the return journey take (subtraction)? Write
your answers in minutes.

Akbar takes 2 hours 57 minutes to complete a Science assignment and 5 hours 44
minutes to complete an English assignment. How long does Akbar take in
completing both assignments (addition)? How much longer does the English
assignment take (subtraction)? Write your answers in minutes.

Junaid’s journey from Islamabad to Jeddah, Saudi Arabia took 5 hours and 42
minutes. Rabia’s journey from Islamabad to Tehran, Iran takes 7 hours and 39
minutes. How much was the total time taken for both journeys (addition)? How
much longer did Rabia’s journey take compared to Jamal’s journey (subtraction)?
Write your answers in minutes.

Fareeha walked from her home to school in 1 hour and 44 minutes and her
friend Humaira walked from her home to school in 17 minutes. How much total
time were both friends walking for (addition)? How much longer did Fareeha’s
journey take compared to Humaira’s journey (subtraction)? Write your answers
in minutes.
5. Ask students to volunteer and solve each question on the board.
6. Guide students to reach the correct answer.


CONCLUSION / SUM UP

Ask students the importance of the conversion, addition, and subtraction of measures of
time. Why is it an important aspect of everyday life? Encourage students to give
examples. By the end of the discussion students should recall:
1. How to convert hours to minutes and minutes to seconds.
2. How to convert years to months, months to days, and weeks to days
3. That is the addition of intervals of time, minutes are added with minutes and hours
are added with hours.
4. That is the subtraction of intervals of time, minutes are subtracted from minutes
and hours are subtracted from hours


ASSESSMENT

1. Ask the students to copy and complete the following questions in their notebooks:
Mubarik walks on a round track in a park. If he starts walking at 6:45 pm and finishes
his walk at 8:30 pm. How much time did he walk?
Ali works on a painting for 3 hours and 10 minutes, he studies for 3 hours 30 minutes,
and does gardening for 1 hour 20 minutes. Find the total time. Ali spends on the 3
activities?
2. Provide guidance wherever needed.


HOMEWORK / FOLLOW UP


Assign questions from exercise 3 on page 106 and questions 6 and 7 from the textbook
on page 109 in the review exercise.

1fi GRADE
5
0
Month

GRADE 5
1fi1
1fi GRADE
5
fi
 LESSON UNIT 7: GEOMETRY

41 ANGLES


STUDENT LEARNING OUTCOMES

 Recognize straight and reflex angles.

 Recognize the standard units for measuring angles is 1˚ which is defined as
1 of a
360
complete
revolution.

INFORMATION FOR TEACHERS

Teachers should know that:

1. The standard unit of measuring angles is a degree and is written as ˚
2. An angle of 180˚ represents a straight line.
3. An angle whose measure is greater than 180˚ but less than 360˚ is called a reflex
angle.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Geometry Box, Teacher’s Ruler and Protractor, Chart


INTRODUCTION

1. Ask the students “What is an angle?”

2. Take their responses and then paste a chart with the following figures of analogue
clocks on the writing board:

CLOCK A CLOCK B CLOCK C

3. Ask students how do we measure the space between the minute hand and the hour
hand on each clock?
4. Ask students if the hands of the clocks are making angles? Are the size of all these
angles the same or different?
5. Let students discuss these questions in pairs.
6. Take students’ responses and record them on the writing board.
7. Draw the angles on the board which are being formed by the clock hands.
8. Tell students that to measure the space between two intersecting lines such
as the hands of a clock, we measure the angle between them.
9. Tell students that the standard unit of measuring an angle is degree and it is written as ˚

GRADE 1fi
5
5
 10. Tell students to note down the definition of angle in their notebooks: The space
between two intersecting lines is called an angle.

DEVELOPMENT

Activity 1:

1. Tell students to work in pairs for this activity.

2. Tell the students to take out the protractors from their geometry box.
3. Tell them to place two protractors together so that a circle is formed. See below:

4. Ask students to make observations about the two protractors together.

5. Ask students the following questions to prompt their thinking:

How many small parts are there on one semi-circle?

How many small parts are there on the complete circle?

Do the two protractors together represent angles around a point?

What do the angles along one of the protractors represent?
6. Give students a few minutes to discuss in pairs and share responses.
7. Tell them that there are 180 equal parts on one protractor. There are also 180 equal
parts on the other protractor. In total, there are 360 equal parts or 360 degrees
around a point and 180 degrees along a straight line.
8. Tell students that one small part or division on a protractor equals 1 degree and is written
1
as 1˚. One degree is th
of a complete revolution/rotation.
360
9. Tell students that 1˚ is the standard unit for measuring angles and with the help
of a protractor, we can draw and measure different angles.

Activity 2:

Prepare the following chart before the class. Paste it on a soft surface such that a thumb pin is
attached at point O. Attach a long thread around the thumb pin so that it reaches both
ends.

1fi4 GRADE
5
 Chart

180 A
O

1. Ask for a volunteer to come to the front of the class and hand him/her both ends of
the string which is tied to point O.
2. Tell the student to align both ends of the string with point A.
3. Ask students what angle is between the two lines of the string?
4. Take student responses and then inform them that the angle is 00
5. Now, ask the student to keep one end of the string aligned with A and move the other
end of the string anti-clockwise.
6. Ask students “what is happening to the size of the angle as the string is moving?”
7. Let students give their responses.
8. Tell all students that as the string moves the size of the angle increases.
9. Tell the volunteer to stop the string when he/she reaches 1800
10. Draw the position of the string on the board as shown below:

1800 0 A

11. Ask students what do they notice about the 1800 angle?
12. Take student responses.
13. Tell students that an angle of 1800 represents a straight line. This is called a straight
angle and we can define it as an angle of measure 180 0. Tell students to draw and
record this in their notebooks.
14. Now0 tell the volunteer to once again move the string counterclockwise from the
180 marker.
15. Tell the volunteer student to hold the string at the angle shown below. The teacher
should draw this angle on the writing board.

A
O

16. Ask students what is the angle shown on the board? Is it less than 1800? Is it greater
than 1800?
17. Take students’ responses and record them on the board.
18. Tell students that this angle is called a reflex angle and we can define it as an
angle whose measure is greater than 1800 but less than 3600.
CONCLUSION / SUM UP


1. Ask students how the space between two lines is measured.
2. Students should mention that the space between two lines is measured in
angles and that there are 360 degrees around a point.

GRADE 1fi5
5
 3. Ask students to define straight and reflex angles with examples.
4. Students should highlight that an angle of measure 180 is called a straight angle and
an angle whose measure is greater than 180 but less than 360 is called a reflex angle.


ASSESSMENT

Ask students to raise their hands and answer the following questions:
1. What is the difference between a reflex angle and a straight angle?
2. What is the unit of measurement of angle?
3. Which Clock (A, B, or C) from the Introduction section has a straight angle between
the hour and minute hands?
4. Record student responses.
5. Share the correct answers with the students.


HOMEWORK / FOLLOW UP

1. Draw and label a straight angle and a reflex angle.

2. Write the angle measure of both the angles.

1fi6 GRADE
5
 LESSON UNIT 7: GEOMETRY

42 ANGLES


STUDENT LEARNING OUTCOMES

 Identify, describe and estimate the size of angles.

 Classify angles as acute, right, or obtuse.
 Compare angles with right angles and recognize that a straight line is equivalent to
two right angles.

INFORMATION FOR TEACHERS

Teachers should be familiar with the definitions of acute, right, and obtuse angles.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils, Rulers, Geometry Box, Teachers Ruler,
and Protractor, Chart


INTRODUCTION

1. Draw the given figures of angles on the writing board:

ANGLE A ANGLE B ANGLE C

2. Ask the students what observations do they have about the three angles?
3. Record students’ responses.
4. Ask students to fill in the table in their notebooks.
ANGLE ANGLE A, B OR C
ACUTE ANGLE A
OBTUSE ANGLE B
RIGHT ANGLE ANGLE C
5. The second column has been filled for the teacher’s guidance.
6. Tell students to write the following definitions in their notebooks with the above examples:
Acute angles measure less than 90 degrees.
Right angles measure 90 degrees.
Obtuse angles measure more than 90 degrees.
7. Tell students that to separate an obtuse angle from an acute angle, it is a good
idea to keep the right angle as an indicator i.e. students should keep the vertical line
at a right angle as a reference line to decide if an angle is acute or obtuse.

GRADE 1fi7
5
 8. Tell students that in today’s lesson they will be classifying angles.
DEVELOPMENT

Activity 1:

1. Ask students to attempt the following question in pairs.

2. Paste a chart of the following angles on the writing board. The chart should be
prepared before the lesson.
Angles Chart

ABCDE

3. Tell students to copy and complete the following table in their notebooks by writing
the letters corresponding to the angles in the correct boxes in the table.
Acute Right Angles Obtuse Angle
Angles

4. Encourage students to draw a visual representation (not drawn by protractor)

on the table as well. Walkthrough class and guide students.
5. Show the complete table on the writing board after all pairs have attempted the question.
Acute Angles Right Angles Obtuse Angle

C A
F

6. Remind students that angles whose measures are less than 900 are acute angles.
7. Angles whose measures are equal to 900 are right angles.
8. Angles whose measures are more than 900 are obtuse angles.
9. Tell students that to separate an obtuse angle from an acute angle, it is a good
idea to keep the right angle as an indicator i.e. students should keep the vertical line
in a right angle as a reference line to decide if an angle is acute or obtuse.

Activity 2:

1. Draw the following right angles on the writing board.

1fi8 GRADE
5
2. Ask students to make as many observations about the two right angles as possible.
3. Now show students the following figure drawn on a chart.

4. Ask students to share their observations.

5. Tell students that a straight line of 180˚ is equal to two right angles as shown above.
6. Tell students that two right angles make a straight line as 90˚ + 90˚ = 180˚.


CONCLUSION / SUM UP

1. Ask students to differentiate between acute, right, and obtuse angles.

2. Students should mention that acute angles measure less than 90 degrees, right
angles measure 90 degrees and obtuse angles measure more than 90 degrees.


ASSESSMENT

1. Prepare a chart having different angles and paste it on the writing board:

AB C D E

2. Ask students to classify each angle as acute, obtuse, or right without using a protractor.
3. Students should attempt this question in their notebooks.
4. Share the correct answers with students after all students have attempted the
question. Acute – A, D and E
Right – C
Obtuse – B


HOMEWORK / FOLLOW UP

Assign the relevant questions from the textbook on page 124 in exercise 1.

GRADE 1fi9
5
 LESSON UNIT 7: GEOMETRY

43 CONSTRUCTION OF ANGLES
BY USING PROTRACTOR


STUDENT LEARNING OUTCOMES

Use protractor and ruler to construct

 A right angle
 A straight angle
 Reflex angles of different measures

INFORMATION FOR TEACHERS

Teachers should know how to construct different angles using a protractor and ruler.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils, Rulers, Geometry Box, Ruler and Protractor


INTRODUCTION

1. Ask the following questions from students:


What is a right angle?

What is a straight angle?

What is a reflex angle?
2. Take students’ responses.
3. Remind students that:

Right angles measure 90 degrees.

Straight angles measure 180 degrees.

Reflex angles measure more than 180 degrees but less than 360 degrees.
4. Tell students that today we will learn how to construct these angles.
DEVELOPMENT


Activity 1:

1. Demonstrate the following steps and construct a right angle on the board
using a protractor and ruler.
2. Tell students to copy each step in their notebooks.
3. Draw a ray AB with the help of a ruler as shown below:

13 GRADE
5
0
4. Place the protractor on the ray AB such that the center point of the protractor is
exactly at point A and the baseline of the protractor is aligned with the arm AB as

shown below:
5. Read the inner scale on the protractor and mark a point C at 90o as shown below:

6. Remove the protractor and draw a line from A to C as shown below:

7.  BAC is the required right angle i.e.  BAC = 90o

8. Ensure that all students have drawn the right angle in their notebooks.

Activity 2:

1. Construct a straight angle on the writing board with the help of a protractor and ruler.
2. Tell students to copy each step in their notebooks individually using tools from their
own geometry box.
3. Draw a ray KL by using a ruler as shown below:

4. Place the protractor on the ray KL such that the center point of the protractor is
exactly at point K and the baseline of the protractor is aligned with the ray KL as
shown below:

GRADE 13
5
1
 5. Mark the point M at the 180o mark.
6. Remove the protractor and join K to M as shown below:

7.  MKL is the required straight angle i.e.  MKL = 180o

8. Ensure that all students have drawn the straight angle.

Activity 3:

1. Construct a reflex angle on the writing board with the help of a protractor and ruler.
2. Tell students to copy each step in their notebooks individually using tools from their
own geometry box.
3. Tell students that they will be constructing a reflex angle of measure 2800
4. To construct this angle, first, subtract the given measure i.e. 2800 from 3600.
3600 - 2800 = 800
5. Draw a ray MN using a ruler as shown below:

N M
6. Place the protractor upside down on the ray MN so that the center of the protractor is
exactly on point M and the baseline of the protractor is aligned with the ray MN as
shown below:

13 GRADE
5
fi
7. Read the scale on the protractor and mark a point 0 at 800

9. Tell students that the acute angle ∠ NMO

8. Remove the protractor and join M to 0.
is 800. Since angles around a point are 3600,

10. This angle is also called ∠ NMO

the remaining angle is 360 – 80 = 2800.

11. The final required angle is shown below:

N M
2800

12.  NMO is the required reflex angle i.e.  NMO = 2800. Ensure that all students have drawn
the reflex angle.


CONCLUSION / SUM UP

Ask students to explain the steps in the construction of right, straight and reflex angles. The
students should come to the board and give examples.


ASSESSMENT

1. Ask a few students to:


Construct right angle on the board

Construct a reflex angle of measure 2600 on the writing board.
2. Guide the students where required.


HOMEWORK / FOLLOW UP


Construct and label a right angle, a straight angle, and reflex angles (210 0, 2400, and
2800) of different measures in your notebook.

GRADE 14
5
5
 LESSON UNIT 7: GEOMETRY

44 PAIRS OF ANGLES


STUDENT LEARNING OUTCOMES

 Describe adjacent, complementary and supplementary angles

INFORMATION FOR TEACHERS

Teachers should know that:

1. Two angles are called adjacent angles if they have a common arm and a
common vertex
2. Two angles are called complementary is their sum is equal to 90°
3. Two angles are called supplementary is their sum is equal to 180°

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils, Chart


INTRODUCTION

1. Draw the given figures on the writing board

2. Ask the students to observe these angles and classify them as acute, right,
obtuse, straight or reflex.
3. Tell students to raise their hands and comment on each angle.
4. After taking a few responses, share the correct answers with students.
5. Correct answers

Right Angle -  A

Acute Angle -  B

Obtuse Angle -  C

Reflex Angle -  D

Straight Angle -  E
6. Tell students that in today’s lesson they will be learning about adjacent,
complementary and supplementary angles.

134 GRADE
5
 DEVELOPMENT

Activity 1:

Draw the given models of wall clocks on the writing board.

1. Tell students to work in pairs.

2. Ask students to observe the clocks drawn on the board and identify how many
angles there are in these clocks.
3. Ask students to come up to the board and record their responses with straight lines.
4. Other students should also give their input.
5. Tell students that there are two angles in clock A and two angles in clock B as
shown below. Draw Fig A and Fig B on the board.

6. Ask students can you estimate the sum of the two angles in Fig A.
7. Give students a few minutes to discuss among themselves and take their responses.
8. Tell students that the two angles in Fig A add up to make 90o
9. Now ask students to estimate the sum of the two angles in Fig B?
10. Give students a few minutes to discuss among themselves and take their responses.
11. Tell students that the two angles in Fig B add up to make 180o
12. Students should note the following:

The two angles whose sum of measures is 90 o are called complementary angles.

The two angles whose sum of measures is 1800 are called supplementary angles.
13. Tell students that these angles are also called adjacent angles as they have a
common vertex and a common arm i.e. they are right next to each other.

Activity 2:

Paste the given chart on the writing board. The chart should be prepared prior to the lesson.

GRADE 135
5
 1. Ask students to work in small groups.
2. Ask the students to pair any two angles together so that they get:
i. Complementary angles
ii. Supplementary angles
3. Ask students which angles they paired together and why.
4. Give students a few minutes to discuss in their groups and share their responses.

6. Tell students that if we add the measures of ∠A and ∠C we get 90 o. Therefore, ∠A

5. Students should attempt the question in their notebooks.

and ∠C are complementary angles.

7. If we add the measures of ∠B and ∠E, and even the measure of ∠D and ∠F we
get 180o. Therefore, ∠B and ∠E, and ∠D and ∠F are supplementary angles.

Sum of ∠A and ∠C = 900 (Complementary)

8. Ask students to write the summary in their notebooks as:

Sum of ∠B and ∠E = 1800 (Supplementary)



Sum of ∠D and ∠F = 1800 (Supplementary)



9. Tell the students that ∠A and ∠C are complementary angles but they do not


have any common vertex and arm. Therefore, these angles are called non-

10. Similarly ∠B, and ∠E are non-adjacent supplementary angles

adjacent complementary angles.

CONCLUSION / SUM UP


Ask students to define complementary and supplementary angles. Students should also
be asked to differentiate between adjacent and non-adjacent angles. Students should
mention that:
1. two angles are called adjacent angles if they have a common arm and a common vertex
2. two angles are called complementary is their sum is equal to 90o
3. two angles are called supplementary is their sum is equal to 180o

136 GRADE
5
 
ASSESSMENT

1. Paste the chart on the board and ask students to match the entry in column A with
the correct description in column B
Column Column
A B

Adjacent Supplementary Angles

Non Adjacent
Complementary Angles

Adjacent Complementary Angles

Non Adjacent Supplementary

Angles

2. After students have individually attempted the question, share the correct matching
with the students.


HOMEWORK / FOLLOW UP


Assign the relevant questions from the textbook on page 124 in exercise 1

GRADE 137
5
 LESSON UNIT 7: GEOMETRY

45 TRIANGLE


STUDENT LEARNING OUTCOMES

 Identify and describe triangles with respect to their sides (isosceles, equilateral,
and scalene)
 Identify and describe triangles with respect to their angles (Acute angled triangle,
obtuse angled triangle, and right angled triangle)

INFORMATION FOR TEACHERS

A teacher should know that:

1. A triangle in which all three sides are equal is called anoequilateral triangle
and all angles of an equilateral triangle are equal to 60 .
2. A triangle having two equal sides is called an isosceles triangle and the two
base angles of an isosceles triangle are equal in measure.
3. A triangle having all sides of a different measure is called a scalene triangle
and all angles in a scalene triangle are different in measure.
4. A triangle in which all angles are acute is called an acute-angled triangle.
5. A triangle in which one angle is a right angle is called a right-angled triangle.
6. A triangle in which one angle is obtuse is called an obtuse-angled triangle.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils, Chart, Protractor, Straight Straws of
Different Lengths


INTRODUCTION

1. Ask students to work in groups of 3.

2. Place a few pieces of straight straws of different lengths on the teacher’s desk.
3. Call a student from each group to take 9 pieces of straw for their group.
4. Tell students to join any three straws to make a closed figure/shape.
5. Encourage students to make different figures with different combinations of straws.
6. Select 3 different triangles from different groups; ensure that you pick an
equilateral triangle, an isosceles triangle, and a scalene triangle.
7. Draw the figures of the triangles on the board as shown below:

138 GRADE
5
8. Tell the students that these closed figures are called triangles and every
triangle has three sides and three angles.
7. Tell students that a triangle in which all three sides are equal is called an o
equilateral triangle and all angles of an equilateral triangle are equal to 60 .
Show the sides and angles of an equilateral triangle and tell students that the
single red dash on the sides indicates that the lengths of these sides are equal.
8. Tell students that a triangle having two equal sides is called an isosceles triangle
and the two base angles of an isosceles triangle are equal in measure. Show the
sides and angles of an isosceles triangle and tell students that the double red
dashes on the sides indicate that the lengths of these sides are equal, and the base
(single red dash) has a different length.
9. Tell students that a triangle having all sides of different lengths is called a scalene
triangle and all angles in a scalene triangle are different in measure. Show the sides
and angles of a scalene triangle and tell students that the three different red dashes
(single, double, and triple) on the sides indicate that the lengths of the three sides are
different.
10. Students should note these important details in their notebooks.
11. Tell students that in today’s lesson we will learn about the different types of triangles.
DEVELOPMENT


Activity 1

1. Tell students to work in the same groups of 3.

2. Prepare a worksheet with the following triangles: one with acute angles, one with a
right angle, and the third with an obtuse angle.
3. Distribute one worksheet to each group and instruct them to complete it.

2
3
1
Number of angles in triangles = Use a protractor.
Measure of angles in triangle 1 = , ,
Measure of angles in
triangle 2 = , ,

GRADE 139
5
 Measure of angles in triangle 3 = , __ ,
4. After students have completed their worksheets ask them to share their answers.
5. Other groups should also compare and correct their measurements.
6. Ask the following questions from the students, who should raise their hands to answer:

Which triangle had only acute angles? Answer: Triangle 1

Which triangle had a right angle? Answer: Triangle 2

Which triangle had an obtuse angle? Answer: Triangle 3
7. Share the correct answers and then tell students:

A triangle with 3 acute angles is called an acute-angled triangle (Triangle 1)

A triangle with one obtuse angle is called an obtuse-angled triangle (Triangle 3)

A triangle with one right angle is called a right-angled triangle (Triangle 2)


CONCLUSION / SUM UP

Ask students to differentiate between an equilateral, an isosceles, and a scalene triangle.

Furthermore, ask them to differentiate between an acute-angled, right-angled, and obtuse-
angled triangle. Students should mention that:
1. A triangle in which all three sides are equal is called an equilateral triangle and all
angles of an equilateral triangle are equal to 60 o.
2. A triangle having two equal sides is called an isosceles triangle and the two base
angles of an isosceles triangle are equal in measure.
3. A triangle having all sides of a different measure is called a scalene triangle and all
angles in a scalene triangle are different in measure.
4. A triangle in which all angles are acute is called an acute-angled triangle.
5. A triangle in which one angle is a right angle is called a right-angled triangle.
6. A triangle in which one angle is obtuse is called an obtuse-angled triangle.


ASSESSMENT

1. Paste the chart on the board and ask students to come to the board and match the
entry in column A with the correct description in column B
Column Column
A B

1 Right angled triangle

2 Obtuse angled triangle

3 Scalene triangle

140 GRADE
5
 4 Equilateral triangle

2. After students have attempted the question, share the correct matching with the
students. 1 – Scalene Triangle
2 – Equilateral Triangle
3 – Right angled Triangle
4 – Obtuse angled Triangle
HOMEWORK / FOLLOW UP


Assign the relevant questions from the textbook on page 130 in exercise 2.

GRADE 141
5
 LESSON UNIT 7: GEOMETRY

46 CONSTRUCTION OF TRIANGLE


STUDENT LEARNING OUTCOMES

Use protractor and ruler to construct a triangle when:

 Two angles and their included sides are given
 Two sides and included angle is given
Measure the length of the remaining sides and angles of the triangle

INFORMATION FOR TEACHERS

The teacher should know that:

1. A triangle has three angles and three sides
2. A triangle is represented by the symbol 
3. The sum of the interior angles of a triangle is 180°

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils, Rulers, Geometry Box, Ruler and Protractor


INTRODUCTION

1. Ask the following questions from the students.

What are the different types of triangles with respect to the sides?
2. What are the different types of triangles with respect to angles?
3. Take student responses and re-cap with them the different types of
triangles. Remind students that:

a triangle in which all three sides are equal is called an equilateral triangle
and all angles of an equilateral triangle are equal to 60o.

a triangle having two equal sides is called an isosceles triangle and the two
base angles of an isosceles triangle are equal in measure.

a triangle having all sides of a different measure is called a scalene triangle
and all angles in a scalene triangle are different in measure.

a triangle in which all angles are acute is called an acute-angled triangle.

a triangle in which one angle is a right angle is called a right-angled triangle.

a triangle in which one angle is obtuse is called an obtuse-angled triangle.
4. Tell students that in today’s lesson we will construct a triangle with two angles and
their included side given. We will also construct a triangle having two sides and their
included angle is given.

14 GRADE
5
fi
 DEVELOPMENT

Activity 1:

1. Construct a triangle ABC in which AB = 8cm, ∠A = 300 and ∠B = 750 by using

protractor and ruler on the writing board.
2. Tell students to copy each step in their notebooks individually using tools from their
own geometry box.
3. Draw a line segment AB of 8 cm by using a ruler as shown below:

A 8cm B
4. Next, draw an angle of 300 at point A with the help of a protractor as shown below:

Remove the protractor to show students the angle drawn at point A

5. Similarly, draw an angle of 750 at point B by using protractor as shown below:

Remove the protractor to show students the angle drawn at point B

GRADE 14
5
3
 8 cm
6. The two drawn rays intersect each other at point C
7. ∆ ABC is the required triangle.
8. Say that the 3rd angle is 75o.
9. Ask students to verify the measure of the third angle by using a protractor.
10. Students will also find that the measure of the third angle is 75o
11. Tell students that when we add the angles of any triangle they always add up to
make 180o
12. Therefore, 30o + 75o + 75o = 180o
13. Tell students that they can measure any angle of a triangle with the help of a
protractor and measure the sides of a triangle with the help of a ruler.

Activity 2:

1. Construct a triangle when two sides and included angle are given. Tell students that
the letter “m” indicates “the measure of”.
Let m RL = 6cm and m LM = 4cm and m∠L = 300
2. Construct the triangle on the writing board by using a protractor and ruler
3. Tell students to copy each step in their notebooks individually using tools from their
own geometry box.
4. Draw a line segment KL = 6cm with the help of a ruler.

K 6cm L

5. Use a protractor and draw an angle of 300 at point L as shown below:

Mark point M on the arm of 300 such that mLM = 4cm by using a ruler
6. Measure 4 cm along the ray starting from point L. Put a marker at the 4 cm mark and
call that point M. See below:

14 GRADE
5
4
 7.

8. Use a ruler and pencil to join K and M as well as L and M to complete the triangle.
9. Draw the triangle shown below:

10. ∆ KLM is the required triangle

11. Tell students to measure the lengths of the remaining sides of the triangle with the help
of a ruler and to measure the remaining angles with the help of a protractor.


CONCLUSION / SUM UP

1. Ask students to explain the steps in the construction of triangles

when: Two angles and the included side is given
Two sides and the included angle is given.
2. Ask students how we measure the remaining sides and angles? Students should
highlight that the remaining sides and angles can be measured with a ruler and
protractor respectively.


ASSESSMENT

3. To assess the students ask them to individually construct the triangles given
below: A triangle PQR, in which PR = 5cm, PQ = 7cm and  P = 700
A triangle ABC, in which  A = 600, AB = 5.5 cm and  B = 300
4. Guide the students in their construction of the various angles.


HOMEWORK / FOLLOW UP

Assign the relevant questions from the textbook on page 131 in exercise 2

GRADE 14
5
5
 Month

14
6 GRADE 5
GRADE 147
5
 LESSON UNIT 7: GEOMETRY

47 QUADRILATERALS


STUDENT LEARNING OUTCOMES

 Recognize different kinds of quadrilateral (square, rectangle, parallelogram,

rhombus, trapezium, and kite)
 Identify and describe properties of quadrilaterals including square, rectangle,
parallelogram, rhombus, trapezium, and kite, and classify those using parallel sides,
equal sides, and equal angles.

INFORMATION FOR TEACHERS

The teacher should know that:

1. Shapes that have four sides and four angles are called quadrilaterals.
2. Square, rectangle, parallelogram, rhombus, trapezium, and kite are all types
of quadrilaterals.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils, Rulers, Geometry Box, Chart, Straight
Straws of Different Lengths


INTRODUCTION

1. Ask students to look at their surroundings and identify any four-sided closed figures.
2. Tell students to list these figures on the board.
3. Some expected answers may include a window, board, desk, door, etc.
4. Record their responses and draw the corresponding shape on the writing board.
See below:

Writing Board Window

Door Book
5. Ask students if they know what all 4 sided shapes are called.
6. Tell students that all four-sided shapes are called quadrilaterals.
7. Students should note this in their notebooks.

148 GRADE
5
 DEVELOPMENT

Activity 1:

1. Ask students to work in groups of 4.

2. Place a few pieces of straight straws of different lengths on the teachers’ desk
3. Call a student from each group to take a handful of pieces of straw for their group.
4. Tell groups to join any four straws to make a closed figure/shape.
5. Encourage students to make different figures with various combinations of straws.
6. Monitor and facilitate them during the activity.
7. Tell students to show their work to other groups and also write the names of the
shapes that they are familiar with such as square and rectangle.
8. Draw the various shapes on the board that students have made in their groups.
9. The teacher should then paste a chart of the different quadrilaterals on the writing
board. The teacher should emphasize that all the shapes on this chart are
quadrilaterals.
10. Students should copy the chart of the quadrilaterals in their notebooks.
Figure Name Properties of the quadrilateral

Square a geometrical shape having four

equals sides and four right angles

Rectangle a geometrical shape having

opposite sides equal in length
and all angles as right angles

Parallelogram a geometrical shape with two

pairs of opposite sides which are
parallel and opposite angles
which are
equal
a geometrical shape in which all
Rhombus sides are equal and opposite
sides are parallel.

Trapezium a geometrical shape in which

only one pair of opposite sides
that are parallel

a geometrical shape having

Kite two pairs of equal and adjacent
sides

11. Refer to pages 132-133 to explore all the sides and angles of each quadrilateral.
12. Give students time to explore the sides and angles of each quadrilateral as a
lot of important information has been summarized in the chart above.

Activity 2:

Draw a house on writing board as shown below:

GRADE 149
5
 1. Ask students the following questions:

which quadrilateral is a square? (pink)

which quadrilateral is a parallelogram? (green)

which quadrilateral is a trapezium? (yellow)

which quadrilateral is a rhombus? (red)

which quadrilateral is a rectangle? (orange)

which quadrilateral is a kite? (light orange)
2. Ask students to raise their hands and identify the different quadrilaterals.
3. Ask students to mention the properties of each quadrilateral.


CONCLUSION / SUM UP

1. Ask students about the different types of quadrilaterals along with their properties.
2. Students should draw the shape and list down its properties.
3. The teacher should guide the students during this exercise.


ASSESSMENT

Paste the chart shown below and ask students the following question:
1. Which of the following shapes is not a quadrilateral?

150 GRADE
5
 D

HOMEWORK / FOLLOW UP

Ask the students to copy and complete the following question in their notebooks.
Shape Names
s

GRADE 151
5
 LESSON UNIT 7: GEOMETRY

48 CONSTRUCTION OF A SQUARE
AND RECTANGLE


STUDENT LEARNING OUTCOMES

 Use protractor and ruler to construct square and rectangle when lengths of
sides are given

INFORMATION FOR TEACHERS

The teacher should know:

1. The definition and properties of a square and a rectangle.
2. How to use protractor and ruler to construct different squares and rectangles
when measurements are given.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils, Rulers, Geometry Box, Ruler and Protractor


INTRODUCTION

1. Ask the students to identify various objects in the classroom that are squares
and rectangles.
2. Ask students to raise their hands and share their observations.
3. Take student responses and write/draw them on the board such as window,
door, cupboard, desk, board, pencil box, sharpener, eraser, etc.
4. Remind students about the definition of a square and rectangle:
Square – a quadrilateral having four equal sides and four right angles is called a
square Rectangle - a quadrilateral having opposite sides equal in length and four
right angles are called a rectangle.
5. Tell students that today we will learn how to construct a square and a
rectangle geometrically.

DEVELOPMENT


Activity 1:

1. Using protractor and ruler, construct a square ABCD whose length of a side is 4.5 cm
2. Tell students to copy each step in their notebooks individually using tools from their
own geometry box.
3. Draw a line segment AB of length 4.5 cm with the help of ruler as shown below:

15 GRADE
5
fi
 A 4.5cm B
4. Using a protractor, draw right angles at point A and B as shown below:

5. Using the ruler mark points C and D such that m AD = m BC = 4.5cm

6. Draw a straight line from point C to D.

7. ABCD is the required square as shown below:

GRADE 153
5
 Activity 2:

1. Using a protractor and ruler, construct a rectangle EFGH whose length is 6 cm and
width is 3 cm.
2. Tell students to copy each step in their notebooks individually using tools from their
own geometry box.
3. Draw a line segment EF of length 6cm with the help of a ruler

E 6cm F
4. Using protractor draw right angles at points E and F

5. Mark points G and H such that m FG =m EH = 3cm

Remove the protractor to show students the right angles drawn at point E and F

6. Join point G and H by using ruler and pencil.

7. Rectangle EFGH is the required rectangle as shown below:

154 GRADE
5

CONCLUSION / SUM UP

Conclude the activity by asking students to explain the steps involved in the construction of
a square and a rectangle. Students should mention the use of a protractor and ruler to
draw the shapes and how all angles in a square and rectangle are right angles.


ASSESSMENT

1. Ask students to individually construct:


a square KLMN whose length of a side is 4.6 cm

a rectangle ABCD whose length is 8 cm and width is 4 cm
2. Guide the students in their construction of the above.


HOMEWORK / FOLLOW UP

Assign the relevant questions to the students from the textbook on page 137 in exercise 3

GRADE 155
5
 LESSON UNIT 7: GEOMETRY

49 SYMMETRY


STUDENT LEARNING OUTCOMES

 Recognize different types of symmetry (reflective and rotational in 2-D figures).

 Identify lines of symmetry for given 2-D figures.
 Find the point of rotation of order of rotational symmetry of given 2-D figures.

INFORMATION FOR TEACHERS

Teachers should know that:

1. A shape or figure has symmetry when it is turned, flipped, or rotated and the
same shape or figure is formed.
2. A line of symmetry divides a shape into two equal parts, which when folded onto
each other completely overlaps.
3. Certain shapes have more than one line of symmetry.
4. A figure will have rotational symmetry if it is rotated about a center point and looks
the same at least two times during the full rotation.
5. The number of times a shape looks the same when it is rotated about a point, is
called the order of its rotational symmetry.
6. The center of the shape is called the center of rotation.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Writing Board, Soft Board, Marker, Notebooks, Textbooks, Pencils, Ruler, Worksheet,
Cardboard Cut-outs, Pin


INTRODUCTION

1. Draw the given figure on the board and give groups of students a cardboard cut-
out of the figure as well. The cardboard cut-out should be prepared before the lesson.

2. Ask students in their small groups to fold the cardboard in such a way that the
figure completely overlaps.

156 GRADE
5
3. After exploration, ask a student to come to the board and draw a line on the figure
that divides it into two equal parts. Tell the student that a horizontal line will not
divide the figure into two equal parts.
4. Tell all students that a vertical line right down the center of the figure will divide it into
two equal parts similar to when they folded the cardboard cutout along the center
of the figure and it completely and perfectly overlapped.
5. Draw the line, as shown below, and tell students that it is called the line of symmetry.

DEVELOPMENT


Activity 1:

1. Draw the following figure on the board and give the same groups of students a
cardboard cut-out of the figure as well.

2. Ask students to work in their small groups and fold the cardboard in such a way that
the figure completely overlaps i.e. find the line(s) of symmetry.
3. After the students have tried to find the line of symmetry, ask a student to come to
the board and draw it on the figure.
4. Tell all students that a vertical line right down the center of the figure will divide it into
two equal parts. Similarly, a horizontal line will also divide it into two equal parts.
5. Tell students that a figure may have more than one line of symmetry. Show
students the lines of symmetry.

GRADE 157
5
 6. Take one of the cardboard cut-outs of the figure shown above and pin it to a soft board.
7. Stick the pin at the point where the two lines of symmetry intersect.
8. Now ask one student to come up to the soft board and rotate the figure as shown:

9. Tell the student to rotate the figure through 360 degrees i.e. one complete rotation.
10. Ask all students, during the rotation, did the figure looks the same at any point? Hold
up another cut-out of the figure as well.
11. Give students a few minutes to discuss in small groups.
12. Take students’ responses.
13. Tell students that at half a rotation i.e. at 180 degrees the figure is identical to the
original figure. Demonstrate to the students how the figure is identical at half a
rotation by comparing it to the other cut-out as well.
14. Tell students that a figure will have rotational symmetry if it is rotated about a center
point and looks the same at least two times during the full rotation.
15. Tell students, the number of times a shape looks the same when it is rotated about a
point is called the order of its rotational symmetry.
16. Ask students what is the order of rotational symmetry of the figure above?
17. Give students a few minutes to discuss in small groups.
18. Take students’ responses.
19. Tell students that the order of rotational symmetry of the figure is 2 i.e. the figure looks
the same twice when it is rotated about its center point, through 360 degrees.
20. Tell students that the center of the shape is called the center of rotation.
21. For the figure above, the point where the two lines of symmetry intersect is the
center of the shape i.e. the center of rotation.
22. Ensure that all students note these important details in their notebooks.

158 GRADE
5
 Activity 2:

1. Ask the students to work in pairs for the following activity.

2. Paste the chart of the following table on the writing board.
3. The chart should be prepared before the lesson.
4. Ask students to copy and complete the following table in their notebooks.
5. Each shape should be discussed among the pairs of students.
6. Ask various students to come up to the board and draw the line(s) of symmetry.
7. Ask students if the shape under consideration has rotational symmetry? If yes, what is
the order of rotational symmetry? Where is the center of rotation? It should be indicated
in the figure.
8. Complete the activity with the students. The first row has been solved.
#
Shap Line(s) of Rotational Order of
e Symmetry Symmetry Rotation
? Yes / No al
1 Squar Symmetr
YES
e y
4

2 Rectangle

3 Parallelogram

4 Equilateral Triangle

5 Regular Pentagon

6 Regular Octagon

7 Arrow

8 Irregular Diamond

GRADE 159
5
 
CONCLUSION / SUM UP

1. Ask students to define symmetry and to give examples of simple and rotational
symmetry. Ask students to give examples for each.
2. Students should highlight that if a shape or figure is turned, flipped, or rotated and
the same shape or figure is formed it is said to have symmetry.
3. Students should mention that a line of symmetry divides a shape into two equal
parts and that certain shapes/figures may have more than one line of symmetry.
4. Furthermore, students should mention that a figure will have rotational symmetry if it
is rotated about a center point and looks the same at least two times during the full
360- degree rotation.
5. Students should state that the number of times a shape looks the same when it is
rotated about a point is called the order of rotational symmetry and the center of
the shape i.e. where the lines of symmetry intersect is called the center of rotation.


ASSESSMENT

1. Draw the figure shown below on the writing board.

2. Ask students to identify the line(s) of symmetry (4), center of rotation, and order
of rotational symmetry (4) for the following figure.

3. After students have attempted the question, share the correct answer with students.


HOMEWORK / FOLLOW UP


Assign the relevant questions from the textbook on page 140 in exercise 4.

160 GRADE
5
 LESSON
UNIT 7: GEOMETRY

50 NETS OF 3-D SHAPES


STUDENT LEARNING OUTCOMES

 To identify cubes, cuboids, and pyramids from their nets

 To describe and make 3-D objects (cubes, cuboids, cylinders, cones, spheres, pyramids).

INFORMATION FOR TEACHERS

Teachers should know that:

1. A net is a two-dimensional shape which can be folded in a specific pattern to
get a three-dimensional solid.
2. Three-dimensional solids can have more than one possible net.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Textbook, Chalk/Marker, Worksheet Snippets, Writing board, Charts, Cardboard, Ruler,
Cardboard Cut-Outs, Cardboard Cube, Cuboid, Paper Cutter / Scissors, Gum Stick /
Sticking Tape.
1. Bring a cardboard box shaped like a cube to the classroom and place it on the


INTRODUCTION

teacher’s desk.

2. Ask students to discuss the following questions in pairs.


What is the name of the 3-D shape?

What is the shape of each face?

How many faces are there?

How would you make your own cardboard box from square cardboard cutouts?
3. Record all responses on the board.
4. Then guide student discussion and tell them that the cardboard box is a
three- dimensional solid shape.
5. Tell students that all three-dimensional (3-D) solids are made up of different two-
dimensional (2-D) shapes; in this case, the 3-D cube is made up of 6 squares
(2-D).

GRADE 161
5
 6. Using the cutter, cut the box in such a way that the following net emerges. See below:

7. Tell students that the 2-D flat squares are the net of the 3-D cube.
8. Students should note the definition of a net.
A net is a two-dimensional shape which can be folded in a specific pattern to get a
three- dimensional solid.
9. Fold the net to show how the net can become a cube and then unfold it to show
how a cube can become a net.
10. Ask students is there only one net for a cube?
11. Give students a few minutes to think and discuss in small groups.
12. Take responses from various groups.
13. Tell students that three-dimensional solids can have more than one possible net and
in today’s lesson we will be learning about cubes, cuboids, and pyramids from their
nets
DEVELOPMENT


Activity 1:

1. Divide the class into pairs.

2. Give each pair a set of scissors and pieces of sticking tape.
3. Ensure that students use the scissors safely.
4. Distribute the following nets to the students and instruct students to cut along the
lines and then stick the pieces together to make a 3-D object.
5. If possible, the teacher should distribute the prepared cut-outs to the pairs.
6. Ensure that each pair has at least one net.

Cube Square Pyramid

16 GRADE
5
fi
 Cylinder Cuboid

Cone Sphere

7. Give the net of the sphere to the most talented pair(s) in the class.
8. Walkthrough the class and guide students during the cutting and sticking.
9. Expect that students may not be able to cut the shapes correctly or stick them
correctly. Prepare many copies of the nets and assist the struggling pairs.
10. Reshuffle groups so that more able students help the struggling students.
11. After each pair has finished correctly cutting the nets and creating their 3-D shapes
they should come up to the front of the class and give a brief presentation.
12. In the presentation, students should cover

The name of the 3-D shape

The number of faces the 3-D shape has

The names of the faces on the net.
13. Ask the groups that were given the net of the cube:
a. How did we get a cube even though the net was different from the net
shown in the introductory activity?
b. Let all students discuss the question in their pairs and then share
their responses.
14. Remind the students once again that three-dimensional solids can have more than
one possible net.
15. Guide the students during their presentations and other students should also give
their input.
CONCLUSION / SUM UP


1. Ask students to define a net of a 3-D object and give an example as well.
2. Students should mention that the net of 3-D shape is actually a two-dimensional
shape made up of various shapes e.g. the net of a 3-D cube is made up of 6, 2-D
squares.
3. Students should highlight that different shapes have different nets.

GRADE 16
5
3
 
ASSESSMENT

1. Students should attempt the following question:


Draw the net of Cylinder

Draw the net of Cone

Draw the net of Cuboid

Draw the net of a Square Pyramid
2. After students have attempted the question, give feedback and make corrections.


HOMEWORK / FOLLOW UP

Assign the relevant questions from the textbook on pages 143-144 in exercise 5.

164 GRADE
5
 LESSON
UNIT 6: UNITARY METHOD

51 UNITARY METHOD


STUDENT LEARNING OUTCOMES

Calculate the value of many objects of the same kind when the value of one of these
objects is given.

INFORMATION FOR TEACHERS

Teachers should know how to use multiplication to find the value of multiple objects of the
same kind from the value of a given unit.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils


INTRODUCTION

1. Write the following real-life example on the writing board:

The number of pages in one mathematics textbook is 188 pages. How many pages will
there be in 21 textbooks
2. Ask students to discuss the question in pairs and share their answers.
3. Record student responses on the board.
4. Tell students that to find the number of pages in 21 textbooks we multiply 188 with 21.
5. Show students the following solution: 188 × 21
Th H T O
1 1
1 8 8

× 2 1
1
1 8 8
3 7 6 0
3 9 4 8
6. Therefore, the number of pages in 21 textbooks is 3,948.
7. Tell students that in today’s lesson they will be calculating the value of many
objects of the same kind when the value of one of these objects is given.

GRADE 165
5
 
DEVELOPMENT

Activity 1:

1. Ask students to work in pairs and answer the following questions in their notebooks:
The cost of one pen is Rs. 15. Find the cost of 25 pens? Answer: Rs. 375



A grandfather gives each of his 28 grandchildren Rs. 50 each. How much money did
he distribute? Rs. 1400.

One pack of bulbs has 12 bulbs. How many bulbs are there in 37 packs? 444 bulbs.
2. Ask a few volunteers to come to the board and solve each question.
3. Other students should guide the volunteers.
4. The teacher should share the solution with all students on the writing board.

Activity 2:

1. Ask the students to work in pairs.

2. Ask the students to copy and complete the column labeled Total Cost in their notebooks.
# Price of 1 Object Number of Objects Total Cost

1 7 Rupees 12

2 9 Rupees 8

3 15 Rupees 17

4 35 Rupees 5

5 75 Rupees 2

6 124 Rupees 7

3. Guide students where needed.

4. Share the correct answers with all students.
CONCLUSION / SUM UP


Ask students how can we find the value of many objects of the same kind when the value
of one of these objects is given. Students should mention that when the value of one item
is known the value of many items of the same kind can be found by multiplication.
ASSESSMENT


1. Ask the students to copy and complete the following in their notebooks:
Choose the correct option
i. The price of 1 book is 250, the price of 3 books will be Rs.
a) 100 (b) 150 (c) 750 (d) 1000
ii. If the cost of 1 kg mango is Rs. 75, then the cost of 4 kg
mangos is (a) Rs. 250 (b) Rs. 300 (c) Rs. 450
(d) Rs. 500
2. After students have attempted both questions the teacher should share the
correct answers with students.

166 GRADE
5
 HOMEWORK / FOLLOW UP


Assign the relevant questions from the textbook on page 112 in exercise 1.

GRADE 167
5
 LESSON UNIT 6: UNITARY METHOD

52 UNITARY METHOD


STUDENT LEARNING OUTCOMES

 Calculate the value of one object of the same kind when the value of many of
these objects is given.

INFORMATION FOR TEACHERS

The teacher should know that to find the value of one unit from the value of multiple
objects we use division.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils


INTRODUCTION

1. Write the following real-life example on the writing

board: The cost of 24 books is 5280. Find the cost of 1
book?
2. Ask students to discuss the question in pairs and share their answers.
3. Record student responses on the board.
4. Tell students that to find the cost of 1 book we divide 5280 with 24.
5. Show students the following
solution: 5280 ÷ 24
0 2 2 0
2 4 5 2 8 0
- 4 8
0 4 8
- 0 4 8
0 0 0 0
Therefore, one book costs Rs. 220
Tell students that in today’s lesson they will be calculating the value of one object, of the
same kind, when the value of many of these objects is given.

DEVELOPMENT


Activity 1:

1. Ask students to work in pairs and answer the following questions in their notebooks:

168 GRADE
5
 The cost of 1 dozen eggs is Rs. 180. Find the cost of 1 egg? Answer: Rs. 15


The rent of a house for 9 months is Rs. 225,000. Find the rent of the house for 1


month? Answer: Rs. 25,000


A school with 750 students has 30 classrooms. How many students are in
each classroom? Answer: 25 students
2. Ask a few volunteers to come to the board and solve each question.
3. Other students should guide the volunteers.
4. The teacher should share the solution with all students on the writing board.

Activity 2:

1. Ask the students to work in pairs to copy and complete the column labeled Price
of 1 Object in their notebooks.
# Total Price Number of Objects Price of 1 Object
1 250 5
2 1000 25
3 3051 27
4 242 121
2. Guide students where needed.
3. Share the correct answers with all students.
CONCLUSION / SUM UP


Ask students how we can find the value of one object from the value of many identical
objects. Students should mention that when the value of many items is known the value
of one item of the same kind can be found by division.
ASSESSMENT


1. Copy and complete the following individually.
The price of 52 toffees is Rs. 260. Find the price of one toffee.
The cost of 35 notebooks is Rs. 5075. Find the cost of one notebook.
2. After students have attempted both questions, the teacher should share the
correct answers with students.
HOMEWORK / FOLLOW UP



Assign the relevant questions from the textbook on page 112 in exercise 1.

GRADE 169
5
 LESSON UNIT 6: UNITARY METHOD

53 UNITARY METHOD


STUDENT LEARNING OUTCOMES

 Calculate the value of many objects of the same kind when the value of some of
these is given.
 Identify place values of digits up to one hundred thousand (100,000).

INFORMATION FOR TEACHERS

The teacher should know:

1. That to find the value of one unit from the value of multiple objects we use division.
2. Multiplication is used to find the value of multiple objects of the same kind from
the value of a given unit.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils


INTRODUCTION

1. Write the following real-life example on the board:

Arshad bought 9 identical books which cost him Rs. 3150. If he wants to buy 7 such
books then what amount should he pay?
2. Ask students to discuss the question in pairs and share their answers.
3. Record student responses on the board.
4. Tell students that to find the cost of 7 books, we must first find the cost of 1.
5. Show students the following
solution: 3150 ÷ 9
0 3 5 0
9 3 1 5 0
- 2 7
0 4 5
- 0 4 5
0 0 0 0
Therefore, one book costs Rs. 350
Now we must find the cost of 7 such books i.e. 350 × 7

170 GRADE
5
 Th H T O
3
3 5 0

× 7
2 4 5 0
6. Therefore, the cost of 7 books is Rs. 2,450.
7. Tell students that in today’s lesson they will be calculating the value of many
objects of the same kind when the value of some of these is given.
8. Tell students that this approach is called the Unitary method. It is used to
calculate the value of many objects when the value of some of these is given.

DEVELOPMENT

Activity 1:

1. Ask students to work in pairs and answer the following questions in their notebooks:

Asma buys 32 toffees for Rs 96. What is the price of 16 toffees?

The price of 5 toy cars is Rs. 1530. Find the price of 2 toy cars.

A train travels 7,650 km in 72 hours. How much distance does the train cover in 1
day (24 hours)?
2. Ask a few volunteers to come to the board and solve each question.
3. Other students should guide the volunteers.
4. The teacher should share the solution with all students on the writing board.


CONCLUSION / SUM UP

1. Ask students how can we find the value of many objects of the same kind when the
value of some of these objects is given.
2. Students should mention that when the value of many items is known the value of
one item of the same kind can be found by division.
3. Students should further highlight that when the value of one item is known the
value of many items of the same kind can be found by multiplication. 2
4. Students should touch upon both steps in the unitary method.


ASSESSMENT

1. Write the following questions on the board and ask students to answer them in
their notebooks:
The price of 20 pens is Rs. 600. Find the price of 13 pens.
The cost of 12 bags is Rs. 3552. Find the cost of 72
bags.
2. After students have attempted both questions the teacher should share the
correct answers with students.


HOMEWORK / FOLLOW UP

Assign the relevant questions from the textbook on page 114 in exercise 2.

GRADE 171
5
 Month

17fi
GRADE 5
GRADE 173
5
 LESSON UNIT 7: PERIMETER AND AREA

54 AREA AND PERIMETER


STUDENT LEARNING OUTCOMES

 Differentiate between perimeter and area of a square and rectangular region.

 Identify the units for measurement of perimeter and area.

INFORMATION FOR TEACHERS

Teachers should:

area of a square or rectangle can be calculated in 𝑐𝑚2 and 𝑚2.

1. Understand that the surface covered by a shape is called its area. The

2. Be able to find the area of a square or rectangle.

The perimeter of a square or rectangle is calculated in cm and m.

3. Understand that the length of the boundary of any shape is called its perimeter.

4. Be able to find the perimeter of rectangles and squares.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Pencils


INTRODUCTION

1. Draw the figure shown below on the board:

8cm

3cm

2. Ask students which shape is drawn? (Answer: Rectangle)

3. Now ask students what is the length and width of the rectangle. Students should say
that the length is 8 cm and the width is 3 cm. Emphasize that the length and width can
be in centimeters or meters.
4. Ask students “what is the measure of the complete boundary of the rectangle?”
5. Tell students that this complete measure of the boundary is called the perimeter.
6. Let students discuss and come up with their answers.
7. Record student responses.
8. Share with students the correct answer as shown
below: Perimeter of rectangle = 2 x length + 2 x
width.

174 GRADE
5
 =2x8+2x3
= 16 + 6
= 22 cm
9. Once again emphasize that since the length and width is in centimeters, the total
length of the boundary will also be in centimeters.
10. Tell students to write the formula for the perimeter of a rectangle in their notebooks.
DEVELOPMENT


Activity 1:

1. Divide the students into pairs.

Distribute the worksheet to each pair or draw the figure and grid shown below on the
board:

A D
1 2 3 4
2
3
B C

Each small square is a 1 cm x 1 cm square

1 What is the area of the rectangle ABCD?
2. Let them discuss
1 in pairs.
3. Guide students that the area of rectangle ABCD is the number of square
centimeters completely enclosed by the rectangle.
4. Ask students how many square centimeters are enclosed by the rectangle?
5. Let them discuss in pairs and then take their responses.
6. Guide students to count the number of square meters which should be 12.

square or rectangle can be calculated in 𝑐𝑚2 and 𝑚2.

5. Tell students that the surface covered by a shape is called its area. The area of a

7. The area of rectangle ABCD above 12 𝑐𝑚2


CONCLUSION / SUM UP

1. Ask students to recall the definition of the perimeter. Students should mention that the
length of the boundary of a shape is called the perimeter. Students should also state
that the perimeter of any shape is measured in various units of length such as
centimetres and meters.
2. Ask students to define and explain the area. Students should mention that the definition
units i.e. in meter square (𝑚2) and centimeter square (𝑐𝑚2).
of area is the surface covered by a shape that can be measured in various square


ASSESSMENT

1. Ask students the following questions:

GRADE 175
5
 
What units are used to find the perimeter of a rectangle or square?

What units are used to find the area of a rectangle or square?

How are area and perimeter different from one another?
2. Tell students to raise their hands and then call upon them to answer.
3. Ask the rest of the class to guide and add to the answers.
4. The teacher should also guide students.
HOMEWORK / FOLLOW UP


Assign the relevant questions from the textbook on page 154 in exercise 1.

176 GRADE
5
 LESSON
UNIT 7: PERIMETER AND AREA

55 AREA AND PERIMETER


STUDENT LEARNING OUTCOMES

Find and apply formulas to find the perimeter and area of a square and rectangular region.

INFORMATION FOR TEACHERS

Teachers should be able:

area of a square or rectangle can be calculated in 𝑐𝑚 and 𝑚2.

1. To understand that the surface covered by a shape is 2called its area. The

2. To find the area of a square or rectangle.

The perimeter of a square or rectangle is calculated in cm and m

3. To understand that the length of the boundary of any shape is called its perimeter.

4. To find the perimeter of various rectangles and squares.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chart


INTRODUCTION

1. Divide the students into pairs.

2. Draw the figure shown below on the board.

A 4m D

4m

B C
What is the perimeter of the square ABCD?

3. Ask students to answer the question in their notebooks.

4. Let students discuss in pairs. Record student responses after a few minutes.
5. Guide students that the perimeter of square ABCD is the sum of all 4 sides i.e. 4 + 4 + 4 + 4
= 16.
6. Tell students that instead of using repeated addition they may also use multiplication.
7. Tell students that the formula for the perimeter of a square is

GRADE 177
5
 The perimeter of the square = 4 x length of one side.
8. Ensure that students remember the units and write the final answer as 16 meters.
9. Emphasize that the perimeter is measured in cm or m.
10. Tell students to copy the formula in their notebooks.
11. Remind students that the formula for the perimeter of a rectangle was discussed in
the previous lesson
Perimeter of rectangle = 2 x length + 2 x width.
DEVELOPMENT

Activity 1:
1. Prepare the chart shown below before the lesson. Paste it on the board.

a
)
11cm

5cm

b)
6m

6m

What is the area of the a) rectangle and the b) square?

2. Divide the students into pairs.

3. Let students discuss the answers to the questions in pairs.
4. Take students' responses.
5. Tell students that earlier they found an area by the counting number of
square centimeters completely enclosed by the shape.
6. To calculate the surface covered by a rectangle or square we use the following formulas.

Area of rectangle = Length x Width

=LxW

Area of square = Length x Length

=LxL
7. Therefore, the area of the a) rectangle
= Length x Width
= 11 x 5
= 55𝑐𝑚2 And

178 GRADE
5
8. The area of the b) square
= Length x Length

= 36 𝑚2
=6x6

9. Tell students to pay special attention to the

in 𝑐𝑚2
units. If the measurements are in cm the area is

If the measurements are in m the area is in 𝑚2


CONCLUSION / SUM UP

1. Ask students to recall the definition of the perimeter. Students should mention that the
length of the boundary of a shape is called the perimeter. Students should also state
that the perimeter of any shape is measured in various units of length such as
centimeters and meters. Students should also state the formulas for the perimeter of
rectangle and square i.e.
Perimeter of rectangle = 2 x length + 2 x width.
The perimeter of the square = 4 x length of one
side.
2. Ask students to define and explain the area. Students should mention that the definition of
area is the surface covered by a shape that can be measured in various square
units i.e. in meter square (𝑚2 ) and centimeter square (𝑐𝑚2 ). Students should also
state the formulas for the area of rectangle and square

Area of rectangle = Length x Width

=LxW

Area of square = Length x Length

=LxL


ASSESSMENT

1. Ask students the following questions:


Find perimeter and area of a square whose length is 8 cm

Find perimeter and area of a rectangle whose length is 6m and width is 3m
2. Tell students to solve each part in their notebooks.
3. After students have attempted the questions, tell students to raise their hands to
share their answers.
4. Let the other students help as well.
5. The teacher should also guide students.


HOMEWORK / FOLLOW UP

Assign the relevant questions from the textbook on page 158 in exercise 2.

GRADE 179
5
 UNIT 9: DATA HANDLING
LESSON

56 AVERAGE


STUDENT LEARNING OUTCOMES

 Find and describe the average of given quantities in the data.

 Solve real-life problems involving average.
INFORMATION FOR TEACHERS

The teacher should know that to find the average of given quantities we first find the sum of the quantiti

Sumof quantities
Average 
Number of quantities


DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED



Board, Marker, Notebooks, Textbooks, Pencils, Measuring Tapes


INTRODUCTION

1. Ask students to work in pairs and answer the following question in their
notebooks: Ibrahim has 5 books. Hareem has 7 books. Qaiser has 12 books.
How can these books be distributed equally among the three friends?
2. Let students discuss and come up with their answers.
3. Record student responses.
4. Tell students that to find how many books each individual will get, we need to find the
average.
5. Tell students that the average is the total number of books divided by the total
number of people.
6. In the example above, the total number of books is 5 + 7 +12 = 24 and the total
number of people is 3.

7. Therefore, the average or the number of books is  8 books per person.

24
3
8. Tell students to note down the formula for average in their notebooks.
Average  Sumof quantities
Number of quantities

18 GRADE
5
0
 
DEVELOPMENT

Activity 1:

Write the following numbers on the

board: 11, 25, 33, 51, 60.
1. Ask students to find the average of the 5 numbers.
2. Let students discuss in pairs.
3. Ask a volunteer to come to the front of the class and explain what steps are
involved to find the average.
4. The teacher should write the steps on the board.
5. Ask other students to also guide the volunteer.
6. Show the correct steps on the board as follows:
Step 1 – Add the numbers 11 + 25 + 33 + 51 + 60 = 180
Step 2 – Count the numbers 5
sumof quantities
Step 3 – Write the formula for
Noof quantities
average
Step 4 – Find the average = 180 / 5
= 36

Activity 2:

1. Divide the students into groups of 5.

2. Provide a measuring tape to each group.
3. Ask the students in a group to measure and record the height of each student
in centimeters.
4. Tell students to find the average height of their group in centimeters.
5. Ask groups to come to the front of the class and write their average on the board.
6. The teacher should verify that the calculation is correct for each group.
7. Students should compare and give feedback on the answers of each group.
8. The teacher should walk around the class, monitor and guide students during the activity.
CONCLUSION / SUM UP


Ask students to explain what the average is with examples. Students should mention that to
find the average of given quantities we first find the sum of the quantities and then divide
this sum by the number of quantities.
Average  Sumof quantities
Number of quantities
ASSESSMENT


1. Write the questions below on the writing board:
Hashir ate 15 chocolates on Monday, 21 chocolates on Tuesday, and 27 chocolates on
Wednesday. On average, how many chocolates did Hashir eat each day?
2. Ask students to answer in their notebooks.

GRADE 18
5
1
 3. The teacher should provide guidance where needed.
HOMEWORK / FOLLOW UP

Assign the relevant questions in the textbook on page 165 in exercise 1.

18 GRADE
5
fi
 LESSON
UNIT 9: DATA HANDLING

57 ORGANIZE THE DATA USING A

BAR GRAPH


STUDENT LEARNING OUTCOMES

 Organizing the given data using a bar graph.

 Read and interpret a bar graph given in the horizontal and vertical form.
 Draw horizontal and vertical bar graphs for the given data.
 Solve the real-life situation using data presented in a bar graph.

INFORMATION FOR TEACHERS

Teachers should know how to:

1. Represent data in simple bar graphs; both in horizontal (left to right) and vertical
(top to bottom) forms.
2. Represent real-life data like different types of blood types, heights, temperature, etc
in bar graphs.

 DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

 MATERIALS / RESOURCES REQUIRED


Board, Marker, Notebooks, Textbooks, Worksheet, Charts, Graph Paper.


INTRODUCTION

1. Distribute 3 sheets of graph paper to all students at the start of the lesson.
2. Draw the following table on the board.
Student Name Kamran Ayza Ahmed

3. Marks
Divide students into in a Math
pairs 6 8 10
4. Test
Ask students to represent the data above using a bar graph.
5. Give students a few minutes to attempt the question.
6. Walk around the class to review student work.
7. Paste the following chart on the writing board.
This chart should be prepared before the
lesson.

GRADE 183
5
 Vertical Bar Graph
12
Y-

10

Marks Obtained
6

0
KamranAyzaAhmedX-
Student Name

8. Tell students that the data given in the table has been represented in this vertical
bar graph.
9. Give students some time to observe and analyze the vertical bar graph.
10. Ask students to discuss in pairs: what does the bar graph represent? What does
each bar represent? What do the different heights of the bars represent?
11. Ask students, “Who received the highest marks in the math test? Who received
the lowest?”
12. Ask students how many marks did Ayza receive?
13. Take student responses and record them on the board. Share the correct responses
with the students through a discussion.
14. Tell students, step by step, how to draw vertical bar graphs.
15. Mark the horizontal line as the X-axis and the vertical line as the Y-axis. Label these
axes as well i.e. the X-axis represents Student Name and the Y-axis represents the
marks obtained.
16. Write the student names along the X-axis and the marks on the Y-axis. Point out
to students that the width of each bar is the same. This is an important point that
the teacher must highlight.
17. Each step on the Y-axis represents 2 marks. Students should be told to keep a
reasonable step size when drawing vertical or horizontal bar graphs.
18. The blue bar represents the marks obtained by Kamran. Tell students that the top of
the blue bar must be aligned with the number of marks obtained by Kamran. See

Y-
Vertical Bar Graph
12

10

0
X-

KamranAyza Ahmed

below:

184 GRADE
5
19. Similarly, for Ayza and Ahmed. Their bars should represent the marks obtained by
them in the math test.
20. Once again, tell students to pay special attention to the names of the axis. The
horizontal axis is called the X-axis. The vertical axis is called the Y-axis.
21. Tell students that in today’s lesson they will be learning how to draw, read and
interpret vertical and horizontal bar graphs.

DEVELOPMENT

Activity 1:

1. Draw the given table on the board.

2. Tell the students that the table shows Ali’s marks in different subjects.
Subject Islamiat S. Studies Science Math Urdu English
Marks 45 40 25 30 35 20
3. Divide students into pairs.
4. Tell students to represent the data in a horizontal bar graph.
5. Give students a few minutes to attempt the question.
6.
Y- Horizontal Bar Graph
Walk around the class to review student work.
7. After a while, paste the following chart of the horizontal bar graph on the writing board.
Islamiat

Social Studies
Science Math Urdu English
Subjects

X-

0 5 10 15 20 25 30 35 40 45 50
Ali's Marks
8. Mark the horizontal line as the X-axis and the vertical line as the Y-axis.
9. Write “Ali’s Marks” along the X-axis and “Subjects” along the Y-axis.
10. Tell students to write what each axis represents.
11. Highlight that the width of each bar, like the vertical bar graph, is the same.
12. Each square on the X-axis represents 1 mark so that one block represents 5.
13. Students should be told to keep a reasonable step size when drawing a bar graph.
14. Give students a few moments to work in pairs and make as many observations
about the graph as possible.
15. Ask students to raise their hands to answer the following questions:

How many marks did Ali get in Urdu?

How many marks did Ali get in Social Studies?

GRADE 185
5
 
In which subject did Ali get the most marks?

In which subject did Ali get the least marks?
16. Make sure students participate in the discussion. Guide students to arrive at the
correct answers.
17. List down the important steps for the students to follow to make a bar graph

Label the X axis and Y axis

Mark the axis with appropriate numbers and determine the step size

Draw a bar for each row/column

Activity 2:

1. Draw the table given below on the board:

Day Student Attendance at an
Number Event
Day 1 11
Day 2 23
Day 3 29
Day 4 38
Day 5 12

2. Tell students that the table above represents student attendance at a 5-day event.
3. Tell students to work in pairs and attempt the question below in their notebooks.
4. Represent the data given in the table below in a:

Vertical Bar Graph

Horizontal Bar Graph
5. The teacher should walk through the class and guide students to draw accurate
vertical and horizontal bar graphs.
6. The teacher should display a chart of the correct bar graphs after all pairs
have attempted the activity for students’ self-assessment.
CONCLUSION / SUM UP


Ask students how we can represent data in vertical and horizontal bar graphs. Ask them
how do we read and interpret bar graphs. Students should highlight that with the help of
bar graphs we can easily represent, read and interpret data.
ASSESSMENT


Paste the charts of the following Vertical and Horizontal Bar Graphs on the board.
These charts should be prepared before the lesson.
1. The vertical bar graph represents the distance run every day by Salman in a given
week. Answer the questions that follow.

186 GRADE
5
 Vertical Bar Graph
7

Monday TuesdayWednesdayThursday Friday


What labels, axis, and information should be added to the Vertical Bar Graph?

What is the step size on the vertical axis?

How many km did Salman run on a Wednesday?

Which day did Salman run the most?

Which day did Salman run the least?

What is the total distance Salman ran from Monday to Friday?
2. The horizontal bar graph represents the number of people in a restaurant at
different times over a given day.

Horizontal Bar Graph

12:00 PM
2:00 PM
4:00 PM
6:00 PM
8:00 PM
10:00 PM

0 5 10 15 20 25 30 35 40 45 50

People at the Restaurant


What labels, axis, and information should be added to the Horizontal Bar Graph?

At what time were there the fewest people in the restaurant? Approximately how
many people were there at this time?

At what time are there the most people at the restaurant? Approximately how
many people were there at this time?
HOMEWORK / FOLLOW UP



Assign the relevant questions from the textbook on pages 170-172 in exercise 2.

GRADE 187
5
188 GRADE 5
 ‫‪.‬‬

‫ی‬
‫‪192‬‬ ‫امجتعمجنپ‬