i

Title Verso
How to use this guide
This teaching guide provides the teacher with the objectives of, and lesson plans for,
each unit. Clear, step-by-step guidelines are given for each particular topic.
The activities suggested in this guide can be carried out easily using the materials
suggested. If something is unavailable, the materials or the activity can be modified
to suit the teacher and students. Whilst doing these activities, it is important to relate
them to the main topic that is to be taught.
Mathsmagic 4 contains ample exercises and a summary to review the main content of
each topic. The section of review exercises provides further practice for the students
and is where real understanding of the concepts will be tested. It also enables the
teacher to assess what further teaching and learning some students may require.
I have tried to cover the topics in the book in the most accessible way and I hope that
teachers will find this guide a valuable assistant in teaching mathematics.

Raheela Maheen

iii
 Table of Contents

How to use this guide iii

Lesson plans 2

Basic mathematics teaching and learning materials for class IV 6

Time break down 6

Unit 1 Numbers and Arithmetic Operations 8

Unit 2 Factors and Multiples 12

Unit 3 Fractions 18

Unit 4 Decimal Fractions 22

Unit 5 Measurement 26

Unit 6 Geometry 36

Unit 7 Information Handling 46

Answers 48

iv
1
Lesson plans
A mathematics lesson comprises three main parts.
1. Starter activity: The purpose of this session is to engage students’ attention. It
can be games, starter cards etc. and can be oral or written. Its purpose is to practise
and consolidate the rapid and accurate recall of number facts and mental strategies.
The most important aspect is the reinforcement of the correct use of mathematical
vocabulary. It should be interesting because it leads to the main lesson.
2. Main lesson: This cannot be simply the introduction of the new unit and the
accompanying exercises. It should comprise the following:
● Teacher-led exposition: this includes the introduction of the main topic along
with some interesting activities.
● Pair work or group work: students complete activities in pairs or groups;
maximum learning takes place if it is done with peers.
● Practice work: mathematical concepts cannot be learnt if they are not
practised. Some questions related to the exercises can be asked as practice.
This activity can also be done in pairs or groups. The teacher must monitor the
group or pair work and provide support wherever required.
● Individual task: this should be given to students when the teacher is confident that
most of them understand the concept. If an exercise is given as an independent
task, the teacher can guide and support students individually.
● Homework: this should be related to real-life problems. It should be interesting
and logical and should be completed by the students themselves.
3. Recapitulation: Here the teacher can ask the students different questions to
assess their learning during the lesson. Students can discuss problems related to
the current concept. This is the most important segment as it forms the base of
the next lesson. It helps the teachers to decide whether to continue with the same
concept or proceed to the new one.
Some important issues regarding mathematics lessons

Starter activities
The first 15 minutes or so of a lesson should be used to give a lively and positive
start to the work.
To make these activities successful:
● the teacher must ensure that all students demonstrate full concentration and
actively participate.
● oral questions should be carefully selected so that students can recall previous
knowledge and build upon it.
● resources should be prepared in advance.

2
3
● students should be encouraged to apply alternative strategies to solve any word
problem with multiple operations.
● encourage discussion and the use of mathematical vocabulary.
● the selected activity must be appropriate for individual / group / pair work and it
should not take too long.
● the activity must be linked to the main lesson.
● the selected activity should be appropriate to the students’ ability.
Time
A lesson should be well timed, keeping in mind the class level and the students’ ability
to complete a given task on time. The teacher should not consider the lesson taught
if only 80% of the students understand the concept, but continue until the whole class
shows understanding.
A teacher should never introduce a new concept until the old one is well understood,
because all lessons are inter-linked, although succeeding lessons increase in complexity.
A concept must be reinforced if most of the students are unable to understand it. The
time duration is not mentioned in the activities as it is highly influenced by the students’
ability, class level and school contexts. A topic can be completed in one period or in
five periods, hence flexibility is provided in the developed lesson plans which can easily
be adapted / adopted by teachers easily.
Practice session
This is the most important session when the teacher can identify the students who
need extra help and give them the individual support they require.
Recapitulation
This session can be quickly done by asking a few questions related to the current
topic. Students can be encouraged to share their views on the lesson. Their feedback
helps to plan the new lesson.
Review exercises
These assess the students’ ability and confidence to work individually. They help
the teacher to identify students who need more help. For them, the teacher must
prepare extra worksheets to be completed in class if time allows or to be given as
homework.

4
5
Basic mathematics teaching and learning materials for class IV
The following materials will be very helpful in teaching mathematics for class IV:
geometry set graph paper measuring tape loop cards
multiplication tables equivalent fraction table measuring cylinder squared paper
100 square paper empty containers match sticks string
thermometer old newspaper dice geo board
empty boxes rulers rupee coins bottle tops

The teacher can use these materials to introduce and explore different mathematical
concepts.
Time Break Down
In the academic year there are forty weeks, excluding summer break. If we exclude
winter break, other regional / religious holidays and also assessment time periods, we
are left with about thirty-two teaching weeks.
In these weeks, in most schools, maths is taught on a daily basis. Therefore, in a
week, there are at least five periods of mathematics. So altogether there are 160
maths periods, each lasting 40 to 50 minutes, and that is a lot of learning time. The
teacher should take full advantage of this time to provide the students with a variety
of learning opportunities.
To assist the teachers, a recommended number of periods required to complete each
unit is provided, keeping 160 teaching periods in mind. Please note that this is the
recommended time required to complete one unit. Teachers can do further division or
break up of topics and subtopics of each unit according to their school planners. If it is
suggested that unit 1 requires twenty-five periods, it does not mean that all twenty-five
are taught in one go to complete unit 1. The teacher should break the units into topics
/ subtopics and teach topics of different units together such as numbers, measurement,
or geometry, keeping the progression of each concept in mind. This will enable students
to actually see the connection and application of different mathematical concepts with
each other, which will be helpful in their daily life.
Class IV
Unit 1 Numbers and Arithmetic Operations 25 periods
Unit 2 Factors and Multiples 15 periods
Unit 3 Fractions 25 periods
Unit 4 Decimal Fractions 25 periods
Unit 5 Measurement 25 periods
Unit 6 Geometry 30 periods
Unit 7 Information Handling 15 periods

6
7
Unit 1 Numbers and Arithmetic Operations
Objectives
To enable students to:
● identify place value of digits up to one hundred million
● read numbers up to one hundred million in numerals and in words
● solve real-life problems involving four operations.
Starter activities

Activity 1
Number cards should be provided and students asked to use them to make the largest
and the smallest number. They should write the place value of each digit and write
the number in words.

5 9 0 3 2 7

Activity 2
As a starter, the teacher can do a loop card activity. Distribute the cards and begin by
asking the first question. Whoever has the right answer should stand up and answer,
then ask the question written on his/her card. This will be repeated for the whole
class.

Teacher I am 42. Student1 I am 60. Student 2 I am 18.

Who is 51 + 9? Who is 15 + 3? Who is 40 + 18?

I am 58. Student 3
Who is 40 + 2?

Important issues regarding loop cards:

● There must be enough cards for the whole class
● No two cards should ever have the same question or answer.
● The activity should start and end with the teacher. It will end when the teacher finds
the correct answer on his/her card.
● Cards can be shuffled and distributed again so students will have a different card
every time.
This will revise all four operations learned and practised in class IV.
Place value revision and use of large numbers in real-life should be emphasized.

8
 5 9 0 3 2 7

51 + 9? 15 + 3? 40 + 18?

40 + 2?

9
Activity 3
Dodging multiplication table test with the whole class.
What is 4 × 9, 5 × 8, 7 × 8, 10 × 5, 9 × 3 etc.?
Activity 4
Number story based on four operations. For example,
Shahid went to a supermarket with his father. He bought a geometry set costing Rs
350, a school bag for Rs 700 and 2 lunch boxes for Rs 400. His father gave the
cashier Rs 2000 for these items. What was the total cost and how much change did
he get back?
Main lesson
● Introduce place value for millions.
● Show the expanded form of numbers and compare writing them in words and
numbers.
● Give real life examples of the use of large numbers.
● Look for examples of large numbers in newspapers.
● Write some questions based on the four operations on the board.
Practice Session
Some questions from the book can be given to be solved in pairs.
Individual Task
Exercises 1 and 2 on pages 3 and 9 of the textbook respectively. Give some exercises
for homework.
Recapitulation
● Ask some questions based on place value and number families.
● Students can make up numbers for their partners/group to write in figures or words.
● Review exercises for the unit are given at the end. These must be completed to
reinforce the concepts learnt.

10
11
Unit 2 Factors and Multiples
Objectives
To enable pupils to:
● identify divisibility rules for 2, 3, 5 and 10
● differentiate between prime and composite numbers
● list the factors of numbers up to 50
● differentiate between factors and multiples
● factorize numbers by prime factorization
● find the LCM and HCF of any two- or more digit numbers using the prime
factorization method and Venn diagrams.
Starter activities

Activity 1
Complete the multiplication table.

x 0 1 2 3 4 5 6 7 8 9 10

1 2

3 21

4 16

6 48

9 18

10

12
x 0 1 2 3 4 5 6 7 8 9 10

1 2

3 21

4 16

6 48

9 18

10

13
Activity 2
Write 12 multiples of 2 and 3 then find the common multiples.

Number Factors Prime Composite

1 1

2 1, 2

3 1, 3 3

4 1, 2, 4 4

5 1, 5 5

6 1, 2, 3, 6 6

7 1, 7 7

8 1, 2, 4, 8 8

9 1, 3, 9 9

10 1, 2, 5, 10 10

Activity 3
The teacher should take the lead in filling in the chart and students can then continue
in pairs. Discuss prime and composite numbers.
● 3 is a multiple of which factors?
● What is a prime number?
● How many prime numbers are there between 1 and10?
Activity 4
Venn diagram
● Ask the students to divide into two groups and then name their favourite sports.
They should then draw two overlapping circles representing the two groups. They
can then show the common sports in the overlapping area and the uncommon
sports in the remaining part of the relevant circle.
● The same method can be applied for multiples and common multiples of two
numbers

14
1 1

2 1, 2

3 1, 3 3

4 1, 2, 4 4

5 1, 5 5

6 1, 2, 3, 6 6

7 1, 7 7

8 1, 2, 4, 8 8

9 1, 3, 9 9

10 1, 2, 5, 10 10

15
Main Lesson
● Introduction of rules of the divisibility test.
● Show the difference between factors and multiples with examples.
● Give examples of common multiples of different factors. This will lead to LCM and
HCF.
● More emphasis should be placed on the application of LCM and HCF in real-life
situations.
Practice Session
Some exercises from the textbook should be given for students to solve in pairs.
Individual Task
Exercises 1, 2, and 3 on pages 17, 19, and 26 respectively of the textbook, using some
exercises for practice in the class and some as homework.
Recapitulation
● Ask some questions based on factors and multiples.
● Test whether the students understand the concept of factors and multiples by giving
some exercises.
● Review exercises for the unit are given at the end. These must be completed to
reinforce the concepts learnt.

16
17
Unit 3 Fractions
Objectives
To enable students to:
● identify unit, proper fraction, improper fraction, and mixed number
● convert proper fractions to mixed numbers and vice versa
● convert two unlike fractions to equivalent fraction with the same denominators
● solve real-life problems involving fractions using all four operations.
Starter activities

Activity 1
A worksheet for shading fractions can be provided to check the students’ prior knowledge.
Activity 2
The teacher can distribute twenty pencils among five students with different ratios:
2 5 4 8 1
, , , , .
20 20 20 20 20
Ask different questions to check their understanding of the terms numerator and
denominator. This activity can lead to addition and subtraction of fractions.
Activity 3
Addition and subtraction can easily be understood if they are taught in a graphic manner.

+ =
3 + 1 = 4
5 5 5
Activity 4
A fraction board can be used for equivalent
fractions.
Each group can cut strips into different
fractions. They can compare the size of
1
fractions with different denominators e.g.
2 1 1 3
and , and etc.
6 2 4

18
 2 5 4 8 1
20 20 20 20 20

+ =
3 + 1 = 4
5 5 5

1 1 2 1
4 2 6 3

19
Main lesson
● Use fractions to show parts of a whole. Students must understand that a bigger
denominator means a smaller part. The concepts of proper/improper and mixed
numbers can be more easily understood if taught with the help of fractional
shapes.
● Begin to add and subtract simple fractions and those with common denominators;
calculate simple fractions of quantities and measurements (whole-number
answers).
● Multiplication and division of fractions can be demonstrated on the board.
Practice session
Some exercises from the textbook should be given for students to solve in pairs.
Individual task
Exercises 1, 2, 3, 4, and 5 on pages 35, 39, 42, 46, and 50 respectively from the
textbook. Alternate these for class and homework.
Recapitulation
● Recall the concepts learnt with the class. This will help the teacher assess how well
the students have understood the lesson. Another period may be needed to make
the concepts clearer.
● Review exercises for the unit are given at the end. These must be completed to
reinforce the concepts learnt.

20
21
Unit 4 Decimal Fractions
Objectives
To enable students to:
● understand that a decimal fraction is an alternative way of writing a fraction
● recognize that places occupied by digits after the decimal point are decimal places
● convert a given fraction to a decimal fraction (when the denominator is10 and when
it is not 10) and vice versa
● add and subtract decimal fractions up to two decimal places.
● multiply a decimal fraction by 10, 100, 1000
● multiply a decimal fraction by a 2-digit number
● divide a decimal by a 1-digit number (quotient being a decimal or two decimal places)
● solve real-life problems involving decimal fractions up to two decimal places.
Starter activities
Activity 1
Base ten materials should be used to show one unit / tenth / hundredth. If these are
not available, draw a hundred squares on sheets of stiff card. Students should cut
the card into tenths and hundredths. Some hundred squares should be left uncut to
show the unit.
Students will read and write the numbers as 2 tenths, 5 hundredths etc. The same
should be written as fractions on the board. After the place value introduction, students
can be given some tenths and hundredths to build up decimal fractions in groups.

Hundred Tens Unit ● tenths hundredth thousandth

1 5 7 ● 7 0 9

2 5 ● 0 3 2

6 9 ● 5 8 9

Activity 2
The place value of a decimal fraction will be shown. Students should be asked to read
the place value chart. The teacher can read out the first one.

22
 ●

9 0 7 ● 7 5 1

2 3 0 ● 5 2

9 8 5 ● 9 6

23
one hundred and fifty-seven point seven zero nine
Students should be encouraged to read the next two examples in the book and more
examples on the board. They should compare the place values of whole numbers and
decimals and asked the place value of different digits, e.g.
● What is the place value of the digit 5 in the last decimal fraction in the chart?
● What does the digit 3 represent in the second decimal fraction?
+ +
Activity 3
28 19 47 85 76
Two magic squares can be given to
practise addition and subtraction. − 17 10 27 − 64 57
Students will recall addition or
subtraction. 11 9 20

The same squares can now be solved

+ +
as decimal fractions.
2.8 1.9 8.5 7.6

− 1.7 1.0 − 6.4 5.7

Main lesson
● Refer to the textbook pages.
● Revise decimal place value with an emphasis on the placement of the decimal point.
● Introduce multiplication of decimal fractions by 10/100/1000. This involves moving
the decimal point to the right,
● Explain division of decimal fractions by 10/100/1000. This involves moving the
decimal point to the left.
Practice session
Some questions from the textbook should be given to the students for students to
solve in pairs.
Individual task
Exercises 1, 2, 3, 4, and 5 on pages 54, 56, 60, 64, and 68 respectively of the textbook
should be given to do both in class and as homework.
Recapitulation
● Discussion of the topic with the students will help reinforce the concepts and allow
the teacher to assess whether more periods are needed or whether any students
need individual support.
● Review exercises for the unit are given at the end. These must be completed to
reinforce the concepts learnt.

24
+ +

76 85 47 19 28

57 64 − 27 10 17 −

20 9 11

+ +

7.6 8.5 1.9 2.8

5.7 6.4 − 1.0 1.7 −

25
Unit 5 Measurement
Topic: Length

Objectives
To enable students to:
● convert units of length from centimetres to millimetres / metres / kilometres and
vice versa
● solve addition and subtraction sums.
Starter activities
● Use different types of rulers (small size, metre ruler, measuring tape) and let
the students measure the length of different objects and distances in metres,
centimetres, and millimetres.
● Students can count the number of tiles on a floor or wall of their home and measure
the size of the floor/wall and the size of the each tile.
● Use pages 71 - 74 of the textbook for more examples and measurements.
Main lesson
● Demonstrate conversion from one metric unit to another on the board.
● Introduce SBD (small to big: divide) and BSM (big to small: multiply). This rule must
be followed in conversion of metric units.
25 mm ÷ 10 = 2.5 cm
small unit big unit

2 km (×1000) = 2000 metres

big unit small unit
● Introduce addition and subtraction in measuring length.
Practice session
Some questions related to conversion, addition, and subtraction should be given to
be completed as pair work.
Individual work
Exercises 1, 2, and 3 on pages 73, 75, and 76 of the textbook should be given to
complete in class and as homework
Recapitulation
Problems faced by the students should be discussed.

26
27
Topic: Weight
Objectives
To enable students to:
● convert units of weight from gram to kilogram and vice versa
● solve addition and subtraction sums.
Starter activities
● Use different types of weighing scales in the classroom so that the students can
weigh different objects in grams or kilograms.
● Use pages 77 - 79 of the textbook for more examples and measurements.
Main lesson
● To convert kilograms to grams, multiply by 1000.
● To convert grams to kilograms, divide by 1000.
● Introduce addition and subtraction in measuring weight.
Practice session
Some questions related to conversion, addition, and subtraction should be given to
be completed as pair work.
Individual work
Exercises 4 and 5 on pages 78 and 79 of the textbook should be given to do in
class and as homework
Recapitulation
Problems faced by the students should be discussed in class.
Topic: Capacity
Objectives
To enable students to:
● convert units of capacity from millilitres to litres and vice versa
● solve addition and subtraction sums.
Starter activities
● Use different sizes of containers and ask the students to estimate their capacity.
● Use the examples on pages 80 and 81 of the textbook to explain the topic..

28
29
Main lesson
● To convert millilitres to litres, divide by 1000.
● To convert litres to millilitres, multiply by 1000.
● Introduce addition and subtraction in measuring capacity.
Practice session
Some questions related to conversion, addition, and subtraction should be given to
be completed as pair work.
Individual work
Exercises 6 on page 81 from the textbook should be given to do in class and as
homework
Recapitulation
Problems faced by the students should be discussed in class.
Topic: Time
Objectives
To enable students to:
● convert time from minutes to seconds and vice versa
● solve problems based on times.
Starter activities
Ask the students to complete the worksheets shown below.
The time is moving strangely on these clocks. What time should the fourth clock
show?
Worksheet 1

Worksheet 2

30
31
Main lesson
● Refer to pages 82 and 83 of the textbook
● Use a clock to explain the conversion of time in minutes and seconds
● Use SBD (small to big: divide) and BSM (big to small: multiply). This rule must be
followed in conversion of time.
90 minutes ÷ 60 = 1.5 hours
small unit big unit
2 hours (× 60) = 120 minutes
big unit small unit
Practice session
Some questions should be given to be completed as pair work.
Individual work
Exercise 7 on page 84 of the textbook should be given as classwork.
Recapitulation
Problems faced by the students should be discussed.
Topic: Years and months, addition of time

Objectives
To enable students to:
● covert time from years to months, months to days and days to weeks
● solve addition and subtraction problems related to time and also problems based
on times
Starter activities
Ask students to find out the birthdays and years of other students and find the oldest
and the youngest student of the class.
Main lesson
● Make a calendar.

32
33
● Help the students to count the number of days in a week and days and weeks in
a month, and explain their conversion.
Conversion from months to days: multiply by 30
Conversion from days to months: divide by 30
Conversion from weeks to days: divide by 7
Conversion from days to weeks: multiply by 7
● Refer to pages 85 and 86 of the textbook and explain the examples.
● Refer to page 87 for adding and subtracting time.
Add when you calculate time after.
Subtract when you calculate time before.
Subtract when you calculate the duration of time.
Practice session
Some questions should be given to be completed as pair work.
Individual work
Exercise 8 on page 86 of the textbook and exercise 9 on page 88 should be given as
classwork along with some questions for homework.
Recapitulation
● Problems faced by the students should be discussed.
● Review exercises for the unit are given at the end. These must be completed to
reinforce the concepts taught.

34
35
Unit 6 Geometry
Topic: Geometry box
Objectives
To enable students to:
● identify different geometrical instruments and explain their uses
Starter activities
● Before the class, ask students to bring a geometry box with them.
● Ask the students to draw different shapes using a variety of objects they have been
given. The teacher should provide most of these, like for example, bottle caps to
draw a circle, a lunch box to draw a rectangle etc. (Do not use a geometry box.)
Main lesson
● If possible, bring large geometrical instruments for demonstration. Alternatively, use
the normal instruments from a geometry box.
● Introduce the names of the different instruments.
● Refer to the page 92 of the textbook.
Practice session
Ask the students to draw pictures of the different geometrical instruments in their copy
books and name them.
Individual work
Ask students to complete exercise 1 on page 93 in class.
Recapitulation
Problems faced by the students should be discussed.
Topic: Lines
Objectives
To enable students to:
● measure the length of a line in centimetres and millimetres using a ruler and
dividers.
● draw a straight line of a given length using dividers and a ruler.
● draw a curved line and measure its length using a thread and a ruler.
● recognize horizontal and vertical lines, parallel and non-parallel lines.

36
37
● draw lines and parallel lines using a set square.
● draw a line which passes through a given point and is parallel to a given line (using
a set square).
Starter activities curved straight

● Show this worksheet or draw different types of lines

on the board. diagonal
zigzag
● Ask the students to give some examples of these
lines from real-life.
dashed or dotted
● Introduce the name of each line in the examples the 90°
students give. perpendicular
horizontal
Main lesson
wavy
Straight lines outline

● Explain how to draw straight lines using a set parallel

square or a ruler as explained on pages 93-94 of the
textbook.
● Ask students to do exercise 2.
Curved lines
● Take a plastic bottle, cup, glass or any circular or irregular shape. With the help of
a length of thread or string help students to measure the length along the curved
lines of these objects.
● Refer to the textbook page 96, exercise 3 for practice.
Horizontal and Vertical lines
Introduce the terms horizontal and vertical lines with different examples as given in
the textbook.
Let the students identify horizontal and vertical lines as shown on page 96 of the
textbook, and then ask them to complete exercise 4 on page 97 as homework.
Demonstrate how to draw horizontal and vertical lines using a set square as shown
on page 97 of the textbook.
Parallel lines
Using the examples given on page 98 of the textbook, explain parallel lines to the
students. Give more examples such as a zebra crossing, parallel lines visible on
different buildings, a motorway, etc.
Introduce the use of a set square to draw parallel lines. Demonstrate how to draw a line
parallel to a given line and passing through a given point as explained on page 101.

38
 curved straight

diagonal
zigzag

dashed or dotted
90°
perpendicular
horizontal

wavy
outline

parallel

39
Practice session
Some questions should be given as pair work.
Individual work
Complete exercise 5 on page 98 for drawing horizontal lines and exercises 6 to 8 from
pages 99 to 101 of the textbook for drawing parallel lines.
Recapitulation
Problems faced by the students should be discussed.
Topic: Angles
Objectives
To enable students to:
● recognize an angle through non-parallel lines
● identify and draw different types of angles using a protractor
● label the angle and its vertex and arms
● demonstrate acute and obtuse angles via the right angle.
Starter activities
● Show the students a clock and ask them if they can measure the distance between
the two hands.
● Similarly ask them to measure the angle between the 2 walls of the room or
between an open door and the wall.
Main lesson

Types of angles
● Use the story of Bilal and Asif given in the textbook on page 102 to introduce the
topic of angles to the students.
● Refer to page 103 of the textbook to introduce different types of angles.
● Do the clock exercise and paper activity given on page 104 of the textbook to
identify different types of angles.
● Use the chart on page 108 as a further activity. Form groups of students and ask
each to make a similar wall chart for the classroom.
Using a protractor to measure and draw angles
Explain to the students how to use a protractor to measure and draw angles as shown
in the textbook.

40
41
Practice session
● Some questions should be given to be answered as pair work.
● Using pages 104-106 of the textbook, explain how to use a protractor to measure
angles.
● Similarly, demonstrate how to draw angles using a protractor.
Individual work
● Refer to page 106 of the textbook for exercise 9 and ask the students to complete
it in class.
● As homework, ask the students to complete exercise 10 for drawing angles.
● Exercise 11 on page 109 can be done as revision to assess how well the students
have understood the concept of angles.
Recapitulation
Problems faced by the students should be discussed.
Topic: Circle, chord, radius, and diameter
Objectives
To enable students to:
● draw a circle of a given radius using compasses and a ruler.
● identify the centre, radius, diameter, and circumference of a circle.
Starter activities
Give the students a variety of circular shapes and a length of string or paper strips.
Ask them to measure the circumference of each shape.
Main lesson
● Use the story of Bilal and Asif on page 109 of the textbook and let the students
follow the steps for drawing a circle as given on page 110.
● Introduce the terms circumference, chord, diameter, and radius, using pages 110
to 112 of the textbook. (Remember students have learnt about diameter and radius
in class III, so build on their existing knowledge.)
● Demonstrate how to draw circles with different sized radii or diameters.
● Refer to pages113-114 of the textbook for further explanation.
Practice session
Some questions should be given to be completed as pair work.

42
43
Individual work
Ask the students to work independently on exercises 12 to 16 on pages 110 to 114
of the textbook to practise concepts related to circles. Give some questions for the
students to do in the class and some as homework.
Recapitulation
Problems faced by the students should be discussed.
Quadrilaterals

Objectives
To enable students to:
● identify different quadrilaterals and explain their properties.
● construct squares and rectangles with sides of given lengths using protractor, set
square and ruler.
Starter activities
● Give the students a variety of cut-out quadrilaterals.
● Ask them to talk about the characteristics of the shapes so that they can be
differentiated.
Main lesson
● Introduce the quadrilateral (a closed shape with four sides and four angles).
● Refer to pages 115 to 117 of the textbook for further explanation and exercises.
● Demonstrate how to draw rectangles and squares using a protractor as well as a
set square as shown on pages 119 and 120 of the textbook.
Practice session
Some questions should be given to be completed as pair work.
Individual work
● Ask the students to work independently on exercise 17 on page 116 of the textbook.
● Use exercise 19 on page 118 of the textbook as an activity based lesson.
● Give exercises 20 and 21 on pages 119 and 120 of the textbook respectively as
class work and homework.
Recapitulation
● Problems faced by the students should be discussed.
● Review exercises for the unit are given at the end. These must be completed to
reinforce the concepts learnt.

44
45
Unit 7 Information Handling
Objectives
To enable students to:
● read and interpret simple bar graphs given in horizontal and vertical form
● read and interpret line graphs.
Starter activities
Ask the students to make a pictograph of the favourite ice cream of 15 of their
friends.
Main lesson
● Introduce different types of graph to the students as shown on page 123 of the
textbook.
● Explain how to read and interpret bar graphs with the help of the different examples
shown on pages 124 and 125 the textbook.
● Help the students to read the graph in vertical and horizontal forms.
● Complete the activity given on page 130 of the textbook.
● Explain how to read and interpret line graphs.
Practice session
Some questions should be given to be completed as pair work.
Individual work
Ask the students to work independently on exercises given in the unit.
Recapitulation
● Problems faced by the students should be discussed.
● Review exercises for the unit are given at the end. These must be completed to
reinforce the concepts learnt.

46
47
Answers
Unit 1
Exercise 1
1. a. 500 000 b. 50 c. 5 000 000 d. 500
2. a. two hundred and forty-five million, two hundred and forty-five thousand, two
hundred and forty-five
b. two hundred and twenty-two million, two hundred and twenty-two thousand,
two hundred and twenty-two
c. eight hundred and seventy-four thousand, one hundred and forty-five
d. fifty million, three hundred and twenty-one thousand, two hundred and five
e. ninety million, fifty thousand, one hundred and forty-five
f. four million, five hundred and twenty-one thousand
3. a. 25 340 122 b. 9 400 044 c. 78 720 055 d. 100 682 e. 70 404 880
4. a. 800 000 000 + 50 000 000 + 0 + 200 000 + 40 000 + 4 000 + 100 + 10 + 1
b. 8 000 000 + 200 000 + 70 000 + 0 + 400 + 40 + 4
c. 81 000 000 + 700 000 + 70 000 + 8 000 + 700 + 30 + 6
d. 400 000 000 + 10 000 000 + 2 000 000 + 100 000 + 20 000 + 3 000 + 400 + 50 + 6
5. a. < b. < c. < d. < e. =
Exercise 2
1. a. 1 129 111 460 b. 535 547 534 c. 53 601 008
d. 1 754 374 660 e. 1 134 449 498 f. 1 055 376
2. a. 131 214 407 b. 3 802 889 c. 534 468 603
d. 400 973 711 e. 600 000 f. 90 080 035
3. a. 34 567 b. 769 674 376 c. 446 678
d. 541 800 e. 191 564 345
4. a. 34 578 600 b. 23 456 879 000 c. 2 635 689 350
d. 67 534 589 700 e. 346 765 197 000
5. a. 10 069 425 b. 42 529 095 c. 429 369 360
d. 25 976 552
6. a. 234 b. 2361 c. 23 418 d. 56
7. a. 25 b. 34 c. 140 d. 185 e. 258 f. 660
8. a. 200 b. 20 637 c. 125 845 675 d. Rs 3000 e. Rs 5900

48
Review Exercise
1. a. 700 000 and 7 b. 700 c. 70
2. a. 500 000 000 + 90 000 000 + 1 000 000 + 200 000 + 30 000 + 6000 + 100 +
20 + 1
b. 7 000 000 + 700 000 + 70 000 + 0 + 300 + 30 + 3
c. 80 000 000 + 1 000 000 + 400 000 + 20 000 + 5000 + 500 + 20 + 4
3. a. 352 333 < 356 332 b. 121 344 < 221 433 c. 8 987 523 > 8 879 987
4. a. 7 940 221 b. 142 499 136 c. 232 801 728
5. a. 23 b. 23 c. 65
6. 2 839 290

Unit 2
Exercise 1
1. 2598, 36 582 2. 45 870, 65, 9625 3. 520, 2980, 50 4. 6258, 894
5. 61, 67, 71, 73
Exercise 2
1. The teacher has to check whether students are marking the correct multiples
2. a. 6, 12, 18, 24, 30, 36, 42, 48, 54, 60, 66,72
b. 7, 14, 21, 28, 35, 42, 49, 56, 63, 70, 77, 84
c. 8, 16, 24, 32, 40, 48, 56, 64, 72, 80, 88, 96
d. 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108
3. a. 4 b. 7 c. 6 d. 8 e. 6 f. 5 g. 7 h. 9
4. correct, incorrect, correct, incorrect, correct
Exercise 3
1. a. 24 b. 120 c. 90 d. 2200
2. a. 2 b. 11 c. 70 d. 3
3. 9 4. 72 5. 13 6. 7 m
Review Exercises
1. divisible by 2 not by 5 are: 2534, 2546
2. a. 6 b. 7 c. 7 and 7 d. 11
3. 30 4. 24 5. 36 min

49
Unit 3
Exercise 1
1. a. > b. < c. > d. < e. > f. > g. = h. > i. = j. >

2. a. 1 of 18 b. 3 of 16 pencils c. 3 of Rs.1
3 4 4

3. Ascending order: 3 , 5 , 3 , 3 , 4
8 6 3 4 3

Descending order: 3 , 5 , 3 , 5 , 3
4 4 3 6 8

4. a. 1 b. 1 c. 5 d. 3 e. 1
4 4 8 4 2
1 2
5. a. 2 5 b. 6 c. 8 1
d. 6 3 e. 17 2 f. 10
8 7 2 11 5 9

6. a. 21 b. 27 c. 16 d. 163 e. 133 f. 439

8 7 11 3 50 23

Exercise 2

1. a. 7 + 3 = 3 + 7 b. 5
10 10 4 10 9
4 3 1 2 4 14
c. ( + ) + 2 = ( + + ) d.
11 11 11 11 11 11 25

2. a. 20 = 1 1 b. 1 6 = 1 1 c. 8 1 d. 4 11 e. 5 3 f. 8 7
15 3 18 3 2 20 10 12

3. 3 hours 4. 1 hours 5. 9 17
4 2 20

Exercise 3

1. a. 1 b. 9 c. 6 d. 1 1 e. 8 f. 175
2
2. 6 3. 5 4. 15 kg 5. 64

Exercise 4

1. a. 8 b. 1 c. 3 d. 1
35 12 11 2
2. a. 25 b. 3 c. 8 1 d. 1 4 e. 1 f. 19 5
88 14 2 21 16 6
3. 15 cm 4. 3
4
5. a. 1 b. 5 c. 8 d. 11
6 6 9 15

50
Exercise 5
1. a. 21 b. 2 c. 1 d. 1 e. 4 f. 1
7 20 2
2. 3 3. 1 4. 1
8 5 6

Review Exercises
1. Shading to be done by children, please check their work

2. 4 1 3. 11 1 litres 4. a. 5 1 b. 1 5. Rs 200 6. 1 each

8 4 19 3 4

Unit 4
Exercise 1
1. 1.6 2. 1.9 3. 1.3 4. 2.1
Exercise 2
1. 1 unit + 4 + 2 = 142 as a decimal 1.42
10 100 100

2. 1 unit + 1 + 3 = 113 as a decimal 1.13

10 100 100

3. 2 units + 4 = 204 as a decimal 2.04

100 100

4. 0 unit + 3 + 1 = 31 as a decimal 0.31

10 100 100
Exercise 3
1. a. 0.8 b. 0.2 c. 0.74 d. 0.32 e. 0.14 f. 0.55

2. a. 0.81 ( 9 ) b. 0.87 ( 7 ) c. 1.5 ( 3 ) d. 0.8 (12) e. 0.71 ( 5 ) f. 0.88 ( 8 )

11 8 2 15 7 9
Exercise 4
1. a. 10.7 b. 15.9 c. 6.3 d. 54.55 e. 113.7
2. a. Rs 55 b. Rs 82.5
3. a. Rs 360.44 b. Rs 4598.25 c. Rs 1515.75 d. Rs 127.65
Exercise 5
1. a. 39 b. 21.15 c. 2265.5 d. 2193.24 e. 28.567
2. a. 2.6 b. 2.931 c. 0.985 d. 0.08 e. 6.33
3. 386.75 kg 4. Rs 930.6 5. 33.488 km 7. 0.277 L or 277 ml
8. 14.625 cm 9. Rs 1684.5

51
Review Exercises
1. 0.3
2. a. 1.8 b. 0.7 c. 0.66
3. a. 49.28 b. 116.27 c. 144.18
4. a. 64 b. 16.59 c. 10.02
5. a. 4769.47 b. 434.28 c. 8576.04
6. a. 1.11 b. 0.745 c. 23.1
7. 116.47 8. 1676.37

Unit 5
Exercise 1
1. a. tree 5.3 cm and 53 mm b. brush 2.9 cm and 29 mm
c. book 1.6 cm and 16 mm d. spade 4.2 cm and 42 mm
2. a. 230 mm b. 45 mm c. 4.3 cm d. 1.9 cm e. 123 mm f. 3.4 cm
3. a. length of chimney = 1.7 cm = 17 mm
b. length of the house = 6.7 cm = 67 mm
c. breadth of the house = 5.0 cm = 50 mm
d. height of window = 2.3 cm = 23 mm
e. breadth of window = 2.3 cm = 23 mm
f. length of roof = 7.1 cm = 71 mm
g. height of house = 6.6 cm = 66 mm
h. height of door = 3.2 cm = 32 mm
i. length of door = 1.6 cm = 16 mm
j. height of wall = 3.2 cm = 32 mm
Exercise 2
1. not required
2. a. 1 m 23 cm b. 800 cm c. 433 cm
3. not required
Exercise 3
1. a. 2.701 km b. 57.9 cm c. 98 mm
2. a. 114 cm b. 8 cm c. 1.4 m
3. 0.76 m (4.35 m + 3.59) conversion
4. 9.89 m (9.39 + 0.5)
5. 6.619 km

52
Exercise 4
1. a. 1 kg 256 g = 1.256 kg b. 2 kg 234 g = 2.234 kg c. 0.65 kg
d. 1 kg 230 g = 1230 g e. 2 kg 156 g = 2156 g f. 970 g
2. apple: 200 g CPU: 5 kg medicine bottle: 100 g
Exercise 5
1. a. 5.242 kg b. 161.4g c. 134 kg
2. a. 24 g b. 348 kg c. 12.1 g
3. 33 bags 4. 10500 kg 5. 0.99 kg
Exercise 6
1. a. 4.567 l b. 0.345 l c. 1.298 l
2. a. 7.560 ml b. 33.567 ml c. 77800 ml
3. Please check the children’s work.
4. a. 57.326 b. 10.390 c. 135.419 d. 76.326 e. 98.24 f. 83.655
5. 4 glasses of water 6. 1056 ml juice remains
Exercise 7
1. a. 85 min b. 175 min c. 155 min d. 200 min e. 147 min
2. a. 1 h 20 min b. 2 h 5 min c. 1 h 10 min d. 1 h 1 min e. 2 h 27 min
3. a. 180 sec b. 205 sec c. 110 sec d. 2702 sec e. 176 sec
4. a. 1 min 3 sec b. 1 min 35 sec c. 1 min 17 sec d. 0 min 39 sec
e. 6 min and 40 sec
5. 100 min 6. 4 h 35 min
Exercise 8
1. a. 1 month 15 days b. 11 months 22 days c. 9 months 3 weeks
d. 91 days e. 1 year 6 months
2. 35 days 3. 60 months 4. 1 month and 10 days 5. 4 years 6. 108 months
Exercise 9
1. a. 11:45 b. 242 c. 11:40 d. 330 e. 10:35
2. a. 09.22 b. 437 c. 1.14 d. 2.32 e. 9.27
3. a. 1 hour 5 min b. 15 min c. 1 hour d. 1 hour 20 min e. 3 hours 5 min
4. a. 4 hours 30 min b. 2 hours 30 min c. 45 min d. 30 min e. 1 hour
Review Exercises
1. lady bird in millimetre; cell phone in centimetres; road in kilometres
2. a. 3000 metres b. 2450 metres c. 1 km 537 m = 1.537 km

53
 d. 0 km 234 m = 0.234 km e. 5 km 986 m = 5986 m f. 4 km 670 m = 4670 m
g. 0.034 kg h. 98000 g i. 12970 g j. 0.234 kg k. 2 hours 30 min
l. 300 sec m. 1 min 39 sec
3. 13. 5 cm 4. 5 times
Unit 6
Exercise 15
1. a. 6 cm b. 8 cm c. 5 cm
2. a. 8 cm b. 14 cm c. 20 cm
Exercise 16
1. Check the students’ work.
2. Check the students’ work.
3. a. radius b. circumference c. chord d. radius
e. diameter f. circumference g. diameter
Exercise 19
Look at the following shapes. Measure their sides and angles and complete the table.

Names Shapes No. of No. of No. of No. of No. of

equal parallel right acute obtuse
sides lines in angles angles angles
pairs
Square 4 0 0
4 2 pairs

Rectangle 4 0 0
2 2 pairs

Parall- 0 2 2
elogram 2 2 pairs

Rhombus 0 2 2
4 2 pairs

Trapezium 0 2 2
2 1 pair

54
Notes

55
Notes

56