KENDRIYA VIDYALAYA SANGATHAN

MUMBAI REGION
BRIDGE COURSE PRIMARY
2024-25
Subject: Mathematics

BRIDGE COURSE FOR CLASS V

BASED ON LEARNING GAPS IN CLASS IV

PREPARED BY:- MR. SHANKAR BASALWAR

(PRT)
PM SHRI KV BHANDUP, MUMBAI
 INDEX
CLASS 4TH MATHS

Chapter No Chapter Name

1. Building with Bricks

2. Long and Short

3. A Trip to Bhopal

4. Tick-Tick-Tick

5. The Way the World Looks

6. The Junk Seller

7. Jugs and Mugs

8. Carts and Wheels

9. Halves and Quarters

10. Play with Patterns

11. Tables and Shares

12. How Heavy? How Light?

13. Fields and Fences

14. Smart Charts

 MODULE 1
UNIT 1: BUILDING WITH BRICKS
KNOWLEDGE & UNDERSTANDING OF BASIC CONCEPTS

TLO 1
To be able to identify 2D & 3D shapes around them
ACTIVITY 1
1) Observing the objects in & around the class room and identifying the shapes like
square, rectangle, circle, triangle, cube, cuboid, cylinder etc
To be able to know that 2D shapes have only length & breadth but 3D shapes have
Content Name –&Geometry
length, breadth, height also.Unit – Identification
Showing PPT aboutof Geometrical figures
shapes.
Sub-Unit: Square, Triangle and Circle Day – One
LESSON 1 BUILDING
WITH BRICKS ACTIVITY PLAN (1).ppt

• Identify the geometric figures in the pictures below, draw the figures below them and
write their names.

Rectangle

• Write down where you find such shapes in your surrounding.

................................................................................................................................................
..........................................................................................................

.............................................................................................................................

Different Squares Different Triangles Circles

 WORKSHEET 1
Name: __________ Class: IV____
Roll: _________ Date ________

Colour 3D Shapes only.

TLO 2
To be able to identify faces, edges & corners of 2D and 3D shapes

ACTIVITY 2

Identify the number of faces, sides and corners of 2D Shapes.

Identifying the number of faces, edges and corners of 3D shapes

The window is Square in shape.

The Square has four
Edges and four vertices.

Observe the book.

How many sides (edges) does book have? How

many vertices does the book have? Which shape

does this book have?

Showing PPT about the faces, edges and corners of 3 D shapes.

3 EDGES AND
CORNERS_2.ppt
WORKSHEET 2
 MODULE 2

UNIT 2: LONG AND SHORT

UNDERSTANDING BASIC CONCEPTS- ESTIMATION

TLO

To be able to estimate the distance between two given points.

ACTIVITY

Joining the dots and measuring the distance between the dots and finding the
longest and shortest distances.
 WORKSHEET
Name: _________________________ Class: IV_____
Roll: _________ Date: ________

Measure the length of the objects given in cms and write:

Length of the pen = _____________

Length of the bottle = ________

 MODULE 3

UNIT 3: A TRIP TO BHOPAL

PROBLEM SOLVING ABILITY (PSA)

TLO

To be able to solve simple day today problems involving addition, subtraction,

multiplication operations

ACTIVITY

1. Find the number which comes exactly between 120 and 130.

120 121 129 130

2. Find the number which comes exactly between 200 and 300.

200 210 290 300

2. Complete the given table:

NAME OF DISTANCE TRAVELLED IN HALF AN IN 3 HOURS

VEHICLE IN 1 HOUR HOURS

BOAT 20 KM

BUS 80 KM

BICYCLE 6 KM

TRAIN 90 KM

CAR 120 KM
GROUP ACTIVITY

Arranging for an educational trip. Explain the step involved. Ask the students to
keep the following points in their mind.
1. Number of students from each class willing to join the trip.
2. Amount to be paid by each student.
3. Total amount collected for the trip.
4. Number of buses required.
5. Distance from school to that place.
6. Number of places to be visited.
7. Time taken for the visits.8. Number of rides available in the place they visit.
9. Cost of the ticket for each ride.
10. Duration for each ride.
11. Eatable to be given to them during the trip.
12. Total time involved for entire trip.

Number Concept and Ability to Compute (Computation)

TLO
To be able to write 2-digit /3digit/4-digit numbers.
To be able to compare the given numbers.
To be able to find out the greater number/smaller number
ACTIVITY

Finding out the strength of each class (section wise)

Record and tabulate it.
Comparing the strength of the classes
•

• Concept
• 415, 728, 619
• Write down the number according to place value.
• Observe the number by its place value.
• By Place value decide, smaller number and bigger number.
Smaller number: 415 bigger number: 728
Write down smaller number first and then bigger number in ascending order.
That’s why the ascending order is - 415,619,728
And in descending order write down bigger number first and then smaller number.
That’s why the descending order is - 728, 619, 415

Write the following numbers in ascending and descending order.

Numbers Ascending order Descending order

217, 211, 215

317, 371, 370

500, 501, 499

912, 27, 356

12, 807, 536

456, 129, 738

 WORKSHEET
Name: _________________________ Class: IV_____
Roll: _________ Date: ________

Use the digits to build the greatest and smallest number possible and write the
number name also:

DIGIT GREATEST SMALLEST NUMBER NAME

1,3,5

3-digit

2,4,6,8

4-digit

3,1,0,7,9

5-digit

I. Arrange in columns and add:

a) 540+63+2137 b) 123 more than 4237

II. Arrange in columns and subtract:

a) 7045 (-) 937 b) 279 less than 1000

I. Multiply:

a) 26 X 16 b) 142 X 1

II. What number should be subtracted from 6592 so that the difference is 1568?

III. Write the number that should be added to15756 so that the sum becomes
5000?

IV. Choose the correct symbol: (add/subtract/multiply/divide)

a) 24 4 = 6
b) 124 10 = 1240
c) 4000 1500 = 2500
d) 9999 999 = 9000
 MODULE 4
UNIT 4: TICK-TICK-TICK

TLO 1
To be able to read and write the time.
ACTIVITY 1
Making a clock.
Using the clock to read and write the time.
Finding the time by looking at the position of minute hand and hour hand the time.

Observing the position of Minute hand and hour hand in the clock.
Observing the clock and note down the following:
Numbers on the face of a clock/dial.
Number of division in between each numbers.
What do these lines indicate?

Second- minute- hour are the units of measurement of time.

60 seconds = 1 minute; 60 minute= 1 hour 24 hours= 1 day

• Practise corner
✓ What are the units of measurement of time?
✓ How much time is required for your mother to prepare
morning breakfast? How much time is required for
mother to prepare lunch? Write it in your notebook.
✓ Textbook. How many words can you read in 10
minutes from your (language) textbook.
✓ At what time do you wake up in the morning? At what
time does your school begins and at what time it is over?
Write all observations in your notebook.
 WORKSHEET 1
Name: _________________________ Class: IV_____
Roll: _________ Date: ________

Write the time below the clock:

An: _ _ _ _ _ _ _ _ _ _ _ _ an: _ _ _ _ _ _ _ _ _ _ _ _

Ans: _ _ _ _ _ _ _ _ _ _ _ _ Ans: _ _ _ _ _ _ _ _ _ _ _ _

Ans: _ _ _ _ _ _ _ _ _ _ _ _ Ans: _ _ _ _ _ _ _ _ _ _ _ _
TLO 2
To be able to count the number of hours/days in between the given Time/dates.
Count the months and count the years

ACTIVITY 2

Counting number of holidays given in

a) Autumn break.
b) Winter break
c) Summer break.

Observing the
a) Mfg date.
b) Expiry date.

Calculating the time and find out whether it is safe to use.

(With in the given dates.)

Practice corner
✓ What is your age? Find the age of your parents and note down.
✓ For how many days was the summer vacation to school?
✓ Which are the different tools to measure time?
✓ Note down the dates that fall on all Thursdays in the current month.
✓ What is the day on 15th of August this year?
✓ How many Sundays are there in the month of July this year?
✓ Note down birthdays of any two friends in the Calendar at home.
✓ Note down the current (2024) age of the persons in the table.

Name Rama Joseph Savita Shabana Jasminder Sameer

Birth year 2001 2006 1997 2015 2011 1993
Current age
 WORKSHEET 2
Name: _________________________ Class: IV_____
Roll: _________ Date: ________

Solve these problems:

a) Our school starts at8:30 a.m. and closes at 2:40 p.m. How many hours and
minutes is the school open for?

b) Fan was switched on at 7.30 p.m. and switched off at 10p.m.

Find the duration of running hours of the fan?

c) A movie is 2hours 20 minutes long. If it starts at 11:30 am at what time does it

get over?

d) Sarita started her running race at 8hours 5 minutes and finished it by 8hours
11minutes 20seconds.Express the duration of time taken by her in minutes and
seconds
 MODULE 5
UNIT 5: THE WAY THE WORLD LOOKS

TLO 1
To able to understand different views of objects.
To able to draw top view, front view and side views of objects
ACTIVITY 1.
Showing objects in class room such as table, duster, cupboard etc and looks them
from different views and distances

2. Drawing top, front and side view of different objects

.
 WORKSHEET 1
Name: _________________________ Class: IV_____
Roll: _________ Date: ________
NAME THE VIEWS OF THE OBJECTS GIVEN BELOW:
TLO 2

To be able to mark the directions on route maps.

To be able to draw floor maps and locate the directions.
To be able to answer the questions related to directions in a location.

ACTIVITY 2

1. Drawing a floor map and ask children to stand on the map and locate different
things around them in different directions.
5. Taking nature walks around the school garden and observes the park and
discusses what is on left and right side of the park.
 WORKSHEET 2
Name: _________________________ Class: IV_____
Roll: _________ Date: ________
Observe the India map and answer the following questions:

1. Colour the state which is in the central part of the map.

2.Name any three northern states of India.

_____________________________________________________

3. Colour the 7 sisters of Northeast in yellow.

4. Name one state which is on the western part of India?

___________________________________________________
 MODULE 6

UNIT 6: THE JUNK SELLER

TLO 1
To be able to understand the concept of safe disposal of plastic waste & the process
of buying and selling involved in it
ACTIVITY 1
1. Viewing video clipping on recycling of junk is needed.
2. Getting the knowledge of effects on nature due to dumping of plastic waste.

LINK https://youtu.be/e2Ffs5gMk4g

ABILITY TO COMPUTE

TLO 2
To be able to do the mental calculations correctly.

ACTIVITY 2

Find the total amount

Total amount ____________________

Mental math problems using basic operations of numbers and problems related to
daily life situations are done.

(Calculate the amount we get on selling

3 kg Newspaper =………….
2 kg iron =………….
5 kg brass =………….
5 kg plastic =………….
10 kg waste paper =………….

PROBLEM SOLVING ABILITY

TLO 3
To be able to solve day to day life problems.
To prepare bill for items purchased from a shop

ACTIVITY 3
1. Frames word problems using operations to find totals, change, multiple cost
and unit cost.
2. Preparation of bills for items purchased from a shop.
3. Solves problems related to money transactions using basic operations.
 WORKSHEET
Name: _________________________ Class: IV_____
Roll: _________ Date: ________

A. Write 2 different denominations for

1) Rupees 500

2) Rupees 50

3) Rupees 100
B. FIND THE TOTAL AMOUNT FOR BUYING THE FOLLOWING ITEMS

Rs 10000 Rs500

RS 200 RS 35
 MODULE 7

UNIT 7: JUGS AND MUGS

TLO 1
To be able to understand the capacity /Volume of different containers.

ACTIVITY 1

Providing students with different sizes of containers and water.

Making the students fill the container with water and prove that small container can
hold smaller quantity of water and big container can hold more quantity of water.

Different types of containers like bottles, cup, mug, spoon, bucket etc.

TLO 2
To be able to understand Litre is the standard unit of capacity.

ACTIVITY 2
Filling 1 Litre Bottle with water using
Half litre (or) 500 ml Bottle, 100 ml, 200ml water bottles.
Listing the items which are sold in the shop in ml and litres.
eg: cough syrup in ml, water bottles -1L, 2L, 5L, 20L etc
1. Fill 1litre Can with
a)500ml
b)200ml
c)100ml
d)50ml

2. Fill 500ml Can with

a) 100 ml
b) 50 ml
c) 200ml and 50ml
and count the number of times each was used.

3. Repeat the activity with different containers

Measuring cans used

To Measure 1 liter
can 500 ml can 200 ml can 100 ml can 50 ml can
1Litre500ml
600 ml
250 ml
750 ml
 WORKSHEET
Name: _________________________ Class: IV_____
Roll: _________ Date: ________

I. Mark a tick (√) to indicate which has more capacity.

II. Choose the correct measurement given below and fill up the blanks:

(200 ml, 5ml, 200 litres, 1 litre)

a)__________ b) ________ c) __________ d)____________

III. Fill in the blanks with, the number of times the measuring cans will be used

a) 1 litre = X 500 ml = 1000 ml

b) 1 litre = X 200 ml = 1000 ml

c) 1 litre = X 100 ml = 1000 ml

d) 1 litre = X 50 ml = 1000 ml

e) Half litre = ml

f) Quarter litre= ml

TLO 3

To be able to identify the items measured in millilitres and litres.

ACTIVITY 3

1.Finding out the approximate capacity of the glass they use to drink milk or water.
2. Finding out the quantity of water or milk they drink and also their family people
drink/day.
3.Finding out the quantity of water used by them /day
- to take bath, cooking, washing clothes, cleaning vessels, watering the plants etc
 WORKSHEET
Name: _________________________ Class: IV_____
Roll: _________ Date: ________

I. Write in columns and add:

8 lit, 15 lit and 112 lit 550 ml and 705 ml

II. Convert into ml and add:

2 lit 250 ml and 4 lit 50 ml 6 lit 150ml and 2 lit 850 ml

III. Convert into ml and subtract:

6 lit 110 ml from 9 lit 950 ml 7 liter 240 ml from 8 liters

IV. Solve the following word problems:

a) A bottle can hold 3 litres of milk. How many 500ml (half litre) bottles of milk can
you put into it?

b) Sheela made 8 litres of juice at home. How many bottles of 2 litres can be filled
by the available 8 litre juice?

c) My sister is one year old baby. She drinks 200ml of milk every time. She takes
the milk 5 times in a day. What is the total quantity of milk she takes in day?

d) I brought 1litre of milk from the milk booth. My mother used 300ml of milk for
preparing tea, she gave me 200ml of milk to drink and the remaining milk was used
for setting curds. How much milk was used for setting curds?
 MODULE 8
UNIT 8: CARTS AND WHEELS
KNOWLEDGE AND UNDERSTANDING OF BASIC CONCEPTS

TLO
To be able to trace circles with the objects around them.
To be able to identify and understand the parts of circles.
ACTIVITY

Listing out objects which are circular like bottle cap bangles, ball, 25 paisa coin,
biscuits, cake, roti, papad etc.

Drawing imperfect circles using stick/chalk on sand/field/floor (Free hand) and also
making circles of different sizes using free hand and using coins, bangles, bottle cap
etc in the classwork and understand that circle is a closed curve which is round in
shape.

Showing PPTs on circles.

circles_ppt1.pptx ppt 2 circles.ppt

GROUP ACTIVITY
Students go out and make circles of different sizes on the ground using string and
nail (Group wise)
 WORKSHEET
Name: _________________________ Class: IV_____
Roll: _________ Date: ________

I. Trace the following objects, make circles and put a tick for the smallest circle.

COIN BANGLE

BOTTLE CAP TOP OF A GLASS

II. Label the parts of the circle for each problem.

CENTRE P CENTRE O

RADIUS PQ RADIUS OA

DIAMETER RS DIAMETER BC

1. 2.

III. Identify the parts: Centre, radius and diameter of the circle for each problem

1. 2.

IV. Calculate the radius or diameter of the circles and complete the given table.

Radius ______ 8cm 15m ______ ½ cm

Diameter 10cm _____ ______ 1m _____

 MODULE 9
UNIT 9: HALVES AND QUARTERS
KNOWLEDGE & UNDERSTANDING BASIC CONCEPTS

TLO
To be able to share things as a whole, in equal parts or in unequal parts.
To be able to write a fraction as numerator & denominator part.

ACTIVITY

a) Share a chapatti an orange, a watermelon between two children.

b) Share a cake or roti among three, four, five, six students respectively.
c) Writing the coloured part of the shapes as fractions.

Showing PPTs about Halves and Quarters

Fractions
An Interactive Activity introducing quarters

HALVES AND
QUARTERS ppt.pptx
 WORKSHEET
Name: _________________________ Class: IV_____
Roll: _________ Date: ________

I. Write the fraction for the shaded portion:

II. Write/complete the fraction for the shaded parts below.
 MODULE 10

UNIT 10: PLAY WITH PATTERN

TLO:

1. To be able to observe, understand and identify the patterns in nature, animal

skin, jalli, floor, geometrical pattern etc.

2. To be able to make patterns with numbers and letters by using four basic
operations of mathematics.

Activity:
Circle the right picture
Activity:
The following numbers has some patterns, identify it and find the next number.

3 6 9 12 .

2 5 8 11 .

21 17 13 9 .

4 8 16 32 .

Showing PPT about number patterns.

Number_Sequences.
ppt
ppt
 WORKSHEET
Name: _________________________ Class: IV_____
Roll: _________ Date: ________

I.
 II. Write pattern rule looking at the sequence:

1.
20 30 40 50 60

Pattern rule: ________________________________________________________

2.
35 30 25 20 15

Pattern rule: ________________________________________________________

3.

18 21 25 30 36

24
Pattern rule: ________________________________________________________

4.

A C E G I
3

Pattern rule: ________________________________________________________

 MODULE 11

UNIT 11: TABLES AND SHARES

ABILITY TO COMPUTE

TLO
To be able to multiply and divide using different ways.
To be able to divide into equal groups.

ACTIVITY
Counting Activity:

• The students should be made to stand in a circle, and they should be asked
to sing a song of their choice.
• The students should move in a circle while singing or
they can move while clapping their hands.
• One student must say a number out loud.
• All the students should then arrange themselves in groups as per the number
called out. e.g., 4 groups of 3 (3 + 3 + 3 + 3), 4 times 3 (4 × 3 = 12)
• Simultaneously, the group size must be written down on the board. Note - In
this game, groups of equal sizes should be formed. That is, each group must
have the same number of children.
• The teacher must check whether the groups are of equal size.

The teacher must use certain words in English for this purpose. In this activity, it is
recommended that most of the instructions are to be provided in
English. At least a few words / phrases, such as “groups”, “equal
groups”, “times”, “multiply”, “total”, “how many”, “how much”, “how many
times”, “how many groups”, “total”, “add”, “multiply”, are to be instructed in English
without providing the translation. This is aimed at strengthening the English
skills of the students.
 PROBLEM SOLVING ABILITY

TLO
To be able to solve simple day to day life problems.

Story-based activity

• Six bananas are to be shared among three students. Initially, all the bananas
are given to one child, and he/she must divide them equally among his/her
friends.
• Similarly, in a different problem, one student has 4 bananas, another one
has 2, and the third has nothing. Again, the students must share the
bananas equally among themselves. Similar exercises can be tried with four or
more (students) to make the students understand different combinations in
division.

Teacher’s note: The abovementioned activity can be demonstrated as a story

involving three students in the classroom. The narration is to be done in English. The
questions framed using “what”, “who”, and “how many” are aimed at making
the students think.

Sample questions:

1. What is this (food item or beads)?

2. Who has it?
3. How many bananas are there?
4. How many students are there?
5. How will you share it equally?

Simultaneously, the numbers and division operation must be written down on the
board.
 WORKSHEET
Name: _________________________ Class: IV_____
Roll: _________ Date: ________
Word problem: Divide 8 bananas into groups of 6. How many such groups are there
and how many are left over?
 MODULE 12
UNIT 12: HOW HEAVY? HOW LIGHT?
ESTIMATION

TLO
To be able to compare the weights of two objects.

To be able to guess the weight of available objects in the class room.

ACTIVITY

Taking objects from the classroom like eraser, sharpener, pencil, pencil box, water
bottle, lunchbox textbook, schoolbag etc
Children are asked to compare the weights of two things e.g. lunch bag, pencil box
etc
Showing PPT

e-content-heavy_or
_light-1-class4-math.ppt
 WORKSHEET
Name: _________________________ Class: IV_____
Roll: _________ Date: ________

TICK THE HEAVIER ONE AND CROSS OUT THE LIGHTER ONE
TLO
1. To be able to know the things they can buy in grams and in kilograms.
2. To be able to understand the different types of balances used for different
situations.

3. To be able to convert bigger unit of mass to smaller unit of mass & vice-
versa.

ACTIVITY
 WORKSHEET
Name: _________________________ Class: IV_____
Roll: _________ Date: ________

I. Convert the following into kilograms.

2000 grams = 7000 grams =

6575 grams = 9500 grams =

 MODULE 13

UNIT 13: FIELDS AND FENCES

KNOWLEDGE & UNDERSTANDING OF BASIC CONCEPTS

TLO
To be able know the meaning of perimeter (boundary) & the unit of measuring
perimeter as cm, metre, km (one dimensional).
To be able to know the meaning of an area as the amount of surface covered by an
object and the unit of measuring area is sq units (two dimensional).

ACTIVITY
Teacher separated out a bunch of the square blocks, a base, and the fence pieces. the
first direction was to build any solid rectangle. Then, I asked her to count how many
squares it used.

Once that was done, we talked about the rectangle as an array and wrote a
multiplication fact to find the area. We compared both methods and noticed that while
both methods led to the same answer, multiplication was definitely quicker. We talked
about the fact that we counted squares (square units) when we were measuring the
area of the rectangle but counted the sides of the blocks (units of lengths) to find the
perimeter.

o Area = square units = count the square blocks

o Perimeter = units of length = count the sides of the blocks around the edges
 WORKSHEET
Name: _________________________ Class: IV_____
Roll: _________ Date: ________

I Calculate the length of the boundary of the given figures.

Boundary (perimeter) of -

Fig. A =_________________

Fig. B = _________________

Fig. C =_________________
I.
 MODULE 13

UNIT 14: SMART CHARTS

PROBLEM SOLVING ABILITY

TLO
To be able to represent the numerical data using tally marks.
To be able to interpret data and represent in tabular form.

ACTIVITY
Teacher said that by writing the information in the table, one can easily see how many
children brought which FRUITS they like. What do you think?

If you want to gather more information than this, it is more convenient to mark the
Tally marks instead of writing the names. A line “I” as a mark for this.

See the following table as an example.

Favorite fruit Tally marks Total

Mango IIIII IIIII IIIII IIIII IIIII IIIII II 32

Grapes IIIII IIIII I 11

Bananas IIIII IIIII IIIII I 16

Papaya IIIII III 8

Information can also be presented on the basis of pictures to make it more attractive
and easier to read.
The next example is the study.
On Thursday, students were allowed to wear colourful clothes instead of uniforms.
The children in class IV wore colourful clothes as follows:

Make tally marks-

Answer the following questions from the table above.

What colour clothes do the children wear the most?

What colour clothes do the children wear the least?

How many clothes of other colours except red and white?

Total no. of children in class 4

Showing PPT about Chapati (Pie) chart and Bar graph.

chapter-14.pptx
 WORKSHEET
Name: _________________________ Class: IV_____
Roll: _________ Date: ________

A. There are 160 people in an apartment. the different newspapers they read is
represented in this chapatti chart:

The
Times Hindu

Deccan

1. Which newspaper is read the most? ________________

2. Which newspaper is read the least? _________________

B. Observe this chart and answer. Hint: = 4 children

Red

Blue

Green

a) Number of children who like red colour =_________

b) Number of children who like blue colour = ___________

c) Total number of students =______________