182120043-Passport-G3-Teacher Companion Book-Maths-Part1-A

Day 2/5 Day Annual Day: 8/65 Actual Date: Progress Transactional Tip(s) Duration: 10 min Reinforcement: • Ask learners to look at the patterns given in the textbook and identify the patterns. • Explain that 10, 14, 16, 18 are even numbers as the numbers in the units place are 0, 4, 6 and 8. Ask learners to continue the pattern till 50. • Ask learners if 23, 25, 27, 29 is a pattern formed by even numbers. Why or why not? • Which number should be added or subtracted to make it an even number pattern? Class Pulse Check Duration: 2 min Complete the patterns. 1) 2, ____, 8, ___, 2) **, ##, **, ____, ____ Duration: – CW 1) Ask learners to HW – form patterns with odd numbers starting with the number 5. Page 48

Day 3/5 Day Annual Day: 9/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Identify growing patterns New Words: – Transactional Tip(s) Duration: 12 min Give Opportunity for Practice: • Explain the growing patterns by drawing a leaf, a teddy bear and a chocolate on the blackboard. Also refer to the patterns given in the book. • Draw some more patterns on the blackboard and ask learners to complete them. • Ask learners whether we can have odd numbers in a growing pattern. If yes, then can we have even numbers too in a growing pattern? Class Pulse Check Duration: 2 min Complete the patterns: 1) 1, 3, 5, ___, ____ 2) 145, 147, ____, _____, 153 Duration: 3 min CW – HW 1) TB: Pg. 16, TMB Page 49

Day 3/5 Day Annual Day: 9/65 Actual Date: Progress Transactional Tip(s) Duration: 10 min Give Opportunity for Practice: • Explain the reducing patterns in numbers by using the numbers 20, 18, 16, 14, 12, 10. • Ask any one learner to complete the pattern 11, 9, 7, __, ___, ____. • Ask learners to identify the patterns in the numbers given in the textbook. • Write numbers from 2 to 30 on the blackboard. Ask five learners to pick a number and form a decreasing pattern with different rules. • In pairs, learners repeat the same activity. Class Pulse Check Duration: 2 min Fill in the blanks. 1) Is 12, 10, 8,… a decreasing pattern? 2) What is the pattern in 3, 6, 9, 12, ____, ____, _____. Duration: – CW 1) WB: Pgs. 8, 9 HW – – Q. 13 – 16. Page 50

Day 4/5 Day Annual Day: 10/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Identify the tiling pattern found at various places  Construct various patterns using tiles New Words: – Transactional Tip(s) Duration: 22 min Direct Instruction: • Draw the shape of a brick and show how walls are made. Now, explain using a different coloured chalk how various tiling patterns are formed. • Ask learners to observe the tiling pattern in their surrounding and draw the same. Class Pulse Check Duration: 3 min 1) Is tiling always made of rectangles? 2) Name one game that has tiling made of black and white squares. Duration: 4 min CW 1) WB: Pgs. 9, 10 – HW 1) Draw any tilling pattern Q. 17 – 20 using triangle as a basic shape. Page 51

Day 5/5 Day Annual Day: 11/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Identify the rules based on which patterns are formed.  Relate the rules to shapes and numbers New Words: – Transactional Tip(s) Duration: 10 min Interactive Discussion: • Ask learners if the basic rules in patterns are followed only when patterns are formed using shapes. • Divide the class based on the response. All with ‘yes’ as response are in one group and learners with ‘no’ as response in another. Each team gives explanation to the other and tries to convince the opposite team. • Ask a follow up question – Can we have similar rules to make patterns having numbers? Each team gives three examples of the same. Class Pulse Check Duration: 2 min Fill in the blanks. 1) <<< >>> <<< ______, _____ 2) [[ ]] [[[ ]]] _____, ______ Duration: 2 min CW 1) WB: Pg. 11 – Q. 21, HW 1) TB: Try These 22 Page 52

Day 5/5 Day Annual Day: 11/65 Actual Date: Progress Transactional Tip(s) Duration: 5 min Direct Instruction: • Explain Pascal’s triangle and share detailed information about it. • Show flowers, leaves and explain patterns in nature. Explain how patterns are related to Science. • Relate patterns with rhymes. Share examples of poems where learners can find a rhyming scheme for each. Class Pulse Check Duration: 2 min Complete the pattern: 1) L M N O P L M N _ _ _ _ 2) 45678 45678 _ _ _ _ _ Duration: – CW 1) Find out rhyming HW – words from your language book. Page 53

Day 5/5 Day Annual Day: 11/65 Actual Date: Progress Transactional Tip(s) Duration: 8 min Peer Learning – Pair: • Divide learners into groups of two. • Ask learners to solve all the questions given under ‘Drill Time’. • Partners assess each other’s response after completing the questions. Class Pulse Check Duration: – – Duration: – CW – HW 1) TB: Pg. 20, 21; Drill Time Page 54

Day 5/5 Day Annual Day: 11/65 Actual Date: Progress Duration: – Transactional Tip(s) – Class Pulse Check Duration: – – Duration: – CW 1) Ask learners to do HW – the activity given in TB: Pg. 21 along with their parents at home. Page 55

My Reflections Progress Passbook 5 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days OR Slow down by ___ days  Academic Coordinator’s Signature: Page 56

Chapter 3: Numbers Allocated Teaching Days 5 Speed up/Slow down Plan 3.1: Count by Thousands Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan  Recall counting by 10s and 100s Date  Write 2-digit and 3-digit numbers using place value chart Day 1 TB: I Think, I Recall Day 2 WB: I Recall DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn Day 3 Day 4 TB: I Remember and Understand Recall R&U Day 5 WB: I Remember and Understand • Recall counting by 10s and • Write 4-digit numbers TB: I Remember and Understand, TMB 100s using the place value chart WB: I Remember and Understand • Tell the number names TB: I Apply and expand the given WB: I Apply numbers TB: I Explore A H WB: I Explore • Solve real-life examples of • Explain the problems using 4-digit numbers abacus Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Abacus (Day 1) 2) IMAX Workbook 3) Flash Cards - Place Value (Day 3) Page 57

Day 1/5 Day Annual Day: 12/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Recall counting by 10s and 100s  Identify number names and place value  Identify and name the greatest and the smallest 4-digit numbers New Words: – Transactional Tip(s) Duration: 23 min Give Opportunity for Practice: • Write the numbers 56, 89, 908, 102, 543 on the blackboard. Ask five learners to write their number names individually. • Call out three learners and ask them: Which number comes after 900? What is the place value of 5 in 235? What is the number name for 990? Use abacus here for explanation. Class Pulse Check Duration: 3 min 1) Which is the smallest 4-digit number? 2) Which digit comes at the hundreds place of 6789? Duration: 3 min CW 1) WB: Pg. 12 – HW Q. 1 – 3 1) Write any three 4-digit 2) TB: Pg. 23, numbers from following Example a – e digits. 7, 5, 8, 6 Page 58

Day 2/5 Day Annual Day: 13/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Define the ‘expanded form’ of a number New Words: number name, place value chart, standard form Transactional Tip(s) Duration: 6 min Direct Instruction: Explain how to count by boxes. Ask learners to repeat after you. Explain how to make 1 hundred with 10 tens. Class Pulse Check Duration: 1 min 1) How many boxes does 19 ones have? Duration: 3 min CW – HW 1) WB: Pgs. 12, 13 – Q. 4 – 12 Page 59

Day 2/5 Day Annual Day: 13/65 Actual Date: Progress Transactional Tip(s) Duration: 16 min Direct Instruction (8 min): With the help of an abacus, introduce 4-digit numbers. • Explain how the smallest 4-digit number (1000) is formed by adding 1 to the largest 3-digit number (999) with the help of abacus. Peer Learning – Pair (8 min): • Each learner gives the partner three numbers. Everyone writes the given numbers in the place value charts. • Learners will check their partner’s response. • When everyone has completed the activity, ask a few learners to represent their numbers on the abacus. Class Pulse Check Duration: 3 min 1) How many places are there in the following numbers? • 2587 • 1456 Duration: – CW 1) WB: Pgs. 13, 14 HW – – Q. 13 – 16 Page 60

Day 3/5 Day Annual Day: 14/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Represent numbers in expanded forms and write their number names New Words: – Transactional Tip(s) Duration: 10 min Reinforcement: • Expand the number 4509 using the place value chart. Show the steps on the blackboard by drawing a big place value chart and arrows to show digits with their respective place values. • Ask learners to expand 7901 and 5243 following the same steps. • Write the number name of 4509. Ask learners to write the number names of 7901 and 5243. • Facilitate the understanding of place values of numbers using place value cards. • Give more examples for struggling learners. Class Pulse Check Duration: 3 min Expand the following numbers: 1) 4532 2) 6754 Duration: 3 min CW – HW 1) TB: Pg. 26, TMB Page 61

Day 3/5 Day Annual Day: 14/65 Actual Date: Progress Transactional Tip(s) Duration: 10 min Peer Learning – Group: Divide the class into small groups. Write the following numbers on the blackboard and ask learners to write their expanded forms - 1) 3269 2) 1589 3) 2596 4) 2000 5) 7778 6) 6352 Class Pulse Check Duration: 3 min 1) 6 ones = ? 2) 4 tens = ? Duration: – CW 1) Expand the HW – following numbers: 4789, 9800, 3599 Page 62

Day 4/5 Day Annual Day: 15/65 Actual Date: Progress Class Outcome(s) Duration: 1 min • Solve real-life examples of 4-digit numbers New Words: – Transactional Tip(s) Duration: 24 min Activity Method: • Call two learners forward. One enacts the role of a shopkeeper and the other is the customer. Let the shopkeeper sell the bag for ` 3459. Ask the purchaser what notes and coins would he/she use to pay the shopkeeper. • To involve more learners, write more denominations of money and ask learners to tell the notes and coins required to buy the bag. Class Pulse Check Duration: 2 min 1) What is the number name of 5409? 2) What is the number name of 9982? Duration: 3 min CW 1) WB: Pg. 14, 15 – HW 1) TB: Pg. 27 – Q. 17 – 20 Examples 4 – 6 Page 63

Day 5/5 Day Annual Day: 16/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Writing numbers using an abacus  Identify place values and represent numbers on an abacus New Words: – Transactional Tip(s) Duration: 24 Understanding Problems: • Note down the following sums on the blackboard. Represent these numbers on an abacus, write their place values and number names: 8009, 7654, 4321 and 3320. • Divide the class into small groups and ask learners to understand problems and then represent the number on the abacus. Class Pulse Check Duration: 2 min 1) How many spikes are required to represent a 4-digit number on an abacus? Duration: 3 min CW 1) WB: Pg. 16 – HW Q. 21, 22 1) TB: Pg. 28, Examples 7, 8 Page 64

My Reflections Progress Passbook 5 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days OR Slow down by ___ days  Academic Coordinator’s Signature: Page 65

Chapter 3: Numbers Allocated Teaching Days 5 Speed up/Slow down Plan 3.2: Compare 4-digit Numbers Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan  Recall the symbols used to compare numbers Date  Form 4-digit numbers Day 1 TB: I Think, I Recall Day 2 WB: I Recall DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn Day 3 Day 4 TB: I Remember and Understand, TMB Recall R&U WB: I Remember and Understand • Recall the symbols used • Compare 4-digit numbers TB: I Apply to compare numbers WB: I Apply TB: I Explore WB: I Explore Day 5 TB: Maths Munchies, CtD, Drill Time, ANtP A H • Explain formation of the • Explore the knowledge to greatest and the smallest arrange numbers in numbers ascending and descending orders Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook – 2) IMAX Workbook Page 66

Day 1/5 Day Annual Day: 17/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Recall the >, < and = signs  Identify the greatest number from a set of numbers New Words: – Transactional Tip(s) Duration: 22 min Direct Instruction: • Write the numbers 8, 18, 180 on the blackboard. • Ask learners to identify the greatest and the smallest numbers amongst them. • Read aloud the ‘I Think’ content. • Capture learner’s response on the blackboard. • Take a revision of >, < and = with examples. Class Pulse Check Duration: 3 min 1) Which is the greater number in the following pairs? 457 and 780, 85 and 96, 980 and 985 Duration: 4 min CW 1) WB: Pgs. 16, 17 HW 1) Write four pairs of 3- – Q. 1 – 3 digit numbers and compare those pairs. Page 67

Day 2/5 Day Annual Day: 18/65 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 68  Identify the greater number from a set of numbers  Compare 4-digit numbers New Words: – Transactional Tip(s) Duration: 10 min Reinforcement: • Write the numbers 4043 and 4045 on the blackboard. • Explain the steps involved in the comparison of 4-digit numbers. • Write four sets of numbers where ones, tens, hundreds and thousands digits are different. • Ask learners to find the greater number from the above numbers. • Question them about how are they comparing the numbers whose digits in the thousands and hundreds place are the same. Class Pulse Check Duration: 3 min 1) How many digits are there in 4200? 2) Can you tell which is greater: 3456 or 0987? Duration: 5 min CW – HW 1) TB: Pg. 30, TMB 2) WB: Pg. 17 – Q. 4 – 12

Day 2/5 Day Annual Day: 18/65 Actual Date: Progress Transactional Tip(s) Duration: 8 min Peer Learning – Pair: • Divide the class into pairs and ask them to give two 4-digit numbers to their partners. • Partners will compare the numbers and will put the <, > or = sign. They will cross check the answers with their partners. Class Pulse Check Duration: 3 min 1) Find the greater number in each of the following pairs. a) 7825 and 9600, b) 8555 and 3584, c) 1200 and 2100 Duration: – CW 1) WB: Pg. 18 – Q. 13 – HW – 16 Page 69

Day 3/5 Day Annual Day: 19/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Classify ascending and descending orders of numbers  Organise numbers in ascending and descending orders New Words: – Transactional Tip(s) Duration: 8 min Reinforcement: • Explain that 50, 60, 70, 80.. is in ascending order as the smallest number is at the beginning. The numbers written in reverse order is the descending order. • Use the blackboard to show the steps involved in arranging 6007, 6008, 6020 and 6010 in the ascending order. • Ask learners to arrange the numbers in the descending order. Class Pulse Check Duration: 5 min 1) Arrange the numbers in descending order: 7034, 4563, 7865, 4356 2) Arrange 4567, 3567, 2567, 1567 in ascending order. Duration: 5 min CW – HW 1) Arrange the numbers in ascending and descending orders. a) 6753, 6750, 6754, 6752 b) 8901, 8903, 8907, 8903 Page 70

Day 3/5 Day Annual Day: 19/65 Actual Date: Progress Transactional Tip(s) Duration: 8 min Give Opportunity for Practice: • Read TB, example 11. • Explain the step-wise solution using the blackboard. • Ask learners to form the greatest and the smallest 4-digit numbers using 7, 8, 9 and 2. • Ask learners to solve examples 12 and 13. • With the help of suitable steps, ask learners to form the smallest and the largest 4-digit numbers from the digits 3, 2, 1 and 0. Class Pulse Check Duration: 3 min 1) Form the greatest and the smallest 4-digit numbers using the digits 0, 5, 9, and 2. Duration: – CW 1) WB: Pgs. 18, 19 HW – – Q. 17 – 20 Page 71

Day 4/5 Day Annual Day: 20/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Analyse the numbers in the ascending and descending orders in real-life situations New Words: – Transactional Tip(s) Duration: 20 min Understanding Problems: Ask learners to read TB: Pg. 33, examples 14 and 15. Read their solutions as well. Try to understand examples and all the steps of the solution. Class Pulse Check Duration: 4 min 1) Which number is greater - 1005 or 0056? 2) What is the place value of 0 in 6083? Duration: 5 min CW 1) WB: Pg. 20 – Q. 21, HW 1) TB: Pg. 33, Maths 22 Munchies Page 72

Day 5/5 Day Annual Day: 21/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Analyse the numbers in ascending and descending orders in real-life situations New Words: – Transactional Tip(s) Duration: 7 min Interactive Discussion (11 min): • Read aloud the Social Studies Fun to the class. As per the data given, ask learners to find the heights of any two mountains and compare the same. • Ask them to find the heights of their family members and arrange them in the ascending and descending orders. • Ask learners to find the consonants given under English Fun. Class Pulse Check Duration: 2 min 1) Which are the vowels in the following words? ASCENDING or DESCENDING Duration: – CW – HW 1) TB: Pgs. 34,35,36, Drill Time Page 73

Day 5/5 Day Annual Day: 21/65 Actual Date: Progress Transactional Tip(s) Duration: 20 min Give Opportunity for Practice: Divide the class into small groups. Ask learners to solve sums independently from TB: Pg. 34 – 36, ‘Drill Time’. Then share answers among the groups and correct wrong answers if any. Class Pulse Check Duration: – – Duration: – CW – HW – Page 74

Day 5/5 Day Annual Day: 21/65 Actual Date: Progress Transactional Tip(s) Duration: – Note: Q.9 of Drill Time have been covered on the previous page. Class Pulse Check Duration: – – Duration: – CW 1) Note: Ask learners to HW – play a game of dice with parents given in TB: Pg. 36. Page 75

My Reflections Progress Passbook 5 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days OR Slow down by ___ days  Academic Coordinator’s Signature: Page 76

IV – Teacher Reference Usage Tip: Hints/suggestions for the teacher to refer while answering  textbook/workbook questions Sub‐Sections: 14. Teacher Reference Material a. Teacher Reference for Textbook b. Teacher Reference for Workbook Page 77

Teacher Reference: Textbook Chapter 1: Shapes Concept 1.1: Vertices and Diagonals of Two-dimensional Shapes Train My Brain Name the given figures and find the number of their vertices and diagonals. Shape Name of the Number of Number of a) Figure Vertices Diagonals Square 4 2 b) Page 78 Rectangle 4 2 c) Triangle 3 0 Drill Time 1) Find the number of vertices and diagonals of the following shapes: Shape Number of Vertices Number of Diagonals a) 42 b) 42 TB: Shapes

Teacher Reference – Textbook Shape Number of Vertices Number of Diagonals c) 3 0 d) 4 2 e) 42 Page 79 TB: Shapes

Chapter Shapes1 Concept 1.1: Vertices and Diagonals of Two-dimensional Shapes 1.1 I Recall Multiple Choice Questions 1) The shape of is a _________________________. [A] (A) circle (B) square (C) rectangle (D) triangle (C) both (A) and (B) > C ]  $WULDQJOHLVDBBBBBBBBBÀJXUH (D) open Page 80 (A) 2D (B) closed [B ] 3) The shape of is a _________________________. (D) circle (A) square (B) rectangle (C) triangle 1.1 I Remember and Understand Multiple Choice Questions  7KHSRLQWZKHUHDWOHDVWWZRVLGHVRIDÀJXUHPHHWLVFDOOHGDDQBBBBB > C ] (A) line (B) diagonal (C) vertex (D) edge  $VWUDLJKWOLQHWKDWMRLQVWKHRSSRVLWHYHUWLFHVRIDFORVHGÀJXUHLVFDOOHGDDQ _________. [B] (A) vertex (B) diagonal (C) line (D) edge 1

DC 6) The diagonals in are _________________________. [ C] AB (A) AB, BC (B) AD, CB (C) AC, BD (D) AB, DC Fill in the Blanks 7) A triangle has no diagonals. 8) A circle has no vertices. 9) A square and a rectangle have four vertices. Very Short Answer Questions Page 81 10) What is the unique feature of a square? Solution: It has 4 equal sides.  +RZPDQ\\YHUWLFHVGRHVDWULDQJOHKDYH\" Solution: 3  +RZPDQ\\GLDJRQDOVGRHVDFLUFOHKDYH\" Solution: 0 Short Answer Questions  &RPSOHWHWKHIROORZLQJWDEOH Shape Vertices Diagonals PQ P, Q, R, S PR, QS SR  &RPSOHWHWKHIROORZLQJWDEOH Shape Vertices Diagonals A DB A, B, C, D AC, BD C 2

Long Answer Questions A B  /RRNDWWKHÀJXUHDQGDQVZHUWKHIROORZLQJTXHVWLRQV D C  D+RZPDQ\\YHUWLFHVGRHVLWKDYH\"1DPHWKHP  E1DPHWKHGLDJRQDOIURP$ Solution: a) It has 4 vertices: A, B, C, and D. E7KHGLDJRQDOIURP$LV$& 16) Draw a square WXYZ and answer the following questions.  D1DPHWKHYHUWLFHV  E1DPHWKHGLDJRQDOV Solution: a) The vertices are W, X, Y and Z. Έ Ή b) The diagonals are WY and XZ. Page 82 ΋Ί 1.1 I Apply Short Answer Questions  &RPSOHWHWKHIROORZLQJWDEOH Shapes Number of vertices Number of diagonals 2 4 42 WB: Shapes 3

&RPSOHWHWKHIROORZLQJWDEOH Shapes Number of vertices Number of diagonals 5 5 Page 83 42 Long Answer Questions 19) Look at the picture given and answer the following questions. a) What is the shape of this object?  E+RZPDQ\\VLGHVGRHVLWKDYH\"  F+RZPDQ\\GLDJRQDOVGRHVLWKDYH\"  G+RZPDQ\\YHUWLFHVGRHVLWKDYH\" Solution: a) Rectangle b) 4 c) 2 d) 4  :KDWLVWKHVKDSHRIWKHJLYHQSLFWXUH\")LQGWKHQXPEHURI a) sides b) diagonals c) vertices Solution: The shape of the given picture is a triangle. a) 3 b) 0 c) 3 4

1.1 I Explore (H.O.T.S.) Short Answer Question  1DPHDGLPHQVLRQDOÀJXUHWKDWKDVWKHIROORZLQJ a) A circular base b) A rectangular base Solution: D&RQH&\\OLQGHU b) Cuboid Long Answer Question G F  /RRNDWWKHÀJXUHDQGDQVZHUWKHIROORZLQJTXHVWLRQV E  D:KDWLVWKHVKDSH\" E1DPHWKHYHUWLFHV D C H  F1DPHWKHHGJHV G1DPHWKHIDFHV AB Solution: a) The shape is a cuboid. Page 84 b) The vertices are A, B, C, D, E, F, G and H. c) The edges are AB, BC, CD, DA, EF, FG, GH, HE, BE, CF, AH and DG. d) The faces are ABCD, BCFE, EFGH, ADGH, ABEH and CDGF. WB: Shapes 5

Teacher Reference: Textbook Chapter 2: Patterns Concept 2.1: Patterns in Shapes and Numbers Train My Brain Complete these patterns by writing their next 3 terms. a) 9, 29, 49, 69, 89, 109, 129 b) 13, 23, 33, 43, 53, 63, 73 c) 5, 10, 15, 20, 25, 30, 35 Drill Time 1) Complete the following patterns. Page 85 a) b) c) d) e) 2) Fill the blanks with the next two terms of the given patterns. a) 122, 133, 144, 155, 166 b) 303, 304, 305, 306, 307 TB: Patterns

Teacher Reference – Textbook c) 40, 42, 44, 46, 48 d) 8, 24, 40, 56, 72 e) 35, 30, 25, 20, 15 f) 82, 72, 62, 52, 42 3) Draw the basic shapes in the given tiling patterns. a) b) c) d) Page 86 TB: Patterns

Chapter Patterns 2 Concept 2.1: Patterns in Shapes and Numbers 2.1 [B ] I Recall Multiple Choice Questions 1) Which of the following is a pattern that is usually found on carpets? Page 87 (A) (B) (C) (D) [B ] 2) Which of the following is a pattern of window grills? (A) (B) (C) (D) 6

3) Which of the following is a pattern that is found in nature? [D] (A) (B) (C) (D) 2.1 I Remember and Understand Page 88 Multiple Choice Questions 4) Which of the following patterns shows alternate circle (O) and triangle ( )? [A ] (A) (B) AABBAABB EE(C) (D) 5) What is the set of basic shape(s) in the pattern ? [D ] (A) (B) (C) (D) 6) Which number will come next in the pattern: 4, 10, 16, 22? [C ] (A) 20 (B) 26 (C) 28 (D) 30 WB: Patterns 7

Page 89 Fill in the Blanks 7) 2, 4, ___6___ , ___8___ , 10, 12, 14 8) 20, 30, ___4_0__ , __5__0__ , 60, 70, 80 9) A pattern using two squares and one triangle is called a__p__a_tt_e_r_n__u_s_in__g_s_h_a__p_e_s_. Very Short Answer Questions 10) Draw the set of basic shape(s) in the pattern given. Solution: 11) Create a pattern using the given three shapes: Solution: Learner's Response 12) Complete the given growing pattern. 110,120 _,_1__3_0___, __1_4__0___, 150,160,170 … Short Answer Questions 13) What is a pattern? 'UDZDSDWWHUQXVLQJWKHJLYHQWZRÀJXUHV. Solution: A pattern is an arrangement of shapes or numbers that follow a certain rule One of the patterns that we can create using the given shapes is shown here. 14) Do number patterns follow the rules? If yes, name any two types of number patterns? Solution: Yes, patterns in numbers follow some rules. The two types of number patterns are the pattern with even numbers and the pattern with odd numbers. 8

Page 90 Long Answer Questions 15) Complete the next four terms of the following patterns. a) 4, 8, 12, __1__6__, ___2_0__, ___2_4__, ___2_8__. b) 6, 9, 12, __1__5__, ___1_8__, ___2_1__, ___2_4__. c) 11, 22, 33, __4_4___, __5_5___, __6_6___, _7_7____. d) 21, 24, 27, __3__0__, ___3_3__, __3_6___, __3_9___. 16) Complete the following patterns by writing the next *fours numbers in each. (*Note: Replace the word ‘fours’ by ‘four’.) a) 8, 16, 24, ___3_2__, ___4_0__, ___4_8__, ___5_6__. b) 7, 14, 21, ___2_8__, ___3_5__, __4_2___, ___4_9__. c) 12, 24, 36, __4_8___, ___6_0__, ____7_2_, ___8_4__. d) 13, 26, 39, ___5_2__, ___6_5__, ___7_8__, ___9_1__. 2.1 I Apply Short Answer Questions 17) Find the basic tile in the following tile patterns. Mark it on the tile. a) b) Solution: a) b) 18) Look at these tile patterns. Draw the shapes used in these patterns. a) b) WB: Patterns 9

Solution: a) b) Long Answer Questions 19) What is the shape of the basic tile in the following patterns? a) b) c) d) Page 91 Solution: a) b) c) d) 20) What is tiling? Where do we see tiling? Do we see tiling patterns in parking areas? Solution: &RYHULQJDVXUIDFHZLWKÁDWVKDSHVVXFKDVWLOHVVRWKDWWKHUHDUHQRJDSVRU RYHUODSVLVFDOOHGWLOLQJ:HVHHWLOLQJRIÁRRUVDQGURRIVLQPDQ\\SODFHVVXFK DVRIÀFHEXLOGLQJVKRXVHVKRVSLWDOVDQGVRRQ<HVZHVHHWLOLQJSDWWHUQVLQ parking areas. 10

Page 92 2.1 I Explore (H.O.T.S.) Short Answer Question 21) Complete the following patterns. a) 1A, 6B, 11C, __1_6_D___, ___2_1_E__, __2__6_F__. b) 1A, 5C, 9E, __1_3_G___, ___1_7_I__, ___2_1_K__. Long Answer Question 22) Form patterns by following the given rule. a) Rule: Repeat each shape twice. Basic shapes: b) Rule: Begin with 2, add 2 and subtract 1 alternately. Solution: a) b) 2, 4, 3, 5, 4, 6, 5 and so on. WB: Patterns 11

Teacher Reference: Textbook Chapter 3: Numbers Concept 3.1: Count by Thousands Train My Brain Write the number names of: a) 2884 = two thousand eight hundred and eighty-four b) 4563 = four thousand five hundred and sixty-three c) 9385 = nine thousand three hundred and eighty-five Drill Time Page 93 1) Write the numbers in the place value chart. Number Thousands Hundreds Tens Ones a) 1451 1 4 5 1 b) 8311 8 3 1 1 c) 9810 9 8 1 0 d) 1000 1 0 0 0 e) 7613 7 6 1 3 2) Write the numbers in their expanded forms. a) 8712 = 8000 + 700 + 10 + 2 b) 6867 = 6000 + 800 + 60 + 7 c) 1905 = 1000 + 900 + 0 + 5 d) 4000 = 4000 + 0 + 0 + 0 e) 9819 = 9000 + 800 + 10 + 9 3) Write the number names of the following numbers: a) 9125 = nine thousand one hundred and twenty-five b) 5321 = five thousand three hundred and twenty-one c) 3100 = three thousand and one hundred d) 1900 = one thousand and nine hundred TB: Numbers

Page 94 Teacher Reference – Textbook e) 7619 = seven thousand six hundred and nineteen 4) Form 4-digit numbers from the following: a) 4 in the thousands place, 3 in the hundreds place, 0 in the tens place and 2 in the ones place = 4302 b) 9 in the thousands place, 1 in the hundreds place, 4 in the tens place and 0 in the ones place = 9140 c) 5 in the thousands place, 4 in the hundreds place, 9 in the tens place and 7 in the ones place = 5497 d) 8 in the thousands place, 2 in the hundreds place, 6 in the tens place and 5 in the ones place = 8265 e) 1 in the thousands place, 2 in the hundreds place, 3 in the tens place and 4 in the ones place = 1234 5) Word problems a) The number of people in different rows in a football stadium is as given: Row 1: 2345 Row 2: 6298 Row 3: 7918 Row 4: 8917 Row 5: 1118 (A) What is the number of people in Row 1? Write the number in words. [2345 = two thousand three hundred and forty-five] (B) How many people are there in Row 4? Write the number in words. [8917 = eight thousand nine hundred and seventeen] b) Ram has a note of ` 2000, a note of ` 500, a note of ` 20 and a coin of ` 2. How much money does he have? Write the amount in figures and words. [` 2522 = two thousand five hundred and twenty-two rupees] Concept 3.2: Compare 4-digit Numbers Train My Brain Find the greater number in each of the following pairs. a) 7364, 7611 [7611] b) 8130, 8124 [8130] c) 4371, 4378 [4378] TB: Numbers

Teacher Reference – Textbook Drill Time 6) Compare the following numbers using <, > or =. a) 8710, 9821 [8710 < 9821] b) 1689, 1000 [1689 > 1000] c) 4100, 4100 [4100 = 4100] d) 2221, 2222 [2221 < 2222] e) 6137, 6237 [6137 < 6237] 7) Arrange the numbers in ascending and descending orders. Page 95 a) 4109, 5103, 1205, 5420 Ascending Order Descending Order b) 7611, 7610, 7609, 7605 1205 < 4109 < 5103 < 5420 5420 > 5103 > 4109 > 1205 c) 9996, 8996, 1996, 4996 7605 < 7609 < 7610 < 7611 7611 > 7610 > 7609 > 7605 d) 5234, 6213, 1344, 5161 1996 < 4996 < 8996 < 9996 9996 > 8996 > 4996 > 1996 e) 4234, 6135, 4243, 6524 1344 < 5161 < 5234 < 6213 6213 > 5234 > 5161 > 1344 4234 < 4243 < 6135 < 6524 6524 > 6135 > 4243 > 4234 8) Form the greatest and the smallest numbers using: a) 3, 5, 9, 2 Greatest Number Smallest Number 9532 2359 1459 b) 1, 5, 9, 4 9541 1478 c) 7, 4, 1, 8 8741 1359 2348 d) 9, 1, 3, 5 9531 e) 8, 2, 3, 4 8432 9) Word problems a) 5426 people visited a museum on a Friday and 3825 people visited it on the following Sunday. On which day did fewer people visit the museum? [Sunday] b) Bunny’s father gave him 1105 milk chocolates and 2671 white chocolates. Which type of chocolate did he have more? [white chocolates] TB: Numbers

Chapter Numbers 3 Concept 3.1: Count by Thousands 3.1 I Recall Multiple Choice Questions 1) The smallest 3-digit number is ______________. [A] (A) 100 (B) 999 (C) 101 (D) 900 2) The number name for 425 is ______________. [ C]  $IRXUKXQGUHGDQGÀIW\\WZR   %IRXUKXQGUHGDQGÀYH Page 96  &IRXUKXQGUHGDQGWZHQW\\ÀYH  'IRXUKXQGUHGDQGÀIW\\ÀYH 3) The digit in the tens place of the number 482 is ______________. [ D] (A) 6 (B) 0 (C) 4 (D) 8 3.1 I Remember and Understand Multiple Choice Questions 4) The standard form of 4000 + 400 + 40 + 4 is ______________. [ C] (A) 4004 (B) 4040 (C) 4444 (D) 4440 5) One represents 100, then represents _____________. [ B ] (A) 250 (B) 300 (C) 350 (D) 200 6) The smallest 4-digit number is ______________. [ B] (A) 9999 (B) 1000 (C) 100 (D) 999 12

Page 97 Fill in the blanks  7KHIRUPLQZKLFKDQXPEHULVZULWWHQDVWKHVXPRIWKHSODFHYDOXHVRILWVGLJLWV is called its ______e_x_p_a__n_d_e_d__f_o_r_m_________.  7KHSODFHYDOXHRILQLV ____9__0_0_0____. 9) The number name of 5060 is ______fi_v_e__th__o_u_s_a_n__d_a__n_d__s_ix_t_y_______. Very Short Answer Questions 10) Expand 4378. Solution: 4000 + 300 + 70 + 8 11) Write the standard form of 6000 + 300 + 1. Solution: 6301 12) Write the number name of 3852. Solution: 7KUHHWKRXVDQGHLJKWKXQGUHGDQGILIW\\WZR Short Answer Questions 13) Write the expanded form and the number name of 1798. Solution: Expanded form of 1798 = 1000 + 700 + 90 + 8 1XPEHUQDPHRILVRQHWKRXVDQGVHYHQKXQGUHGDQGQLQHW\\HLJKW  :ULWHWKHH[SDQGHGIRUPRI:ULWHWKHQXPEHULQZRUGV Solution: 7RZULWHWKHJLYHQQXPEHULQLWVH[SDQGHGIRUPZULWHWKHGLJLWVLQthe correct SODFHVRIWKHSODFHYDOXHFKDUW Th H T O 8136 = 8000 + 100 + 30 + 6 8136 LQZRUGVLVHLJKWWKRXVDQGRQHKXQGUHGDQGWKLUW\\VL[ WB: Numbers 13