182120091-Passport-G5-Teacher Companion Book-Maths-Part1-A

TEACHER s IMAXs COMPANION ucces BOOK Mathematics Latest Edition 5Class
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Contents – Part 1A Section No./Name Sub‐section Sub‐section Name Pg. No. 1 IMAX Textbook Features  2 I – Remembering and Understanding 2 IMAX Workbook Features 3 (To be read and understood before the  first teaching day and to be revisited  3 IMAX Curriculum Framework 4 during the PSO1) 4 IMAX Teacher Companion Book Features 9 II – Application 5 Transactional Tips  13 (To be planned and worked out before  the academic year starts) 6 Bloom's Taxonomy in IMAX Class 19 III – H.O.T.S.: Creating a Rockstar Class  7 Annual Plan – Teaching and Assessments 21 (Together, with IMAX inputs and your  8 Annual Planning Tool  23 unique approach and implementation  style, let us create a rockstar classroom) 9 Formative/Periodic Assessment Patterns 24 IV – Teacher Reference  10 Mid‐Year/Annual Assessment Patterns 26 (Hints/suggestions for the teacher to  refer while answering  11 Teaching Aids List (For Planning) 28 textbook/workbook questions) 12a Day‐wise Lesson Plan – Learning Outcomes Page V – Appendices (Additional reading resources) 12b Day‐wise Lesson Plan – Content Page 31 12c Day‐wise Lesson Plan – Reflection Page 13 End‐of‐Term Reflection  In Part 1C 14a Teacher Reference for Textbook 86 14b Teacher Reference for Workbook 15 How to be a Rockstar Teacher In Part 1B 16 Blackboard Information Organising Tips (Graphic  129 Organisers) 

Section I – Remembering and Understanding Usage Tip: To be read and understood before the first teaching day and to be  revisited during the PSO1 Sub‐Sections: 1. IMAX Textbook Features  2. IMAX Workbook Features 3. IMAX Curriculum Framework 4. IMAX Teacher Companion Book  Features 5. Transactional Tips  6. Bloom's Taxonomy in IMAX Class Page 1

Page 2 I Will Learn About I Recall Contains the list of learning objectives to be covered in the Discusses the prerequisite chapter knowledge for the concept from the previous academic I Think year/chapter/concept/term Introduces the concept and arouses curiosity among students I Remember and Understand Train My Brain Explains the elements in detail that Checks for learning to gauge the form the basis of the concept Ensures understanding level of students, that students are engaged in learning testing both skill and knowledge throughout Pin-up Note Contains key retention points concerning the concept I Apply I Explore (H.O.T.S.) Connects the concept to Encourages students to extend real-life situations by enabling the concept learnt to advanced students to apply what has been scenarios learnt through the practice questions Connect the Dots Maths Munchies A multidisciplinary section that Aims at improving speed of connects a particular topic to calculation and problem solving other subjects in order to enable with interesting facts, tips or tricks students to relate better to it Drill Time A Note to Parent Additional practice questions at Engages¬a parent in the the end of every chapter out-of-classroom learning of their child and conducting activities to reinforce the learnt concepts

I Recall I Remember and Understand Aims at revising the prerequisite Provides opportunities for practising knowledge for the concept from the basic elements involved in the the previous year/chapter/ learning of the concept concept/term Page 3 I Apply Applies the understanding of the concept to questions related to real-life scenarios I Explore (H.O.T.S.) Extends the concept to more advanced and challenging questions that meet the criteria of higher order thinking skills

03. IMAX Curriculum Framework – Page 1 of 5 Chapter Class 1 Class 2 Class 3 Class 4 Class 5 Theme Name Geometry Shapes Understand Spatial Identify the Vertices and Circle and its Parts Identify and Words Geometrical Diagonals of Two- Classify Angles Features of Reflection and Dimensional Symmetry Nets and Views of Objects Shapes Solids Patterns in Patterns Using Patterns in Shapes Patterns Based on Patterns in Surrounding Shapes Rotation Patterns Patterns and Numbers Symmetry Patterns in Numbers Count in Ones and Count by Count by Count by Ten Indian and Tens Hundreds Thousands Thousands International Systems of Numeration Compare 2-digit Ordinal Numbers Compare 4-digit Compare and Roman Numerals Numbers Numbers Order 5-Digit Numbers Numbers Numbers Compare 3-digit Round off Numbers Numbers Page 4

03. IMAX Curriculum Framework – Page 2 of 5 Add 1-digit and 2- Add 2-digit and 3- Add 3-digit and 4- Add and Subtract Add and Subtract digit numbers digit Numbers digit Numbers 5-Digit Numbers Large Numbers Add Two 1-digit Subtract 2-digit Estimate the Sum Numbers Mentally and 3-digit of Two Numbers Numbers Number Operations Subtract 1-digit Subtract Two 1- Add 2-digit Addition and Subtraction and 2-digit digit Numbers Numbers Mentally Numbers Mentally Subtract 3-digit and 4-digit Numbers Estimate The Difference between Two Numbers Subtract 2-digit Numbers Mentally - Concept of Multiply 2-digit Multiply 3-Digit and Multiply Large Numbers Multiplication and Repeated Numbers 4-Digit Numbers Division Addition Skip Counting Multiply 3-digit Multiply Using Numbers by 1-digit Lattice Algorithm and 2-digit Numbers Page 5

03. IMAX Curriculum Framework – Page 3 of 5 Multiplication and Division Double 2-digit and Mental Maths 3-digit Numbers Techniques: Mentally Multiplication Division as Equal Divide Large Divide Large Grouping Numbers Numbers Divide 2-digit and Factors and 3-digit Numbers by Multiples 1-digit Number H.C.F. and L.C.M. Identify Common Add and Subtract Convert Rupees to Conversion of Unitary Method in Currency Notes Money without Paise Rupees and Paise Money Conversion and Coins Put Together Small Add and Subtract Add and Subtract Amounts of Money Money with Money with Conversion Conversion Money Multiply and Divide Multiply and Divide Money Money Money Rate Charts and Bills Page 6

03. IMAX Curriculum Framework – Page 4 of 5 - Fraction as a Part Equivalent Equivalence of of a Whole Fractions Fractions Fraction of a Identify and Fraction in its Collection Compare Like Lowest Terms Fractions Add and Subtract Compare Unlike Like Fractions Fractions Fractions Fraction of a Add and Subtract Fractions Number Unlike Fractions Conversions of Add and Subtract Fraction (Proper, Mixed Fractions Improper and Multiply Fractions Mixed) Reciprocals of Fractions - - - Conversion Like and Unlike involving Fractions Decimals Decimals Compare and Decimals Order Decimals Add and Subtract Decimals Page 7

03. IMAX Curriculum Framework – Page 5 of 5 Decimals Multiply & Divide Decimals Percentages Measure Short Measure Lengths Conversion of Multiply and Divide Perimeter, Area Lengths Using Non- Using Standard Standard Units of Lengths, Weights and Volume and Capacities Standard Units Units Length Measurements Compare Heavy Compare Objects Conversion of and Light Objects Using a Simple Standard Units of Balance Weight Measurements Compare Conversion of Containers for Standard Units of Capacities Volume Earlier and Later Days of a Week Read a Calendar Duration of Events Convert Time and Months of a & Relate Days, Year weeks and months Time Long and Short Sequence the Read Time Correct Estimate Time Add and Subtract Events Over to the Hour Time Longer Periods Collect, Represent Pictographs Record Data Using Bar Graphs Circle Graphs and Interpret Data Tally Marks Data Handling Data Handling Page 8

04. IMAX Teacher Companion Book Features Indicates the days allocated  to cover the lesson For the teacher to indicate  the number of days needed  to speed up or slow down  the plan, if required. Knowledge that learners are  expected to have in order to  understand the concept  better. This is acquired from  the previous lessons or  classes. Bloom’s learning objectives  covered under different  sections of the concept. List of teaching resources that  the teacher needs to  procure/arrange for before  the class. Sections covered  Space for the teacher to  List of teaching  on each day. write notes on lesson  resources   preparation. provided by IMAX. Page 9

Indicates the current day  This icon is used to indicate the progress of the  out of the total days  particular day/period. More details about this  allotted for the lesson.  icon (or set of icons) are given on a later page. Page from the  The class level outcomes or  textbook enabling objectives for the  day are outlined here. Any  new words covered in the  day are also listed. Transactional tips for  teaching the content  provided on the given  page. Detailed explanation  and examples of the  various transactional tips  are provided in sub‐section  05 of this book. Quick questions to be asked  during the class to check for  learners’ understanding as  the lesson proceeds. Details of the  suggested CW/HW  for the day. Page 10

Examples for Reading and Practising the IMAX Calendar The given lesson plan should be covered in the first  half of the allocated teaching period (i.e. the 5th Period of the 5 periods allocated for the lesson). The given lesson plan should be covered in the  second half of this same teaching period (referred to  as Teaching Day going forward). The given lesson plan takes up the full teaching day,  the first one out of the 8 allocated for the lesson  (Concept in Social/Maths).  Annual Day indicates which day/period you are currently at against the overall days allocated for this semester.  Actual Date blank is for you to fill the date of the day you teach this particular page. LIST OF ABBREVIATIONS USED 6. TMB: Train My Brain 12. UT: Unit Test 1. TB: Textbook 7. CtD: Connect the Dots 13. TT: Term Test 2. WB: Workbook 8. ANtP: A Note to Parent 14. MYA: Mid‐Year Assessment 3. R&U: I Remember and Understand 9. CW/HW: Classwork and Homework 15. AA: Annual Assessment 4. A: I Apply 10. PSO: Product Service Orientation 16. TA: Term Assessment 5. H/H.O.T.S.: Higher Order Thinking Skills 11. PTM: Parent Teacher Meeting Page 11

Space for the teacher to share  Progress Passbook for the teacher.  her thoughts on the teaching  This helps in tracking and planning  methodology used for the lesson. the remaining syllabus. Number of planned days. Names of learners who  Names of learners who  Actual number of days  need handholding for  need additional  used by the teacher to  this lesson. challenges for this lesson. complete the lesson. Page 12 This is for the teacher to  enter the number of  days by which she/he  needs to slow down or  speed up for the next  lesson. This is to match  the annual academic  plan. This icon is used to  indicate the pages of the  book where you can  spend more time than  suggested when needed. This icon is used to indicate the  pages of the book that you can speed  up  when needed.

05. Transactional Tips ‐ Page 1 of 6 Description 1) Real‐life Connect Benefit ₋ Ask questions/share an example which relates to learners’ lives and experiences. How to Use It ₋ Real‐life connect helps learners connect new information with something they already know. Example Preferred  Section ₋ Choose examples from learners’ lives, which can be used to drive home the concept, or aspects of it. ₋ Ask learners to share examples from their lives, experiences or observations relating to the concept to introduce  or elaborate on it. ₋ Real‐Life Connect: Ask learners to think of the currency notes they have seen. Ask them which notes have 3‐digits on them. ₋ R, U 2) Peer Learning  Description ₋ Learners discuss a concept with each other to better engage with the concept. Benefit ₋ Peer learning supports the idea of self‐help as well as learning from their peers. How to Use It ‐ Pair learners or form groups of 4‐5 learners. Each group/pair can be given a different point/question to work on  which they will share with the whole class. (Think‐Pair‐Share). Example Preferred  Section ₋ Peer Learning ‐ Pair: Group learners into pairs to learn the properties of basic shapes through the activity of  making these shapes using matchsticks/straws. ₋ R, U, A, H Page 13

05. Transactional Tips ‐ Page 2 of 6 Description 3) Outdoor Study Benefit ₋ Field trips or a walk outdoors  to observe real‐life examples related to the concept. How to Use It ₋ Outdoor study bridges the gap between the concepts taught in the classroom and their real world application. ₋ Take learners to the suggested place and give instructions for observing/carrying out the activity. Example ₋ Ask leading questions encouraging learners to observe and report. Preferred  ₋ Ask learners to make notes or answer pre‐set questions. Section ₋ Outdoor Study: Learners learn the concept of near and far by observing some objects outside the classroom. ₋ R, U 4) Reinforcement  Description ₋ Re‐emphasise a concept or an aspect of the concept. Benefit ₋ Reinforcement helps to improve speed, increases confidence, and strengthens prior knowledge. How to Use It ₋ Ask misconception‐based questions (e.g. True/False, Correct the Statement and so on) to check if the concept has been  understood. Ask questions to help learners revise the concept/aspects of the concept. Example ₋ Reinforcement: Using objects in the classroom as examples, reinforce the concept of position of objects. Preferred  Section ₋ U, A Page 14

05. Transactional Tips ‐ Page 3 of 6 Description 5) Understanding Problems Benefit ₋ Learners learn the concept through guided practice. How to Use It ₋ Helps the learners to move from memorising to understanding the concepts. ₋ Ask learners to represent problems by rephrasing the problems using diagrams, placing numbers on a number line,  Example Preferred  making charts/graphs and so on. Section ₋ Understanding Problems: Learners can understand the concept of 3‐digit numbers through practice. ₋ U, A, H 6) Give Opportunity for Practice Description ₋ Allow time to practise sums and give personalised feedback. Benefit ₋ Practice increases accuracy and helps learners learn methods and concepts. How to Use It ‐ Set time aside for learners to work on a variety of problems. ‐ Instruct learners to ask questions and clarify doubts about the procedure. Example ₋ Give Opportunity for Practice: Ask learners to practice saying numbers from 1 to 9 while counting on their fingers. Preferred  Section ₋ R, U Page 15

05. Transactional Tips ‐ Page 4 of 6 7) Framing Questions Description ‐ Learners frame and ask questions to each other on a given concept. Benefit ‐ Framing questions helps learners become better thinkers. How to Use It ‐ Have learners frame questions in groups or individually on a concept. Example ‐ Framing Questions: Ask learners to form questions to understand the word problem better. Preferred  Section ‐ R, U Description 8) Flipped Classroom  Benefit ₋ Learners prepare a presentation on a concept and teach it to the class. How to Use It ₋ Flipped Classroom encourages learners to come to the classroom prepared with ideas and questions. Example ₋ Have learners in pairs or groups prepare a relatively easy concept to teach the rest of the class. ₋ Flipped Classroom: Divide learners into groups and ask them to teach the key concepts covered in the chapter ‘Words of  Preferred  Section Comparison' for the purpose of revision. ₋U Page 16

05. Transactional Tips ‐ Page 5 of 6 9) Quiz Description ₋ Learners answer questions to revise a concept. Benefit ₋ Quiz motivates every learner to participate, work together and cheer for each other. How to Use It Example ₋ Quiz learners on the entire lesson or a particular concept. This can be done by dividing the learners into teams, or at an  individual level. Preferred  Section ₋ Quiz: Conduct a quiz on addition by dividing the class into different groups and asking questions based on addition. ₋ R, U 10) Direct Instruction Description ₋ Introduce the relevant mathematical terms, concepts and procedures. Benefit ₋ Direct instructions helps learners learn specific concepts or skills. How to Use It ₋ The teacher explains the mathematical concepts and procedures and introduces the terms using the workbook and  Example blackboard. Preferred  Section ₋ Direct Instruction: Explain the concept of tangram. ₋ R, U Page 17

05. Transactional Tips ‐ Page 6 of 6 11) Interactive Discussion Description ₋ Open‐ended, collaborative exchange of ideas between a teacher and learners or among learners. Benefit ₋ Discussion improves learners thinking, learning, problem‐solving and understanding.  How to Use It Example ₋ Teacher starts the discussion with leading examples/questions like, “Why do you think so? Do you mean…? What  reasons do you have? Can you explain it a bit more? Can you give me an example of what you mean?”  Preferred  Section ₋ Which 3D shapes are most commonly used in our daily life? ‐ Discuss based on the features, characteristics and  properties of the shapes.  ₋ A, H 12) Activity Method Description ₋ Learners are engaged in groups or as individuals with a hands‐on activity. Benefit ₋ The activity method helps learners to learn specific concepts or skills by experiencing it. How to Use It Example ₋ The teacher explains the steps or process of doing the activity. Learners follow the steps of doing the activity. ₋ Activity Method: Each learner will create their tangram. Learners will follow the steps as mentioned to achieve the  Preferred  Section class outcome. ₋ R, U Page 18

06. Bloom’s Taxonomy in IMAX Class learners learners learners Can the learners Can the learners Can the learners Page 19

Section II – Application Usage Tip: To be planned and worked out before the academic year starts Sub‐Sections: 7. Annual Plan – Teaching and Assessments 8. Annual Planning Tool  9. Formative/Periodic Assessment Patterns  10. Mid‐Year/Annual Assessment Patterns 11. Teaching Aids List (For Planning) Page 20

07. Annual Plan – Teaching and Assessments – (Page 1 of 2) +5 Teaching Days are allocated for the remedial sessions to be conducted using IMAX  Individualised Worksheets – for Semester/Part 1 Page 21

07. Annual Plan – Teaching and Assessments – (Page 2 of 2) +5 Teaching Days are allocated for the remedial sessions to be conducted using IMAX  Individualised Worksheets– for Semester/Part 2 Page 22

08. Annual Planning Tool for Teachers (to be filled in during/before PSO1) No. of ‘Teaching  Month No. of  Assessments  Other Non‐ No. of  Periods’ based on  Lesson/Concept  IMAX  Days  Buffer  Working Days  (if any) Teaching  Teaching  the Subject Time‐ List to be  Teaching  Allocated  Days Events Days in  Table (referred to as  Covered Days Total for IMAX  in School (if any) School ‘Teaching Days’  IWS going forward) Sample  20 None Opening PTM  19 23 1, 2, 3 16 0 7 Month (1 day) Apr‐18 May‐18 Jun‐18 Jul‐18 Aug‐18 Sep‐18 Oct‐18 Nov‐18 Dec‐18 Jan‐19 Feb‐19 Mar‐19 Page 23

09. Formative/Periodic Assessment Patterns Two-Semester Formative Assessment – 20 Marks Section Question Type Additional Instruction Skill Marks Per Number of Total Source of the Questions Question Questions Marks Remembering and Direct Modified Understanding 1M 3 3M A Multiple Choice Circle the correct answer. 21 Questions Remembering and 1M 3 3M Understanding B Fill in the - 21 Blanks Very Short Remembering and Understanding C Answer Answer the following. 1M 2 2M 20 Questions D Short Answer Solve and answer the Remembering and 2M 1 2M 01 Questions following. Understanding 2M 1 2M 10 4M 1 4M 10 Answer each of the Application Long Answer following questions in four Questions Remembering and to five sentences. Understanding E Application 4M 1 4M 10 Surprise Try and answer this for fun. This question is provided to instil creativity and Question This is not counted in the F H.O.T.S. 5M 1 other H.O.T.S. skills in the learner and will not be total marks. counted towards assessment totals. Total Marks 13 20M 9 3 Page 24

Periodic Assessment – 40 Marks Section Question Type Additional Instruction Skill Marks Per Number of Total Source of the Questions Question Questions Marks Remembering and Direct Modified Understanding 1M 7 7M A Multiple Choice Circle the correct answer. 43 Questions Remembering and 1M 7 7M Understanding B Fill in the 43 Blanks Very Short Remembering and Understanding C Answer Answer the following. 1M 6 6M 42 Questions 20 20 D Short Answer Solve and answer the Remembering and 2M 2 4M 10 Questions following. Understanding 2M 2 4M 4M 1 4M Answer each of the Application Long Answer following questions in four Questions Remembering and to five sentences. Understanding E Application 4M 2 8M 20 Surprise Try and answer this for fun. This question is provided to instil creativity and Question This is not counted in the F H.O.T.S. 5M 1 other H.O.T.S. skills in the learner and will not be total marks. counted towards assessment totals. Total Marks 28 40M 19 8 Page 25

10. Mid-Year/Annual Assessment Patterns Two-Semester 50 Marks – Beginner/Proficient Marks Source of the Questions if Source of the Questions if Per Section Question Additional Skill Number of Total BEGINNER Paper is chosen PROFICIENT Paper is chosen Type Instruction Question Questions Marks Direct Modified Modified Twisted Direct Modified Modified Twisted Easy Easy A Multiple Circle the Remembering and 1M 8 8M 3 2 3 02 3 1 2 Choice correct answer. Understanding Questions B Fill in the - Remembering and 1M 8 8M 3 2 3 02 3 1 2 Blanks Understanding C Match the - Remembering and 5M 1 5M 0 0 1 00 0 1 0 Following Understanding D Very Short Answer the Remembering and 1M 3 3M 2 1 0 01 1 0 1 Answer following. Understanding Questions E Short Solve and Remembering and 2M 4 8M 2 1 1 02 1 1 0 Answer answer the Understanding 3 6M 0 2 0 1 Questions following. Application 2M 1 01 1 Long Answer Solve and Remembering and 4M 1 4M 1 0 0 00 1 0 0 Questions* answer the Understanding 4M 2 8M 1 1 1 0 F following with detailed steps. Application 0 01 0 Try and answer G Surprise this for fun. This H.O.T.S. 5M 1 This question is provided to instil creativity and other H.O.T.S. skills in the Question is not counted learner and will not be counted towards assessment totals. in the total marks. Total Marks 31 50M 12 9 9 0 9 10 5 6 * Internal Choice is provided for this section (Internal choice means - for every question in this section, the learner will be provided with a choice to answer from one of the two questions provided) Page 26

80 Marks – Beginner/Proficient Section Question Additional Skill Marks Number of Total Source of the Questions if Source of the Questions if Type Instruction Per Questions Marks BEGINNER Paper is chosen PROFICIENT Paper is chosen Remembering and Question Direct Modified Modified Twisted Direct Modified Modified Twisted Easy Easy Understanding A Multiple Circle the Remembering 1M 10 10M 5 4 1 02 4 13 Choice correct answer. Questions and Understanding B Fill in the Remembering 1M 10 10M 5 5 0 02 4 13 Blanks and C Match the Understanding 5M 3 15M 0 0 3 00 0 30 Following Remembering D Very Short Answer the and 2M 7 14M 4 2 1 03 3 10 Answer following. Understanding Remembering Questions and Short Solve and Understanding 3M 2 6M 0 1 1 01 0 01 10 E Answer answer the Application Questions following. 3M 3 9M 2 0 1 01 1 Answer each of Remembering Long the following and 4M 2 8M 1 1 0 01 0 01 F Answer questions in Understanding Questions four to five sentences. Application 4M 2 8M 1 1 0 01 1 00 Try and answer G Surprise this for fun. H.O.T.S. 5M 1 This question is provided to instil creativity and other H.O.T.S. skills in the Question This is not learner and will not be counted towards assessment totals. counted in the total marks. Total Marks 40 80M 18 14 7 0 11 13 78 Page 27

11. Teaching Aids List (For Planning) Type of Teaching  Aids Name of the Teaching Aids Chapter Used in IMAX resources Chart of Angles 1) Shapes Place Value Cards 3) Large Numbers Learners to bring Pencil Box, Scissor, coloured paper 1) Shapes Paper cutouts of geometrical shapes 2) Patterns Thread, Glass, bottle, Building blocks  1) Shapes Teacher to  Geoboard 1) Shapes arrange Battery, Noticeboard and pins, Calendar, Pebbles or  2) Patterns stones  How Old is Muttajji 4) Addition and  Subtraction https://storyweaver.org.in/stories/5699‐how‐old‐is‐ 5) Multiplication Storyweaver muttajji resources 6) Division The Fascinating Fibonaccis https://storyweaver.org.in/stories/5619‐the‐ 2) Patterns fascinating‐fibonaccis Page 28

How to make: Geoboard (Teacher and student to make) Required Material Foam sheets, graph paper, glue, scissors, pushpins, duct tape, rubber bands Step 1 ‐ Trim a graph paper into a square shape. Trim a foam sheet to match the paper size.  If the foam sheet is thin, you may use two layers of it.  Step 2 ‐ Paste the graph paper on the foam sheet with glue.  Step 3 ‐ Dip each pushpin base into the glue and then push them into the Geoboard.  Adding glue to the pins will secure them in place on the board and prevent them  from popping off when the rubber bands are removed during use.  Step 4 ‐ Repeat the same step at regular intervals to form a grid of pins on the graph paper.  Let it dry completely.  Step 5 ‐ When the glue is dry, place duct tape over the edges of the board to prevent the  graph paper from peeling off. Use rubber bands on the Geoboard and extend them  according to the shapes to be made. Video link: http://imax.pro/geoboard‐557 QR Code: Page 29

Section III – H.O.T.S.* ‐ Creating a Rockstar Class Usage Tip: Together, with IMAX inputs and your unique approach and  implementation style, let us create a rockstar classroom Sub‐Sections: 12. Day‐wise Lesson Plan a. Day‐wise Lesson Plan – Learning  Outcomes Page b. Day‐wise Lesson Plan – Content Page c. Day‐wise Lesson Plan – Reflection Page 13. End‐of‐Term Reflection (In Part 1C) *Building Higher Order Teaching Skills to drive Higher Order Thinking Skills in the  learners!! Page 30

Chapter 1: Shapes Allocated Teaching Days 5 Speed up/Slow down Plan 1.1: Identify and Classify Angles Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan  Classify and describe line segment Date  Identify parallel lines and intersecting lines Day 1 TB: I Think, I Recall  Draw rays, line segments and intersecting lines Day 2, 3 WB: I Recall Day 4 TB: I Remember and Understand DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn Day 5 WB: I Remember and Understand TB: I Apply Recall R&U WB: I Apply TB: I Explore • Recall different types of • Describe different angles WB: I Explore lines and line segments and their measurement • Represent line segments Lesson Preparation Notes A H • Identify and measure • Analyse different angles different types of angles made by the hour and the minute hands. IMAX Resources • Compare the sum of the 1) IMAX Textbook interior angles of different 2) IMAX Workbook triangles 3) Chart of Angles (Day 3) Other Resources 1) Thread (Days 1, 2) 2) Arm (Day 3) 3) Geoboard (Days 1, 2) Page 31

Day 1/5 Day Annual Day: 1/67 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 32  Recall the terms – point, line, line segment and ray  Make a geoboard to show various shapes. New Words: segment, ray Transactional Tip(s) Duration: 20 min Framing Questions: • Use the instruction given in teaching aid list for creation of geoboard to guide the learners for creation of geoboard. • Ask a learner to come forward. Using the geoboard and a piece of thread, ask them to show different lines, line segments and rays and they ask any random learner to identify them. • Repeat this activity with 2-3 different learners, till all the learners are able to recall the concept. Class Pulse Check Duration: 5 min 1) How will you differentiate between a ray and a line segment? Duration: 4 min CW 1) WB: Pg. 1 – Q. 1, 2, HW 1) How many end points 3 does a ray have?

Day 2/5 Day Annual Day: 2/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Show different angles made by intersecting lines  Draw different shapes and mark the angles made by their vertices New Words: intersecting lines, angles Transactional Tip(s) Duration: 10 min Direct Instruction: • First, using a geoboard and a piece of thread, show the learners how an angle is made. Refer TB Pgs. 2 and 3 for guidance. • Ask them to identify the arms and the vertex when an angle is formed. • Using your elbow as a vertex, make different angles and ask the learners to identify the arms. Class Pulse Check Duration: – – Duration: – CW – HW – Page 33

Day 2/5 Day Annual Day: 2/67 Actual Date: Progress Transactional Tip(s) Duration: 15 min Interactive Discussion: • Ask learners to name a few units of measurement, for example ‘meter’ for length, ‘gram’ for weight, and then explain that ‘degree’ is a unit of measurement for angles. • Draw multiple rays with one center point as the vertex and ask the learners to name each angle. • Draw a pentagon and mark all the vertices and discuss each arm and vertex, then ask learners to identify each interior angle. Class Pulse Check Duration: 4 min 1) What is the space between two rays with the same initial point called? 2) Can an angle have 2 vertices? Duration: – CW 1) WB: Pgs. 1, 2 – HW – Q. 6 – 8 Page 34

Day 3/5 Day Annual Day: 3/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Explain the use of a protractor  List and explain the different types of angles New Words: inner scale, outer scale, baseline, centre, protractor Transactional Tip(s) Duration: 10 min Direct Instruction: • Show the learners how a protractor looks and explain all its characteristics – inner scale, outer scale, baseline and center. • Show how to use and read angles using a protractor. • Ask learners to draw any angle in their notebook and measure it accurately using a protractor. Partners will assess the response. Class Pulse Check Duration: – – Duration: 2 min CW – HW 1) WB: Pg. 2 – Q. 9, 10 Page 35

Day 3/5 Day Annual Day: 3/67 Actual Date: Progress Transactional Tip(s) Duration: 10 min Real – Life Connect: • Ask the learners to use their elbow as vertex and show them the different angles that can be formed – like acute, right, obtuse and straight angles. • Show them how a reflex angle is formed. Ask them whether they can make a reflex angle using their arm? • When you are asked to sit straight, at what angle you are asked to sit? – right • When you slouch, what angle do you make? – Acute • When you lean back, what angle to you make? – Obtuse • When you stand in attention, what angle do your legs make? – Complete • When you stand at ease, what angle do your legs make? – Acute Refer to the IMAX chart of Angles and show various angles to learners. Class Pulse Check Duration: 2 min 1) Which instrument do you use to measure an angle? 2) What is the maximum degree of an angle that can be measured using a protractor? Duration: 5 min CW 1) WB: Pgs. 1 - 3 – HW Q. 4, 5, 11 – 14 1) TB: Pg. 5 – Example 3 2) WB: Pgs. 3, 4 – Q. 15, 16 Page 36

Day 4/5 Day Annual Day: 4/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Identify angles in real-life objects  Illustrate the different angles made by the hands of a clock or in alphabets New Words: – Transactional Tip(s) Duration: 5 min Outdoor Study: • Ask learners to locate objects around them that make an angle. • Ask learners to identify the angles given in TB Pg. 6 (I Apply). • Take learners to the playground and ask them to observe the slide and ask them to identify the different angles. • Ask learners to identify the different angles they can make using two adjacent fingers of their hand. Class Pulse Check Duration: – – Duration: 4 min CW – HW 1) TB: Pgs. 6, 7 – Example 4 Page 37

Day 4/5 Day Annual Day: 4/67 Actual Date: Progress Transactional Tip(s) Duration: 5 min Give Opportunity for Practice: • Ask the learners to solve example 5 given in the TB Pg. 7 in their notebooks and then match their answers with the solution given in the book. • Instruct the learners to do the CW, discuss the answers in the last few minutes and ask the learners to help their peers who faced difficulty in arriving at the correct answers. Class Pulse Check Duration: 5 min 1) If two rays make an acute angle on one side, what type of angle is made on the other side of the acute angle? 2) Which alphabet makes no angle? Answer – O Duration: 10 min CW 1) WB: Pg. 5 – Q 17, HW 18 1) WB: Pg. 6 – Q 19, 20 Page 38

Day 5/5 Day Annual Day: 5/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Calculate the sum of the angles of a triangle New Words: – Transactional Tip(s) Duration: 15 min Peer Learning – Group: • Draw a quadrilateral on the blackboard and make groups of five learners. • Ask one learner from each group to come forward and take measurements of all the interior angles of the quadrilateral. • Now, ask another member from each group to repeat the same activity. • Now, ask each group to tally the measurements noted by their group members and find the sum of the five interior angles. • The sum of all the angles should be 360 degrees. • Discuss their observations and check if all the groups have the same result. Class Pulse Check Duration: 5 min 1) Can a triangle have more than one right angle? 2) Is it possible to make only one angle of a square an acute angle and rest of the three angles remain right angles? Duration: 9 min CW 1) WB: Pg. 7 – Q. 21, HW 1) TB: Pg. 8 – Examples 6, 7 22 Page 39

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 40

Chapter 1: Shapes Allocated Teaching Days 5 Speed up/Slow down Plan 1.2: Nets and Views of Solids Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan  Identify 2D and 3D shapes Date  Find different perspectives of 2D and 3D objects Day 1 TB: I Think, I Recall, I Remember and Day 2 Understand DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn Day 3 WB: I Recall Day 4 TB: I Remember and Understand Recall R&U WB: I Remember and Understand • Recall different 2D and 3D • Understand the net of a TB: I Apply shapes cube WB: I Apply • Name 3D shapes • Describe the net of TB: I Explore different 3D shapes, WB: I Explore unfolding of 3D shapes to 2D shapes Day 5 TB: Math munchies, CtD, ANtP, Drill time A H • Convert 2D to a 3D shape • Point out the correct 2D • Spot the correct image for shape of the given 3D shape seen from a the given perspective different perspective Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Pencil Box (Day 1) 2) IMAX Workbook 3) Chart – Solids and their 2) Scissors and coloured paper (Day 1) Nets (Day 1) 3) Glass, bottle (Day 2) Page 41 4) Building blocks (Day 4)

Day 1/5 Day Annual Day: 6/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Recall 2D and 3D shapes  Convert 3D into 2D shapes  Illustrate the different nets of 3D objects New Words: net, framework, flaps Transactional Tip(s) Duration: 5 min Reinforcement: • Ask learners whether they have seen any pamphlets with a figure as shown in the ‘I Think’ section. • Ask them to draw the shapes they can remember. Class Pulse Check Duration: – – Duration: – CW – HW – Page 42

Day 1/5 Day Annual Day: 6/67 Actual Date: Progress Transactional Tip(s) Duration: 10 min Quiz: • Divide the class into two groups and ask questions to give points to each group. • Show learners different objects like a pencil box, paper and ask them to identify each shape as 2D or 3D and name the shape. • Draw on the blackboard, a 2D shape of a 3D object like a chair and ask the group to identify the image, then make a 3D image of the same object and again ask them to identify the 3D image. • Ask them to name a few 3D shapes – cube, cylinder, cone and draw their respective front views and 2D shapes in the notebooks. For example, the learners should draw a rectangle as the front view of a cuboid. Class Pulse Check Duration: 5 min 1) How many sides does a cube have? 2) How many sides does a cylinder have? Duration: – CW – HW – Page 43

Day 1/5 Day Annual Day: 6/67 Actual Date: Progress Transactional Tip(s) Duration: 5 min Direct Instruction: • Use different coloured pieces of paper to demonstrate the unfolding of a 3D shape. • Cut out small pieces of paper and stick them together to form a cube and explain how to fold and unfold it into 3D and 2D shapes (net of solid) respectively. • Show the learners ‘Net of Solids’ IMAX charts. Make cutouts of the net of a cuboid, a cylinder, a cone and ask them to identify their 3D solid shape and write their observations in their notebooks. Discuss them after the activity. Class Pulse Check Duration: 4 min 1) How many rectangular faces does the net of a cylinder have? Duration: – CW 1) WB: Pgs. 8, 9 – Q 1 HW – – 5, 7, 8, 10, 11 Page 44

Day 2/5 Day Annual Day: 7/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Interpret the correct net for the given shapes/objects  Identify the top, side and front views of the given solids/objects/shapes New Words: top view, front view, side view Transactional Tip(s) Duration: 10 min Reinforcement: • Show learners, how the net of a solid can be drawn for a glass using a piece of paper and a pair of scissors. Ask learners to replicate the activity. • Let the learners draw and cutout the given shapes in the TB Activity on Pg. 11. Ask them to fold each cutout to made a cube and see which shape makes a perfect cube. Class Pulse Check Duration: 4 min 1) What will be the shape of the top view of a bottle cap? 2) What will be the side/front view of the bottle cap? Duration: – CW – HW – Page 45

Day 2/5 Day Annual Day: 7/67 Actual Date: Progress Transactional Tip(s) Duration: 8 min Real – Life Connect: • Refer to the image and explain perception. Also, explain the different views of objects using the chart. • Ask learners that when they look at their friend from the side and from the front, do the shapes differ? Explain perception with the help of this example. • Take the learners out of the classroom, ask them to carry their notebook and pencils. • Show them a staircase and ask them to draw how the staircase will look from the front view and from the side view. • Again, show them a water bottle and ask them to draw the side view and top view in their notebooks. • Partners will assess the answers. Class Pulse Check Duration: 2 min 1) What are the top and front views of a duster and a notebook? Duration: 5 min CW 1) WB: Pgs. 9, 10 – HW 1) WB: Pgs. 10, 11 – Q 6, 9, 12, 13, 14 Q .15, 16 Page 46

Day 3/5 Day Annual Day: 8/67 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 47  Draw the top, side and front views of the given solids/objects/shapes New Words: – Transactional Tip(s) Duration: 20 min Peer Learning – Group: • Divide the class into groups of four learners. • Ask them to solve example 8. • Now, give a piece of paper and a pair of scissors to each group. • Ask each group to make nets of solids using the description of shapes given in example 9 and identify the shapes. • Discuss the results with the class and ask the learners to help their peers if they have any doubts. Class Pulse Check Duration: 4 min 1) Is there any difference between the top view and the bottom view of a cylindrical shape? 2) What is the top view of a sphere? Duration: 5 min CW 1) WB: Pgs. 11, 12 – HW 1) WB: Pgs. 12, 13 – Q. Q. 17, 18 19, 20