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

Day 4/5 Day Annual Day: 9/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Draw the top, side and front views of the given solids/objects/shapes New Words: – Transactional Tip(s) Duration: 24 min Give Opportunity for Practice: • Using building blocks, construct different shapes. Ask the learners to draw their top view, front view and side view. Facilitate them to identify the correct shape. • Now, ask them to solve TB examples 10, 11 given on Pg. 14; partners will assess the answers. Class Pulse Check Duration: – – Duration: 5 min CW 1) WB: Pg. 14 – Q. 21 HW 1) WB: Pg. 15 – Q. 22 Page 48

Day 5/5 Day Annual Day: 10/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Practise the concepts of 2D and 3D shapes, nets of solids and viewing objects from different directions New Words: – Transactional Tip(s) Duration: 15 min Interactive Discussion: • Facilitate the learners to complete the activity in Maths Munchies. • Ask the learners to read and memorise the poem given in CTD English Fun. Class Pulse Check Duration: – – Duration: – CW – HW – Page 49

Day 5/5 Day Annual Day: 10/67 Actual Date: Progress Transactional Tip(s) Duration: 8 min Give Opportunity for Practise: • Ask learners to draw the net of a pyramid; partners will assess the answers. • Drill time 1 – Ask learners to sit in groups of three, where one learner will use the protractor, the other will guide him/her and the third will note down the observation in the notebook. Class Pulse Check Duration: 4 min 1) What is the sum of all the angles of a rectangle? Duration: 2 min CW 1) TB: Pg. 16 – A HW Note to Parent 1) TB: Pg. 16 – Drill Time 2 Page 50

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 51

Chapter 2: Patterns Allocated Teaching Days 4 Speed up/Slow down Plan 2.1: Patterns in Rotation Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan  Identify reflection and symmetric shapes Date  Identify and draw repeated tile in the pattern Day 1 TB: I Think, I Recall Day 2 WB: I Recall DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn Day 3 TB: I Remember and Understand Day 4 WB: I Remember and Understand Recall R&U TB: I Apply • Recall reflection and • Explain rotation in left and WB: I Apply symmetry right direction, half turn, full turn, quarter turn and TB: I Explore • Identify asymmetric one third turn WB: I Explore images A H • Make patterns using • Find the missing shape in a repeated shapes pattern or defect in the pattern Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Paper cutouts of 2) IMAX Workbook geometrical shapes, battery (Days 1, 2) Page 52 2) Noticeboard and pins (Days 1, 2)

Day 1/4 Day Annual Day: 11/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Recall symmetry and reflection  Identify the pattern New Words: axis Transactional Tip(s) Duration: 20 min Framing Questions: • Ask learners to bring cutouts from magazines of some symmetric and asymmetric images and alphabets. • The learners will form questions on symmetry and axis of symmetry, number of lines of symmetry using the cutouts they’ve brought and ask the class to answer them. Class Pulse Check Duration: 4 min 1) How many lines of symmetry does the alphabet X have? 2) Can a line of symmetry be drawn on your palm? Duration: 5 min CW – HW 1) WB: Pg. 16 – Q. 1, 2, 3 Page 53

Day 2/4 Day Annual Day: 12/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Observe different rotations of different objects New Words: rotation, half turn, complete turn, quarter turn Transactional Tip(s) Duration: 10 min Direct Instruction: • Bring a cut-out of a battery and pin it at the center on the noticeboard. • Explain the full, half, quarter and one third rotation in the right and left directions as given in TB Pg. 19 by turning/rotating the image on the notice board from the center. • Using the cut-out of a circle, show that the outcome will be the same on rotating a circle. Class Pulse Check Duration: 4 min 1) What will happen if you rotate the alphabet H, T and B 180 degrees to the right? Duration: – CW – HW – Page 54

Day 2/4 Day Annual Day: 12/67 Actual Date: Progress Transactional Tip(s) Duration: 5 min Flipped Classroom: Ask four learners to come forward and solve each part of example 2, given in the TB on Pg. 19, on the blackboard and explain it to the class. Class Pulse Check Duration: – – Duration: 5 min CW – HW 1) TB: Pg. 19 – Example 1 2) WB: Pgs. 19, 20 – Q. 15, 16 Page 55

Day 2/4 Day Annual Day: 12/67 Actual Date: Progress Transactional Tip(s) Duration: 5 min Give Opportunity for Practice: Learners solve examples 3, 4 in their notebooks and discuss the answers in the class. Class Pulse Check Duration: – – Duration: – CW 1) WB: Pgs. 16 – 19 – HW – Q 4 – 14 Page 56

Day 3/4 Day Annual Day: 13/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Make patterns using given shapes New Words: – Transactional Tip(s) Duration: 15 min Peer Learning – Group: • Show the learners, a few repeated patterns on tiles, carpets, doors or on walls. • Make groups of 5-6 learners, ask them to solve examples 5, 6 given on TB Pg. 22 in groups. Each member will create one pattern and explain it to his/her group members. • Teacher will observe the group activities so that there is no misconception in the learning. Class Pulse Check Duration: 4 min 1) Show with your hand, the anti clockwise direction. Duration: – CW – HW – Page 57

Day 3/4 Day Annual Day: 13/67 Actual Date: Progress Transactional Tip(s) Duration: 5 min Give Opportunity for Practice: As shown in the example 6, ask learners to pick a few shapes such as a square, rectangle, circle, oval, ellipse, trapezium or kite. Form a pattern and repeat it by a quarter turn. Class Pulse Check Duration: – – Duration: 5 min CW 1) WB: Pgs. 20, 21 – HW 1) WB: Pgs. 21, 22 – Q. Q. 17, 18 19, 20 Page 58

Day 4/4 Day Annual Day: 14/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Identify the defects in the patterns of designs New Words: – Transactional Tip(s) Duration: 20 min Understanding Problems: • Ask the learners to observe the given patterns in TB Pg. 23 and see if there are any defects or missing parts in the patterns. • Ask any one learner to draw on the blackboard, the correct shape to remove the defect from the patterns. • Ask the learners to draw five patterns of their own in their notebooks with a missing block, and then partners will solve and fill in the missing blocks. Class Pulse Check Duration: – – Duration: 4 min CW 1) WB: Pg. 22 – Q. 21 HW 1) WB: Pg. 23 – Q. 22 Page 59

Day 4/4 Day Annual Day: 14/67 Actual Date: Progress Transactional Tip(s) Duration: 5 min Reinforcement: • Ask learners to recall the shapes they have seen on various ceramic plates in their house or the tiles of their flooring. • Make a few designs and patterns with these shapes. Class Pulse Check Duration: – – Duration: – CW – HW – Page 60

My Reflections Progress Passbook 4 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 61

Chapter 2: Patterns Allocated Teaching Days 3 Speed up/Slow down Plan 2.2: Patterns in Numbers Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan  Identify patterns in numbers Date  Create patterns using numbers Day 1 TB: I Think, I Recall, I Remember and Day 2 Understand DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn Day 3 WB: I Recall, I Remember and Understand TB: I Apply, I Explore Recall R&U WB: I Apply, I Explore • Recall patterns in numbers • Identify patterns in sums TB: Math munchies, CtD, ANtP, Drill time • Increase the pattern by 2 • Identify triangular steps, 5 steps numbers • Identify square numbers A H • Find patterns in the given • Find patterns in calendar series • Find table pattern in the • Complete the incomplete number grip pattern Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Calendar (Day 2) 2) IMAX Workbook 2) Pebbles or stones (Day 1) Page 62

Day 1/3 Day Annual Day: 15/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Recall patterns using number calculation  Identify and create new patterns in calendars New Words: – Transactional Tip(s) Duration: 5 min Give Opportunity for Practice: Ask learners to find multiplication tables where they can see patterns. Note down the tables and find the pattern followed. Class Pulse Check Duration: – – Duration: – CW – HW – Page 63

Day 1/3 Day Annual Day: 15/67 Actual Date: Progress Transactional Tip(s) Duration: 5 min Quiz: • Give an example of a number pattern, increasing by 2 in every step. • Divide the class into three groups and organise a quiz. • Ask each group, one by one, to observe the given patterns and fill in the the missing spaces in the pattern. • Whichever group is unable to answer correctly, loses points and the question passes to the next group. Class Pulse Check Duration: 2 min 1) What should come next to complete the pattern? 1, 12, 123, ____. Duration: – CW 1) WB: Pgs. 23, 24 – HW – Q. 1, 2, 3 Page 64

Day 1/3 Day Annual Day: 15/67 Actual Date: Progress Transactional Tip(s) Duration: 10 min Direct Instruction: • Use pebbles/stones to explain the pattern of sums. • Take six pebbles, ask learners to write the count in their notebooks; now add 3 pebbles and again ask them to write the count. Keep adding 3 pebbles and ask the learners to write the count each time. • Now ask them to observe the numbers and identify the pattern in sums. • Again, use pebbles to explain triangular numbers pattern and square numbers pattern in the manner explained above. Class Pulse Check Duration: 2 min 1) What should come next to complete the square number pattern? 1, 4, 9, 16, ____ . Duration: 5 min CW 1) WB: Pgs. 24, 25 HW – Q. 4 – 14 1) TB: Pg. 26 – Examples 9, 10 2) WB: Pg. 25 – Q. 15, 16 Page 65

Day 2/3 Day Annual Day: 16/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Explain the patterns formed in multiplication tables New Words: – Transactional Tip(s) Duration: 4 min Reinforcement: • Recite multiplication table of 9 with the learners. • Let them find the pattern followed in it. Class Pulse Check Duration: – – Duration: 5 min CW 1) WB: Pg. 26 – Q 17, HW 1) TB: Pg. 27 – TMB 18 2) WB: Pgs. 26, 27 – Q 19, 20 Page 66

Day 2/3 Day Annual Day: 16/67 Actual Date: Progress Transactional Tip(s) Duration: 7 min Give Opportunity for Practice: • Write the multiplication table of 9 on the blackboard and show the pattern made by the results. • Ask learners to solve examples 11 and 12 in their notebooks without looking at the solution in textbook. • Then, discuss the outcome and see if everyone has got the same result. Help learners with incorrect answers to understand and solve the problem. Class Pulse Check Duration: 1 min 1) Find a pattern in the multiplication table of 5. Duration: – CW – HW – Page 67

Day 2/3 Day Annual Day: 16/67 Actual Date: Progress Transactional Tip(s) Duration: 6 min Interactive Discussion: • Display the calendar for the month of March, in the class and demonstrate a few patterns made by the dates as shown in the textbook. • Ask learners to observe and discuss some patterns observed in the calendar for the month of June, and ask them to explain how that pattern is made. • Solve example 13 on the blackboard; ask learners to prompt the steps of the solution, 1 by 1 to the teacher. Class Pulse Check Duration: – – Duration: 3 min CW 1) WB: Pg. 27 – Q. 21 HW 1) WB: Pg. 28 – Q. 22 Page 68

Day 2/3 Day Annual Day: 16/67 Actual Date: Progress Transactional Tip(s) Duration: 3 min Give Opportunity for Practice: Learners solve exercise 14 in class and discuss the answers. Class Pulse Check Duration: – – Duration: – CW – HW – Page 69

Day 3/3 Day Annual Day: 17/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Cite a few ambigrams and symmetrical insects in nature New Words: ambigram Transactional Tip(s) Duration: 15 min Reinforcement (8 min): • Facilitate the class to understand Maths Munchies and ask them to think of some symmetric words. • Introduce ambigrams, to the learners using Connect the Dots. Outdoor Study (7 min): Take the class to the playground and ask them to create a list of any five objects that have at least one line of symmetry. Class Pulse Check Duration: 4 min 1) What will the word ‘MOM’ become if it is rotated by 180 degrees? Duration: – CW – HW – Page 70

Day 3/3 Day Annual Day: 17/67 Actual Date: Progress Transactional Tip(s) Duration: 10 min Give Opportunity for Practice: Learners solve Drill Time in class and discuss the answers. Class Pulse Check Duration: – – Duration: – CW – HW – Page 71

Day 3/3 Day Annual Day: 17/67 Actual Date: Progress Transactional Tip(s) Duration: – Note: Q. 4 and 5 of Drill Time have been covered on the previous page. Class Pulse Check Duration: – – Duration: – CW – HW – Page 72

Day 3/3 Day Annual Day: 17/67 Actual Date: Progress Transactional Tip(s) Duration: – Note: Q. 6 of Drill Time has been covered on the previous page. Class Pulse Check Duration: – – Duration: – CW 1) TB: Pg. 34 – A Note HW – to Parent Page 73

My Reflections Progress Passbook 3 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 74

Chapter 3: Large Numbers Allocated Teaching Days 6 Speed up/Slow down Plan 3.1: Indian and International System of Numeration Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan  Recall 6-digit numbers in the Indian system Date  Form the greatest and the smallest 6-digit numbers Day 1 TB: I Think, I Recall Days 2, 3 WB: I Recall DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn Days 4, 5 TB: I Remember and Understand Day 6 WB: I Remember and Understand Recall R&U TB: I Apply • Recall 6-digit numbers in • Naming 7-digit and 8-digit WB: I Apply the Indian system numbers TB: I Explore WB: I Explore • Identify successor and • Classify the Indian and predecessor of numbers International Systems of numeration A H • Compare numbers • Calculate place value of • Arrange large numbers in large numbers ascending and descending orders Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook – 2) IMAX Workbook 3) Place Value Cards of numbers (Day 1) Page 75

Day 1/6 Day Annual Day: 18/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Recall reading and writing of 6-digit numbers in the Indian system  Identify the successor and predecessor of a number New Words: predecessor, successor Transactional Tip(s) Duration: 25 min Quiz: • Divide the class into two groups. Ask a member from the first group to write any 6-digit number on the blackboard and the other group to read the number in the Indian system within 2 minutes. • Continue the activity for 5-6 rounds. If a group is unable to answer, then any member from the other group can answer the question. • Now repeat the same activity for the place value chart and identification of the successor and predecessor numbers. Use IMAX place value flash cards of numbers and ask learners to identify the place values. Class Pulse Check Duration: 4 min 1) How many digits are there in 10 lakh? Duration: – CW 1) WB: Pg. 29 – Q. 1, HW – 2, 3 Page 76

Day 2/6 Day Annual Day: 19/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Identify number names of numbers having up to 8-digits using the Indian system of numeration New Words: crore Transactional Tip(s) Duration: 9 min Direct Instruction: • Ask any learner to write the largest 6-digit number and its successor on the blackboard. • Draw a place value chart on the blackboard and explain how the successor of the largest 6-digit number is written and read. • Explain the reading and writing of 8-digit numbers in the manner described above. Class Pulse Check Duration: 2 min 1) What is the smallest 7-digit number? 2) What is the smallest 8-digit number? Duration: – CW – HW – Page 77

Day 2/6 Day Annual Day: 19/67 Actual Date: Progress Transactional Tip(s) Duration: 5 min Interactive Discussion: • Start a discussion by saying that the learners must have heard the terms lakhs, crores and millions and billions. Ask if anyone knows the difference. • Give them example of the Indian population which is always counted in lakhs and crores and the population of the the other countries is counted in millions and billions. • Tell learners that the American version of ‘Kaun Banega Crorepati’ is called ‘Who Wants to Be a Millionaire’. • Introduce the Indian system of numbering by showing the class, the place value chart on Pgs.37 and 38 of the textbook. • Form a few 9-digit numbers, and ask the learners to find the number names of the numbers by discussing them in pairs. Class Pulse Check Duration: 3 min 1) How will Rs.97356758 be read in the Indian system? Duration: 5 min CW – HW 1) WB: Pg. 31 – Q. 15 Page 78

Day 2/6 Day Annual Day: 19/67 Actual Date: Progress Transactional Tip(s) Duration: 5 min Give Opportunity for Practice: • Ask learners to form four 9-digit numbers from the digits 4, 5, 1, 7, 2, 8 and 9. • Find the place values of each of the digits in the given numbers. Class Pulse Check Duration: – – Duration: – CW 1) WB: Pg. 29 – Q. 4, HW – 5, 6 Page 79 2) WB: Pg. 30 – Q. 10, 11, 12

Day 3/6 Day Annual Day: 20/67 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 80  Read and write numbers in the International system of Numeration  Understand Indian and International system equivalents New Words: million, billion Transactional Tip(s) Duration: 20 min Interactive Discussion: • Introduce the concept of millions and billions using examples of currency, population etc. • Instruct the learners to look at the chart of the Indian and International equivalents given in the textbook. • Ask them to find the number name of ‘fifty-three million twenty-two thousand eight hundred and three’ in the Indian system. Give them a similar question for conversion from the Indian system to the international system of numeration. • Ask them to work in pairs to solve the above example. Make sure to guide them using hints. Class Pulse Check Duration: 4 min 1) What will be the International system equivalent for 89 lakhs? Duration: 5 min CW 1) WB: Pg. 30 – 7, 8, HW 1) TB: Pg. 39 – Example 1 9, 13, 14 2) WB: Pg. 31 – Q. 16

Day 4/6 Day Annual Day: 21/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Count and compare large numbers New Words: – Transactional Tip(s) Duration: 20 min Flipped Classroom: • Select a learner and ask him/her to go through the steps of comparing numbers and demonstrate to the class how to compare numbers using the example 2(a) from the textbook. • Before the demonstration, discuss with the elected learner how he/she will be explaining the concept, so that there is no misconception in the understanding. • Now, ask another learner to demonstrate example 2(b). • Finally, the whole class solves example 2(c) in their notebooks individually which will assess their individual understanding. Class Pulse Check Duration: 2 min 1) Which is greater, 10 million or 20 lakh? Duration: 7 min CW 1) WB: Pg. 32 – Q. 17, HW 1) TB: Pg. 40 – TMB 18 Page 81

Day 5/6 Day Annual Day: 22/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Arrange numbers in ascending order and descending order New Words: – Transactional Tip(s) Duration: 20 min Peer Learning – Group: • Make groups of three learners. Ask the groups to divide examples 3,4 and 5 on arranging numbers among their group members. • Each of them will take 10 minutes to understand the problem and clarify their doubts with the teacher. Then, each learner will explain the solution to their group members. • Take two minutes to discuss if everyone has understood the concept. Class Pulse Check Duration: 5 min 1) Which one is greater, 789456 or 789546? Duration: 4 min CW 1) WB: Pg. 32 – Q. 19 HW 1) WB: Pg. 33 – Q. 20 Page 82

Day 6/6 Day Annual Day: 23/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Understand the concept of face value and place value of large numbers New Words: – Transactional Tip(s) Duration: 25 min Give Opportunity for Practice: • Make groups of four to five learners and ask them to solve examples 6 and 7 in their notebooks without looking at the solution. • Each group member will contribute their views as to how to arrive at a solution. • Ask them to write down the steps followed by them, to find the answer. • The teacher should ensure that every group member contributes views and observations while carrying out the activity. Class Pulse Check Duration: – – Duration: 4 min CW 1) WB: Pg. 33 – Q. 21 HW 1) WB: Pg. 34 – Q. 22 Page 83

My Reflections Progress Passbook 6 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 84

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 85

Teacher Reference: Textbook Chapter 1: Shapes Concept 1.1: Identify and Classify Angles Train My Brain Answer the following questions. a) What is the space between two rays with the same initial point called? [measure of angle] b) Which instrument do we use to measure an angle? [protractor] c) Which unit is used to represent the measure of an angle? [degree (◦)] Drill Time Page 86 1) Measure these angles using a protractor. Then mention what type of angle each of these figures represent. a) 125°; Obtuse angle b) 45°; Acute angle c) 90°; Right angle d) 180°; straight angle e) 45°; Acute angle Concept 1.2: Nets and Views of Solids Train My Brain Draw the top and the front views of: Front view Top view a) Bottle cap b) Duster TB: Shapes

Teacher Reference-Textbook Top view Front view c) Notebook Drill Time Side view Front view 2) Draw the top, side and front views of these solids. Top view a) Page 87 b) c) d) TB: Shapes

Chapter Shapes1 Concept 1.1: Identify and Classify Angles 1.1 I Recall Multiple Choice Questions 1) How many end point(s) does a line segment have? [C] [A] (A) 4 (B) 3 (C) 2 (D) 1 [A] (D) segment AB 2) AB is read as __________. (D) segment XY (A) ray AB (B) line AB (C) point AB 3) XY is read as ___________. Page 88 (A) line XY (B) ray XY (C) points XY 1.1 I Remember and Understand Multiple Choice Questions 4) Which of the following is an acute angle? [ B] [ A] (A) 100 degrees (B) 60 degrees (C) 90 degrees (D) 180 degrees [ C] 5) The angle between the directions North and East is a/an _______________. (A) right angle (B) obtuse angle (C) acute angle (D) zero angle 6) The name of this angle is ________________. AB (A) ‘ACB (B) ‘CBA C (D) ‘B (C) ‘BAC 1

Fill in the Blanks  7KHÀJXUHIRUPHGE\\WZRUD\\VZLWKWKHVDPHLQLWLDOSRLQWLVFDOOHGDDQ ________a_n_g__le_______________. 8) The unit used to represent the measure of an angle is _____d__e_g_r_e_e____________. 9) Angles are measured using a ______p__ro_t_r_a_c_t_o_r____________. Very Short Answer Questions 10) What is the measure of a complete angle? Solution: . . .3.6.0.º. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11) Arrange the following angles in the increasing order of their measures. 5HÁH[ Acute Obtuse Zero Straight Right Page 89 Solution: . .Z.e.r.o. a. .n.g.l.e.,.A. .c.u.t.e. .a.n.g. l.e.,.R.i.g.h.t. a. .n.g.l.e.,.O. .b.t.u.s.e. .a.n.g. l.e.,. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6.WU.D. L.J.K.W..D.Q.J. O.H..D.Q.G. .5.H. .ÁH. .[.D. .Q.J.OH. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12) The measures of some angles are given. Which of them are acute angles? 0º, 20º, 45º, 90º, 120º, 150º, 180º, 210º, 270º Solution: . . .2.0.º.a.n. .d. 4. .5.º. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................. Short Answer Questions  :KDWLVWKHPHDVXUHRIWKHDQJOHDWSRLQW2LQHDFKRIWKHÀJXUHVJLYHQ\" a) O A b) BOA What are these angles called? Solution: .a. .).T.h.e. .m. .e.a.s.u.r.e. .o.f.t.h.e. .a.n.g. .le. .a.t. p. .o.in. .t .O. .is. .0.°.. .T.h.e.r.e. i.s.n. o. .m. .o.v. e. .m. .e.n.t.o. .f .th. .e. i.n.it.ia. .l . . . . . . . . .r.a.y. .O.A. .t.h.r.o.u.g. .h.a. .n.y. d. .is.t.a.n.c. e. .. .S.o.,.t.h.e. .a.n.g. .le. .f.o.rm. .e. .d. i.s.0.°...I.t’.s.c. a. .ll.e.d. .z.e.ro. .a. .n.g.l.e... . . .E. ..7.K.H..P. .H.D.V.X.U.H..R.I.W.K.H..D.Q.J. .OH..LV.....ƒ.D. W..S.R.L.Q.W.2. ..7.K.H..À.Q.D.O.U.D.\\..OL.H.V.R. S. .S.R. V.L.WH. .W.R..WK. H. . . . . . . ...L.Q.LW.L.D.O.UD. .\\.D. .Q.G..V.R..W.K.H..D.Q.J. O.H..IR. .UP. .H.G. .E. .H.WZ. .H. H. .Q.W.K.H. .LQ. .LW.LD. O.U.D.\\. .D.Q. .G.W.K.H. .À.Q.D. .O.UD. \\. . . . . . . . . . . i.s.1.8.0. º...I.t’.s.c. .a.ll.e.d. .a. .s.tr.a.i.g.h.t.a. .n.g.l.e... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

14) Classify the following angles. 95º 133º 0º 82º 29º 90º Solution: . . 9. .5.°.=. .O. b. .tu. .se. .a. .n.g.le. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1. .3.3.°.=. .O. b. .tu. .se. .a. .n.g.l.e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0. .°.=. .Z.e.ro. .a. .n.g.l.e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8. .2.°.=. .A.c. u. .te. .a. n. .g.le. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2. .9.°.=. .A.c. u. .te. .a. n. .g.le. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9. .0.°.=. .R.ig. .h.t.a.n. .g.le. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Long Answer Questions 15) Draw the following angles. a) 30º b) 135º Solution: a) A Page 90 30q B C b) P 135q R Q WB: Shapes 3

16) Fill in the following mind map. (One has been done). Acute angle Right angle Obtuse angle Page 91 Less than 90o 90o Greater than Straight angle 90o but less than ANGLES 180o Zero angle 5HÁH[DQJOH 180o Greater than 180o 0o but less than 270o 4

Page 92 1.1 I Apply Short Answer Questions  &RXQWWKHQXPEHURIDFXWHREWXVHDQGUHÁH[DQJOHVIRUPHGLQVLGHWKHJLYHQÀJXUH Solution: .A. .c.u.t.e. .a.n.g. .le. .=. .3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .O. .b.t.u.s.e. .a.n.g. .le. .=. .1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5. H. .Á.H.[.D. .Q.J.O.H.. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . z. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  ,GHQWLI\\DQGH[SODLQWKHGLIIHUHQWW\\SHVRIDQJOHVPDUNHGLQWKHOHWWHU=RIWKH(QJOLVK alphabet. Solution: . .%.R. .WK. .W.K.H..D.Q.J. .OH.V..P. D. .UN.H. .G..LQ..WK. .H.O.H.W.WH. .U.=.D. .UH. .D.F. .X.WH. .D. .Q.J.O.H.V.E. .H.F.D. X. .VH. .W.K.H.L.U.P. .H.D.V.X.U.H.V.. . . . .a. .re. .le. .ss. .th. .a.n. .9.0.°.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................. ................................................................................. WB: Shapes 5

Page 93 Long Answer Questions  :ULWHWKHW\\SHVRIDQJOHVPDGHE\\WKHKDQGVRIWKHFORFNV&RQVLGHURQO\\QRQUHÁH[ angles.) a) b) c) d) Solution: . .a. .).O. .b.t.u.s.e. a. .n.g.l.e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .b. .).R.i.g.h.t.a. .n.g.l.e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .c. .).O. .b.t.u.s.e.a. .n.g.l.e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .d. .).A. c. .u.t.e.a. .n.g.l.e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................. ................................................................................. ................................................................................. 20) By what angle does the hour hand move when it goes from 3 p.m. to 8 p.m.? Solution: . .T.h.e. .h. o. .u.r.h.a. .n.d. .m. o. .v.e.s. 3. .6.0.º.in. .1.2. .h.o.u. .rs... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .I.n. .o.n.e. .h.o.u. .r .it.w. .il.l .m. o. .v.e. .=. 3. 6. .0.°.÷. .1.2.=. .3.0.°... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T.h.e. .n. u. .m. b. .e.r.o. f. .h.o.u.r.s.b. .e.t.w.e. e. .n. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3. .p...m. . .a.n.d. .8. .p...m. . .is.8. .p...m. . .–.3. .p...m. . .=. .5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T.h.e. .re. .fo. r.e.,. t.h.e. .a. n. .g.le. .t.h.r.o.u.g. h. .w. .h.ic. .h. t.h.e. .h.o. .u.r.h.a. n. .d. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .m. .o. v. .e.s.i.s.3.0.°.×. .5. .=. 1. .5.0.°. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................. 6

1.1 I Explore (H.O.T.S.) Short Answer Question  0HDVXUHWKHDQJOHVRIWKHJLYHQÀJXUH:KDWLVWKHVXPRIDOOLWVDQJOHV\" Solution: .M. .e.a. s.u. r.in. .g. e. .a.c.h. .a. n. .g.le. .w. .it.h. .a. p. .ro. .tr.a.c. .to. .r,.w. .e. .se. .e. .th. a. .t.e.a. .c.h. .a.n.g. l.e. . . . . . . . . . . . . . . . . . . .m. .e.a. s.u. r.e.s. .1.0.8.°.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T.h.e. .s.u.m. .o. f. .a.n.g. .le.s. i.s.5. .t.im. .e.s.1. 0. .8.°.=. .5.4.0.°.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Long Answer Question 22) Measure and mention the angle given using a protractor and write the steps followed. P Page 94 QR Solution: . .S.te. .p.s.: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1.). P. .la.c. .e. t.h.e. .p. r.o.t.r.a.c.t.o.r.o. .n.t.h.e. .g.i.v.e.n. .a.n. g. .le. .s.u.c.h. .t.h.a.t.t.h.e. .b. a. .se. .l.in.e. .c. o. .in.c. .id.e. .s.w. .it.h. . . . . . . R. .Q.H..D.U.P. .R.I..WK. H. .D. .Q.J.OH. .D. .Q.G..WK. .H.F. .H.Q.W.UH. .F. .R.LQ. F. .LG. H. .V.Z. .LW.K.W.K.H. .Y.H. .UW.H.[.. . . . . . . . . . . . . . . . . . ...1. .R.W.H..WK. .H.P. .D. .UN.L.Q.J..R.Q..Z.K. L.F.K..W.K.H..R.W.K.H.U.D. U.P. .O.LH. .V. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.). W. .r.it.e. .th. .e. m. .e. .a.s.u.r.e.a. .s.a.n. .g.le. .P.Q. .R. .=. (.t.h.e. .m. .e.a.s.u.r.e. .in. .s.te. .p. 2. ). . . . . . . . . . . . . . . . . . . . . . . . . . . A. .s.t.h.e. .m. .e.a.s.u.r.e. .o.f.t.h.e. .a.n. g. .le. .is. .1.3.5.º., .it.i.s.a. n. .o. b. .tu. .se. .a. .n.g.le. ... . . . . . . . . . . . . . . . . . . . . . . ................................................................................. ................................................................................. ................................................................................. WB: Shapes 7

................................................................................. ................................................................................. ................................................................................. ................................................................................. ................................................................................. ................................................................................. ................................................................................. Concept 1.2: Nets and Views of Solids 1.2 I Recall Multiple Choice Questions Page 95 1) The 2D face of is ____________. [C] >B@ (A) (B) (C) (D) >B@  $FXEHORRNVOLNHDBBBBBBBBBBBBBZKHQUHSUHVHQWHGRQSDSHU [C ] (A) cuboid (B) square (C) rectangle (D) cone  $ÀJXUHZLWKRQO\\WZRSDLUVRIHTXDORSSRVLWHVLGHVLVDBBBBBBBBB (A) square (B) rectangle (C) triangle (D) circle 1.2 I Remember and Understand Multiple Choice Questions 4) The net of a cube has __________ square faces. (A) 12 (B) 5 (C) 6 (D) 4 8

7KHVROLGVKDSHZKLFKKDVVL[UHFWDQJXODUIDFHVLVDBBBBBBBBBBB >D@ (A) cone (B) cylinder (C) cube (D) cuboid 6) The respective numbers on the top, front and side views of the given die are ________. [B ] (A) 6, 4, 2 (B) 2, 4, 6 (C) 6, 2, 4 (D) 4, 6, 2 Fill in the Blanks  7KH'IUDPHZRUNRID'VROLGLVFDOOHGLWVBBBnBeBtBBBBB 8) All the faces of a cube are ___s_q_u_a__re__s_____________________. 9) Perspective view is used in art and _a__rc__h_it_e_c__tu_r_e___. Very Short Answer Questions Page 96 10) How many circular ends does the net of a cylinder have? Solution: . .T.w. .o.c. .ir.c.u.la. .r.e.n. d. .s.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11) How many circular ends does the net of a cuboid have? Solution: . .N. .o.c. .ir.c.u.la. .r.e.n. d. .s.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12) What is the colour of the top view of the given cuboid? Solution: Orange Short Answer Questions  'UDZWKHWRSYLHZRIWKHJLYHQÀJXUH WB: Shapes 9

Page 97 Solution:  /DEHOWKHYLHZVRIWKLVVROLGLQWKHEODQNVJLYHQ a) _____T_o_p__________ b) _____T_o__p__________ c) __S_id__e__V_ie__w______ d) __F_r_o_n_t_V__ie_w_______ Long Answer Questions  'UDZDQ\\ÀYHQHWVRIDFXEH Solution: Student’s response 10