Day 3/8 Day Annual Day: 13/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Demonstrate the patterns formed by various shapes New Words: two, group, repeat, many, pink, purple, complete, following Transactional Tip(s) Duration: 21 min Give Opportunity for Practice: • Guide learners to colour their thumbs or pieces of different vegetables with different colours. • Help them make various patterns with thumb prints or vegetable prints. • Ask learners to identify the patterns followed in examples 1 and 2. • After identifying, let them complete the patterns. • Ask them to colour the various shapes given in example 2. Class Pulse Check Duration: 4 min Complete the pattern: a) = + = + = + ___ __ b) D C D C D __ __ Duration: 4 min CW 1) WB: Pgs. 9, 10 – HW 1) WB: Pg. 9 – Q. 7 – 9 Q. 10 – 12 Page 48
Day 4/8 Day Annual Day: 14/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Recognise and complete the patterns New Words: – Transactional Tip(s) Duration: 9 min Understanding Problems: • Draw a pattern on the blackboard with pink and green flowers, alternately, using coloured chalks. • Ask learners if this makes a pattern. • Ask them to make patterns using three different colours. Class Pulse Check Duration: 3 min Compete the pattern. ________ _______ Duration: 17 min CW 1) WB: Pg. 10 – Q. 13, HW 1) TB: Try This; TMB 14 Page 49
Day 5/8 Day Annual Day: 15/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Infer the correct patterns New Words: picture, next, done Transactional Tip(s) Duration: 24 min Interactive Discussion (14 min): • Draw a pattern with pineapples and lemons on the blackboard. • Make a correct pattern and a wrong pattern by adding a guava in between. • Ask learners to identify the correct pattern. Ask them the reason for the other pattern to be the incorrect one. • Ask learners to complete example 3. • Discuss the correct answers. Give Opportunity for Practice (10 min): • Draw a pattern using apples and mangoes. Ask the learners to complete the pattern. • Repeat the activity using stars and butterflies. Class Pulse Check Duration: 2 min Identify what will come next: a) Pencil, pen, pencil, pen, pencil, ____. b) Notebook, book, book, notebook, book, book, _____. Duration: 3 min CW 1) WB: Pg. 11 – Q. 15 HW 1) TB: Example 3 Page 50
Day 6/8 Day Annual Day: 16/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Identify the patterns found in numbers Discuss the various patterns found in numbers New Words: – Transactional Tip(s) Duration: 22 min Reinforcement (10 min): • Write the numbers 1 2 3 1 2 3 on the blackboard. • Ask learners to identify if there is any pattern. • Ask learners to identify the pattern given in the TB for numbers. Give Opportunity for Practice (12 min): • Complete example 4. • Complete the following patterns. 3, 5, 7, 9, ___, ___, ____. 1 1, 2 2, 3 3, __ ___ ___ ___ 1, 2 2, 3 3 3, ______, _______ Class Pulse Check Duration: 3 min Complete the patterns: 1) 1 1 1 1 __ ___ 2) 1 2 1 2 __ __ Duration: 4 min CW 1) WB: Pgs. 11, 12 – HW 1) TB: Example 4 Q. 16, 17 Page 51
Day 7/8 Day Annual Day: 17/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Analyse the patterns found in monuments and buildings New Words: – Transactional Tip(s) Duration: 10 min Real-life Connect: • Ask learners if they have seen any pattern in their homes? What patterns have they observed? • Is there any pattern that is seen on the tiles of the floor? • What is the pattern that you observe on the grills of windows? • Explain the patterns given in the TB to the class. (If possible, allow learners to take a five minute tour of the school premises/ corridor/playground to observe patterns in windows and grills and recall examples). Class Pulse Check Duration: 3 min 1) 1, 3, 5, 7, ___, ___ 2) 4, 8, 12, ____, ___ Duration: – CW 1) WB: Pg. 12 – Q. 18 HW – Page 52
Day 7/8 Day Annual Day: 17/61 Actual Date: Progress Transactional Tip(s) Duration: 10 min Activity Method (5 min): • Ask learners to draw the patterns they have seen on the tiles in the bathrooms or on the floor. Peer Learning – Pair (5 min): • Divide the class in groups of two. • Ask learners to give their partners a set of objects like a pencil, eraser, sharpener, books, etc. and make four patterns out of it. • Ask the groups to make five patterns from the objects present in the classroom. Class Pulse Check Duration: 3 min 1) Do you find patterns on clothes? 2) Are patterns also found on monuments? Duration: 3 min CW – HW 1) TB: Example 5 Page 53
Day 8/8 Day Annual Day: 18/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Evaluate the understanding of patterns by solving Drill Time New Words: – Transactional Tip(s) Duration: 18 min Give Opportunity for Practice: • Learners complete Q. 1 and 2 from Drill Time. • Ask them to look at their textbook of their peers to validate their answer. Class Pulse Check Duration: 1 min 1) Can we see any pattern on an elephant's body? Duration: – CW 1) TB: Drill Time Q. 3 HW 1) TB: Drill Time Q. 1, 2 Page 54
Day 8/8 Day Annual Day: 18/61 Actual Date: Progress Transactional Tip(s) Duration: 10 min Peer Learning – Group: • Divide the class into groups of five, and ask them to make coloured patterns using the shapes they learnt in the earlier chapter. • Ask them to list the patterns that they have observed around them over the last eight days. Class Pulse Check Duration: – – Duration: – CW Note: Ask learners to HW – walk around the home and garden with parents to find patterns as given in TB Pg. 23. Page 55
My Reflections Progress Passbook 8 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
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 57
Teacher Reference: Textbook Chapter 1: Shapes Concept 1.1: Understand Spatial Words Train My Brain How many sides and corners does each of the following objects have? a) 3 sides, 3 corners b) 4 sides, 4 corners c) 4 sides, 4 corners Drill Time Page 58 1) Where is the dragon in the given pictures? a) above b) behind c) on f) in front d) in between e) below Name of the 2) Complete the following table. solid figure Object Name of the Object solid figure Sphere Cone Cube Cuboid TB: Shapes
Teacher Reference – Textbook 3) Circle the words that tell the position of the cat. One is done for you. 4) Complete the following table. Page 59 Object Shape of the base Name of the figure formed square circle rectangle triangle TB: Shapes
Chapter Shapes1 Concept 1.1: Understand Spatial Words 1.1 I Recall Multiple Choice Questions Page 60 Fig. (a) Fig. (b) Fig. (c) 1) In Fig. (a), the cap is ______ the penguin. [ A] [C] (A) near (B) far away (C) below (D) above [ B] 2) In Fig. (b), the penguin is ________ the cap. (A) near (B) under (C) on (D) far away 3) In Fig. (c), the penguin is sitting _________ the cap. (A) on (B) in front of (C) behind (D) above 1
1.1 I Remember and Understand Multiple Choice Questions 4) A triangle has ____ sides. [ A] (A) 3 (B) 4 (C) 2 (D) 0 5) A _________ has four corners. [ D] (D) both (A) and (B) (A) square (B) rectangle (C) triangle 6) A blackboard has ________ corners. [ C] (A) 8 (B) 0 (C) 4 (D) 2 Fill in the Blanks 7) A square has ____4____ equal sides. 8) A circle has ____0____ corners. Page 61 9) has ____4____ sides. Very Short Answer Questions 1DPHDÀJXUHWKDWKDVFRUQHUVDQGHTXDOVLGHV Solution: .S.q. u. .a. r.e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1DPHDÀJXUHWKDWLVURXQG Solution: .C. .ir.c.l.e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1DPHDÀJXUHZKRVHRSSRVLWHVLGHVDUHHTXDO Solution: .R. .e.c. .ta. .n. g. .le. . ./.S.q. .u.a. .r.e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Short Answer Questions 1DPHDQ\\IRXUÁDWÀJXUHV Solution: .T.r.ia. .n.g. .le. ., .s.q.u. .a.r.e. ., .re. .c. .ta. .n.g. .le. . a. .n. d. . .c.i.rc. .le. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................... 2
14) Look at the picture and complete the table. Page 62 Shape Number of shapes Triangle 2 Circle 8 Square 6 Rectangle 3 WB: Shapes 3
1.1 I Apply . Very Short Answer Question 15) Draw the outline of the base of Solution: Page 63 Short Answer Questions 16) Draw the outlines of the bases of the given objects. Name the shapes so formed. a) b) Solution: a) b) 4
Page 64 .a.). .C. .ir.c.l.e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .b.). .R.e. .c.t.a. .n.g. .le. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................... ............................................................................... 17) Identify the shapes of the following objects. a) b) c) d) Solution: .a.). .C. .u.b. .e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .b.). .C. .y.li.n.d. .e.r. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .c.). .C. .u.b. .o.i.d. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .d.). .S.p. .h.e. r.e. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WB: Shapes 5
1.1 I Explore (H.O.T.S.) Short Answer Question 18) Circle the shape and write its number. Name of the Shapes Number of shapes shape 3 2 Cube 4 Page 65 Cylinder Sphere 6
Page 66 Teacher Reference: Textbook Chapter 2: Patterns Concept 2.1: Patterns in Surrounding Train My Brain Complete the following patterns. a) b) c) Drill Time 1) Observe these patterns. Colour the pictures to complete them. TB: Patterns
Page 67 Teacher Reference – Textbook 2) Observe and complete these patterns a) b) c) d) 3) Continue the pattern by colouring the correct boxes. [3, 6, 9, 12, 15, 18, 21, 24, 27, 30] TB: Patterns
Chapter Patterns 2 Concept 2.1: Patterns in Surrounding 2.1 I Recall Multiple Choice Questions 1) The shape of a is a ___________. [ B] (A) cuboid (D) sphere (B) cone (C) cube Page 68 2) The shape of a is a ___________. [ A] (A) circle (B) cone (C) cuboid (D) sphere 3) The shape of a is a ___________. [ A] (A) cuboid (D) circle (B) cube (C) cone 7
Page 69 2.1 [C] I Remember and Understand [ D] [ B] Multiple Choice Questions For questions 4 to 6, complete the given patterns. 4) (A) (B) (C) (D) 5) (A) (B) (C) (D) 6) (B) (A) (D) (C) 8
Page 70 Fill in the Blanks 7) 8) 9) Very Short Answer Questions 10) Colour the hats to complete the pattern. 11) Colour the teddy bears to complete the pattern. WB: Patterns 9
Page 71 &RORXUWKHÁRZHUVWRFRPSOHWHWKHSDWWHUQ Short Answer Questions 13) &RPSOHWHWKHJLYHQSDWWHUQE\\GUDZLQJDQGFRORXULQJWKHQH[WWZR shapes. Solution: 'UDZWKHQH[WIRXUVKDSHVRIWKHJLYHQSDWWHUQ Solution: 10
2.1 I Apply Very Short Answer Question 15) 'UDZWKHVKDSHWKDWFRPHVQH[W Solution: Page 72 Short Answer Questions Next Picture 16) &LUFOHWKHSLFWXUHWKDWFRPHVQH[W Pattern WB: Patterns 11
&RQWLQXHWKHSDWWHUQE\\FRORXULQJWKHFRUUHFWER[HV 9 10 12345678 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 2.1 I Explore (H.O.T.S.) Short Answer Question 17 _1_6__ 15 _1_4__ 18) Complete the given patterns. a) 19 18 Page 73 b) 35 7 _9___ 11 _1_3__ 12
V – Appendices Usage Tip: Additional reading resources that can be read to improve your knowledge and expertise Sub‐Sections: 15. How to be a Rockstar Teacher (In Part 1B) 16. Blackboard Information Organising Tips (Graphic Organisers) Page 74
16. Blackboard Informa on Organising Tips (Graphic Organisers) There are interes ng ways to represent informa on on the black board to make learning more engaging and fun. Given below are some of them. Using these will also improve learners’ ability to process, store and recall the informa on presented, later. Mind map Word splash KWL chart Tip chart Table Venn diagram Bubble Star diagram Timeline Process chart diagram Cycle chart Tree diagram Spider Layered diagram triangle/ Pyramid Page 75
Mind map Useful to build connec ons between concepts Helps in understanding informa on and discovering new rela onships Source: h ps://in.pinterest.com/pin/107101297358882191/ Sample blackboard illustra on: Page 76
droplets form Word splash commonly Makes learning terminology easier for kids Bring out the ability to make connec ons during glaciers circulates Keywords discussed can be wri en on the comes places changes waterfrcocomofoomluhseenogadtrroftahcurilnvlsosdeelardsrscilvosfkueonydrrdssmAdAorcncHiftteifiamcearcnartseliacnyats board and learners can be asked to make connec ons see ice You can use this online tool: back vapour various h p://www.abcya.com/word_clouds.htm springs areas forms KWL chart turns cycle But goes rain snow available sources saltwater lakes region droplets ponds Builds outcome orienta on and KW L help learners/teachers to organise informa on before, during and a er a lesson/ac vity I know I want to know I have learned Air is everywhere. Why do we need air? We need air to breath. Air helps in burning. Page 77
TIP chart Term Informa on Picture Help learners to remember and understand complex terms with the help of pictures and informa on Lever A lever is a bar, rod or axle wheel Wheel and axle pla orm that can move about a fixed point. Wheel and axle make work easier by reducing fric on. A wheel helps things to move. The axle helps the wheel turn. Table Useful to note down informa on a er discussions and clearly bring out points about different things from different perspec ves Helps build modular thinking ability in kids Page 78
Venn diagram WHALES FISH Useful to remember logical rela onships between groups of things have hair have scales Can be used to indicate what is common and live in water what is different between two things or groups of things give birth to young ones have fins lay eggs can swim have lungs to breathe have gills to breathe Source: h p://www.learnnc.org/lp/pages/2646 Bubble diagram Can be used to visualise the washroom store components of a concept room along with their rela ve sizes, quan ty and bedroom kitchen connec ons between them dining room bedroom drawing car porch room entrance Page 79
Star diagram Can be used to describe the key points of a story or event using the 5Ws A document that contains a set of rules for the government and the ci zens What? The people of India Whom? Who? BR Ambedkar and a team of 300 leaders Cons tu on How long? When Three years 26 January, 1950 Page 80
Timeline Useful to recall events in chronological order with dates Timeline of evolu on of transporta on 3500 BC 2000 BC 1783 AD 1787 AD 1790 AD 1801 AD 1862 AD 1903 AD Inven on of Domes cated Inven on of Inven on of the Inven on of Inven on of the Inven on of the Inven on of the wheel and animals such as the hot air steamboat the bicycle steam automobile the modern the boat horses and balloon locomo ve aeroplane donkeys begin to carry burden Process chart The blood travels It collects more and Blood enters the Useful to represent through the body. more waste. kidneys. Kidneys filter and remember the blood which passes informa on that When passing urine, the The urinary bladder through them. follows a par cular urine from the bladder is stores this urine. When sequence thrown out through the the bladder is almost Kidneys send all the urethra. half full, we feel like waste to the bladder passing urine. through the ureters in the form of urine. Page 81
Cycle chart Useful to represent and remember informa on that follows a par cular sequence Both open ended simple process or closed cycles can be used Sample blackboard illustra ons: Page 82
Tree diagram Sources of water Helps in classifying or categorising informa on Natural sources Man-made or Ar ficial sources Rain River Pond Lake Well Borewell Tube well Spider diagram Useful to represent and remember Mango Rice complex topics Wheat Fruits Useful to build connec ons within a Grains concept or between concepts Apple Carrot Food Green gram Onion Len l Vegetables Pulses Page 83
Layered triangle/Pyramid Can be used to start with a broad topic and move to a more focussed or complex topic Can be used to start with a basic topic and move to a more evolved/complex topic Structure of State Administra on State Division District Tehsil Block Village Page 84
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