1  

Metric Measures
TEACHING OBJECTIVES
The students commonly used for measuring
mass (weight).
 revise the units of length, mass
and capacity.  understand the different units
commonly used for measuring
 understand the different units for
capacity.
measuring length and learn to
interchange the units.  learn the relation between different
units.
 understand and use decimals to
express length.  interchanging units and expressing
them by using decimals.
 use their knowledge of decimals
to solve word problems.  apply learnt skills to add, subtract,
multiply and divide different units.
 understand the different units

Teaching aids
1 m = 100 cm 1 km = 1000 m
1 m = 50 cm 1 km = 500 m
2 2
1 m = 25 cm 1 km = 250 m
4 4
3 m = 75 cm 3 km = 750 m
4 4
1 kg = 1000 g 1 L = 1000 mL
1 kg = 500 g 1 L = 500 mL
2 2
1 kg = 250 g 1 L = 250 mL
4 4
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3 kg = 750 g 3 L = 750 mL
4 4

The decimal part is the smaller unit. 0.25 kg = 250 g

7.5 kg means 7 kg 500 g. 0.75 kg = 750 g
0.5 kg = 500 g 5 g means 0.005 kg

Lesson Plan
 The teacher revises the unit of measurement and smaller units. The students do
discussing the relation between the bigger ‘Get started!’ given on page 58.
  The student do ‘Life Skills’ on page 66. Reinforcement

 The teacher explains the different units Oral and written practice of the concept is
commonly used for measuring (refer to done. The students do Exercise 1.1 in their
page 58). She also uses the chart to show notebooks.
the relation between the units with the  The teacher explains the procedure of
standard unit. The students learn the addition/subtraction focussing on the concept
relation. that only same units can be added or
Reinforcement subtracted and that interchanging should be
The teacher further explains the process done when different units of measure are
of changing bigger unit into smaller and mentioned in given sums.
smaller into bigger. After oral practice, Reinforcement
the students do ‘Mental Maths’ given on After considerable written and oral
page 62. practice, the students solve Exercise 1.2.
 The teacher builds on the students’ Later, the questions based on ‘Think and
knowledge of decimals to express two units Answer’ are done on page 63.
used simultaneously as 1 bigger unit. For  The teacher demonstrates multiplication of
example, 7 km 250 m as 7.250 km. They metric measure.
then learn what each part of the term
 After a few questions are worked upon
means in the above example.
by the student on the blackboard, they do
 In 7.250 km, 7 means 7 km and 0.250 km Exercise 1.3.
means 250 the thousandth part of a km,
 Examples 13 and 14 on page 65 are used to
that is, 250 m.
explain division of metric measures.
 The teacher takes up several examples
Reinforcement
asking each student to explain. This is
The students practise division of metric
followed by interchanging of units once
measures by doing Exercise 1.4 in their
again associating with multiplication and
notebooks.
division by 10, 100, 1000.

EXPECTED LEARNING OUTCOMES

Units of measurement and relation between mass, relation between units, how to
Companion – a complete resource for teachers


units interchange units and the use of decimal

 The commonly used units of length and to express mass (weight)
interchanging the units  Units used for measuring capacity
 How to express length in decimals and  Adding and subtracting of metric measures
interchanging units  Multiplication and division of metric
 The commonly used unit for measuring measures
 2  
Simple Interest
TEACHING OBJECTIVES
The students understand  the calculation of simple interest
 the term like principal, interest  the concept of amount
and amount  the calculation of principal, period
the concept of rate of interest
 of time and rate of interest

Lesson Plan
 The teacher introduces to the students the using the unitary method (refer to
terms used in banking such as borrow, parts a and B of exercise 2.1)
deposit and so on. She further judges the  The teacher uses the formula to find simple
knowledge of the students about banking. interest.
 She briefly explains them about the banking  The formula is written on the blackboard
transactions such as saving, borrowing of and is noted down by the students in their
loan, repayment of loan in simple language. notebooks.
 The terms such as principal, simple interest REINfORCEmENT
and amount are explained as done on the students do part c of exercise 2.1 in
page 67.
their notebooks.
 Few examples of how to calculate  The teacher explains on the blackboard the
principal, amount and interest are taken
calculation of amount when the principal
up in the class.
and interest are known.
Reinforcement
REINfORCEmENT
‘Checkpoint’ is solved to test their
the students are called one at a time to
understanding of the concepts.
do exercise 2.2 on the blackboard.
The teacher discusses the term ‘rate of Companion – a complete resource for teachers
 ‘Maths lab activity’ on page 73 is done
interest’ and further explains its significance. by performing a skit on banking. this
 The teacher explains the calculation of would enhanced their understanding of
simple interest and the factors it depends banking. the teacher instructs the students
upon (refer to page 69). to visit banks in their neighborhood
 Using the unitary method, simple interest with their parents to find o ut t he r ate of
can be calculated. interest and also to get acquainted with
the daily transactions in the bank.
Reinforcement
The students calculate simple interest  The teacher explains them the method of
 calculating principal, time and rate of interest. students have done Exercise 2.3.
 The students note down the formula and Reinforcement
understand how to use for the calculation. The students solve the word problems in
 The word problems are discussed once the Exercise 2.4 in their notebooks.

EXPECTED LEARNING OUTCOMES

 Concept of principal, interest and  Calculating simple interest, amount
amount  Calculating principal, period of time and
 Rate of interest rate of interest
Companion – a complete resource for teachers
 3 Time
TEACHING OBJECTIVES
The students  learn to calculate the starting and
 recall different units of time and finishing time of an activity.
time-related concepts.  learn about the time intervals.
 learn to interchange the units of  measure of time using 12-hour and
time. 24-hour clocks.
 learn to find the duration of an  understand four operations involving
activity by addition and subtraction. time.

Teaching aids
A 24-hour clock.

Lesson plan
 The teacher asks some of the students about  The students study a calender sheet. The
their daily routine informing them to mention students further discuss the answers based
the time in a.m./p.m. For example, I get on the calendar sheet.
up at 6:15 a.m. Then with the help of the
Reinforcement
questions given in ‘Get started!’ on page 74,
Answer related questions are done on
the time-related concepts are revised.
page 75.
Reinforcement
 The teacher uses examples 1 and 2 on
After the class has discussed and
page 75 to help the students understand the
understood the concepts, the units of
procedure of finding the duration between
time and their relation with each time
two dates. Examples 3 and 4 on page 76 are
unit are revisited on page 74.
Companion – a complete resource for teachers
discussed and explained.
 The teacher asks the students about the units
Reinforcement
of time. Questions such as ‘How many days
in 3 weeks? How many hours in 5 days?’, The students do ‘Checkpoint’ on page 76.
etc. are asked. Similar questions on minutes  For teaching the students to find the starting

and seconds. They are asked to explain and finishing dates, example 5 on pages 77
how they calculated their answers. The is explained in detail. Numerous questions
teacher then builds on their explanation and are asked to provide clarity so that the
demonstrates the method of changing bigger students are able to calculate without getting
units into smaller units. confused.
 Reinforcement the question.
The students do Exercise 3.1 in their  The teacher uses examples 9 and 10 on
notebooks. page 82 to explain the way of finding
 The students are introduced to the 24-hour starting and finishing time. As it is a
clock and told about their importance as life-skill activity, the teacher encourages
explained on page 79. mental calculations, pointing to ‘Quick Tip’.
 The changing of 12-hour clock timing into Reinforcement
24-hour clock timing and vice versa is also The students solve questions from Exercise
discussed. 3.4 in their notebooks. The teacher also
 The students think and answer the questions sets some questions based on the two
given by the teacher. concepts to be done in the notebook. The
notebooks are collected and corrected later
Reinforcement
by the teacher.
The students do Exercise 3.2. ‘Maths Lab
 Before introducing the four operations
Activity’ on page 88 is also done.
involving time, the teacher explains that the
 The teacher reads out example 6 on operations do not follow the place-value
page 81 and the students find the time system.
interval. The students are asked to explain
 The teacher explains the method of
their method of calculation. As it is a
regrouping as shown on page 84.
life-skill activity, the teacher encourages
them to calculate mentally.  Further practice is given on the blackboard.
 The teacher then demonstrates the exact Reinforcement
method as described on page 81 stressing Exercise 3.5 is done by the students.
that every time 60 minutes are carried over  Examples under ‘Word Problems’ are
or borrowed. discussed. The students solve them on the
 Examples 7 and 8 on page 82 are blackboard.
discussed highlighting once again the Reinforcement
regrouping depending on the unit of time. Later, Exercise 3.6 is done in the notebook.
Reinforcement  Similarly, multiplication and division
Some more similar examples are taken involving time are taught as explained on
Companion – a complete resource for teachers

up before Exercise 3.4 is done in the pages 86 and 87.

notebook.  More practise is done on the blackboard.
 The students are asked to do ‘Activity’ on Reinforcement
page 83 and in groups of 4 they answer The students do Exercise 3.7.

EXPECTED LEARNING OUTCOMES

 Time-related concepts and units of time  Addition/subtraction of time to calculate
 Interchanging units of time duration
 Calculating starting/finishing time of an  Measuring time using 12- and 24-hour
activity clocks
 Starting/finishing date  Calculating time using four operations.

SUGGESTED ACTIVITIES / PROJECTS
activitIES

1. How long is a minute? 2. Real-life situations

Make the students sit in a circle. Start a Each child has to write down about the
stop clock. The students are to raise their starting time and finishing time of an
hands when they think a minute is over. activity they did the previous day.
The child whose estimation is closest to a The other students have to calculate
minute is the winner. the duration.

Maths lab activiTIes

Know about weather you would dress to be outside in each of the

You will need paper, pencil and colours following weather conditions—hot, warm and
cold.
Steps:
Draw pictures using your imagination the way

Companion – a complete resource for teachers

 4  
Circles
TEACHING OBJECTIVES
The students  learn to draw circles of a
 understand the parts of a circle. particular radius and diameter.

 learn to use a compass to draw circles.  learn to measure/find circumference.

Teaching aids
Models of concentric circles Circle with its parts marked.

Lesson plan
 The students use the previous knowledge confident of using the compass, the teacher
to identify radius, diameter of a circle in explains drawing circles of a particular
‘Get started!’ radius/diameter.
 The students bring a circular paper cut out  They also draw concentric circles.
as directed by the teacher. The teacher also
Reinforcement
brings a big circle cut out. They fold the
The students draw circles of the given
circle as instructed by the teacher to develop
radii. Exercise 4.1 is done in the class.
an understanding of the elements of the
‘Maths Lab Activity’ is also done.
circle. The circular cut out is pasted in the
notebook and various parts labelled as  The teacher explains the interior and exterior
shown on page 89. The relation between of a circle by drawing line segments from
the diameter and the radius is developed the centre and comparing them with the
(refer to page 89). The students use a string radius as shown on pages 91 and 92.
to find the circumference of the circular cut Reinforcement
out and understand that circumference is the The students do Exercise 4.2.
distance around the circle.
Companion – a complete resource for teachers

 Measuring of the circumference is taught

 The teacher directs the students to bring a using the formula.
compass to the school. She teaches them the
Reinforcement
correct use of the compass to draw circles
(refer to page 90). Once the students are The students do Exercise 4.3.

EXPECTED LEARNING OUTCOMES

 Parts of a circle  Interior and exterior of a circle
 Using compasses  Measuring circumference.
 Drawing circles of a particular radius/diameter
 SUGGESTED ACTIVITIES / PROJECTS
activitIES

1. Feely bag
Put small cardboard cut outs of a circle,
triangle, rectangle, pentagon, etc. in a bag.
A child puts her/his hand in the bag, feels Now, draw another circle in the same way.
a shape and describes it using the terms Now mark all the points where the circles
sides, length, etc. while the others will draw meet.
it. Later, the shapes will be taken out for
everyone to compare with their drawings.
2. Circle design
Draw a circle, then place the point of the
compass outside the circle with the same Repeat this as many times as you like to get
radius and draw another circle. a tessellating pattern.

project
(In groups of 4 to 5)
1. Observe the traffic signs and draw on a chart paper at least 6 of them. Identify the shapes
these are drawn in.

Maths lab activiTIes

Making polygons 5. Use the wool to make polygons of different

You will need a piece of thermocol, squared sizes and shapes.
paper, thumb pins and wool.
Steps:
1. Work in groups of 4 to 5.
2. Place the squared paper on the thermocol.
Companion – a complete resource for teachers
3. Use thumb pins to fix the corners.
4. Also put thumb pins at equal distance on
the squared paper.
 5  
Lines and Angles
TEACHING OBJECTIVES
The students of angles.
 recall basic concepts of geometry.  learn to use a protractor to
 develop an understanding of angles. measure angles.

 learn the names of different types  learn to draw angles of exact

measurement using a protractor.

Lesson plan
 The teacher discusses the basic concepts students are asked to touch the angle and
and shapes, helping the students recall the the vertex between the thumb and the index
concepts already learnt. finger. This angle is known as a right angle.
Reinforcement  The teacher then asks the students to identify
They simultaneously do ‘Get started!’ the right angles they see in the classroom.
given on page 95. The teacher draws For example, corners of a book, blackboard,
intersecting, perpendicular and parallel table and so on.
lines and tells the students about their  The teacher then gives a square piece of
features (refer to pages 95 and 96). paper to each student. The corner of the
 The students give examples of intersecting square is used by the students to find right
perpendicular and parallel lines as seen in angles in the immediate surroundings like
their environment. school and home.
Reinforcement  Later, the teacher uses the right angle as
The figures in Exercise 5.1 are identified. base to teach straight angle, acute angle and
 The teacher explains an angle and its parts. obtuse angle (refer to page 97).
The naming of an angle is also explained Reinforcement
(refer to page 97). ‘Maths Lab Activity’ given on page 106 Companion – a complete resource for teachers

Reinforcement is done to enhance the understanding of

The teacher draws numerous angles on various types of angles. The teacher uses
the blackboard for practice and asks the a clock with movable hands to do the
students to identify the angles they see, activity given on page 98.
touching the vertex to show where the  The students do ‘Field Trip’ given on
angle is formed. page 98 when they go to a park and note
 The teacher holds her palm with the thumb down their observations.
perpendicular to the figures together. She  Complementary and supplementary angles
asks the students to do the same. The are explained with examples. The method of
 calculating the supplement or complement of using a protractor (refer to page 103). She
an angle is discussed and explained. goes around helping the students individually
Reinforcement to draw angles using the inner scale/outer
The students do Exercise 5.3. scale. She advises the students to make a
rough diagram of what the angle would look
 The teacher introduces a protractor (refer to
like before actually drawing the angle.
page 101) to the students and explains that
it is used to measure and draw angles of Reinforcement

different types. Later, the students do Exercise 5.5 in their

notebooks.
 The students are taught the use of the
protractor to measure angles (refer to steps  The teacher explains the construction of
given on pages 102). angles of 60°, 90° and 120° using a compass
and a ruler (refer to pages 104 and 105).
Reinforcement
The students draw various angles using the
With enough practice, the students are
protractor and bisect them using the compass.
able to use the protractor.
Later, they do ‘Checkpoint’ on page 102 Reinforcement

and Exercise 5.4, keeping in mind After enough practice, the students
‘Get it Right’ given on page 102. do part A of Exercise 5.6 in their
notebooks. Later, they do parts B–E of
 The teacher explains drawing of an angle
Exercise 5.6.

EXPECTED LEARNING OUTCOMES

 Plane shapes and basic concepts of  How to use a protractor; measure and draw
geometry angles with a protractor
 Angles and their various types  Constructing angle using compass and ruler

SUGGESTED ACTIVITIES / PROJECTS
activitIES

Matchstick angles with 3 matchsticks, 4 matchsticks,

Companion – a complete resource for teachers

The students work in groups of 4. Using 5 matchsticks, 6 matchsticks. Write the

matchsticks, the students can make polygons type of angle formed in each case.

Maths lab activity

Degree Clock Fold into quarters. Make creases. Fold into

You will need a circle cutout for each student. eighths. Make creases. Now open.

Steps: Measure each angle of the degree clock.

Fold the circle into half. Make creases. Each angle =

 6  
Graphs
TEACHING OBJECTIVES
The students
 understand the information  learn to represent data as a
represented by a pictograph. bar graph.

Lesson plan
 The students look at the pictograph given on  With the help of the steps on page 109, the
page 107 and understand the data represented teacher explains the method of representing
in the graph. The questions are discussed data as a bar graph. The different parts in
and answered. Later, the teacher explains the the bar graph are also explained.
method of representing data as a pictograph  The students in groups of 3 are called to
and how to interpret it. represent the data of examples 1 and 2 as
Reinforcement bar graphs on the blackboard.
Later, the students work in groups to do  ‘Mental Maths’ and ‘Value’ are also done
Exercise 6.1. collectively in the class.
 The teacher explains the significance of Reinforcement
bar graphs and its applications in everyday The students do Exercise 6.2 in their
life. notebooks or in the graph paper.

EXPECTED LEARNING OUTCOMES

 Interpretation of pictograph  How to draw bar graphs

SUGGESTED ACTIVITIES / PROJECTS
Companion – a complete resource for teachers

activitIES

Collect different types of graphs from the newspapers and magazines. Paste them on a chart paper
to make a collage (to be done in groups of 5 to 6).