LESSON PLAN #1

NAME OF TEACHER :
ROLL NO. :
GRADE : 4TH
SUBJECT : SCIENCE
TOPIC : PARTS OF A SEED IN ITS GERMINATION
DURATION : 35 MIN.
DATE : JAN. 2021
LESSON OBJECTIVES
At the end of the period, the pupils will be able to:

 Identify the parts of a seed

 Define GERMINA TION

 Illustrate understanding on the functions of each part.

SUBJECT MATTER
TOPIC: PARTS OFA SEED IN ITS GERMINATION

REFERENCE: Science for Daily Use 5 Textbook

Materials: Charts, Pictures, Overhead Projector, Multimedia

Value Focus: Cooperation

LESSON PROPER
TEACHER'S ACTIVITY

A. PREPARATORY ACTIVITIES
 Opening Prayer

 Checking of Attendance

 Review of the Past Lesson

B. MOTIVATION
 (The teacher will ask some questions)

(The teacher post a picture of a seed)

"Have you seen a seed?"

"What kind of seeds do you know?"

"What do you notice about those seeds?"

Discussion Questions:

• Who is the main character in the story?

What blows the seeds?

• Did the tiny seed fell on the ground during autumn?

• Why do you think the Tiny Seed was the last one who grew?

PRESENTATION
"Seeds have been an important development in the reproduction and spread of flowering plants,

Seeds, though too small, they have their own parts, like an ordinary living thing."

"Today, we are going to learn the different parts of a SEED."

"A seed only develops its parts only when it undergoes a process called SEED GERMINATION.

(The teacher will post the definition of GERMINA TION) (She will let the pupils read it loud) "GERMINATION is the
process by which plants, emerge from seed and begin growth." "Okay, thank you." I have here an illustration of a
seed during germination." (The teacher will post the illustration on the board) (The teacher will the illustration)
"These are the parts of a S" EED during germination"

• RADICLE -in a di cot is the embryonic root. "Within the seed, there is usually a store of nutrients for the seeding
that will grow from the EMBRYO. The seed has its own food supply - called the EPICOTYL and COTYLEDONS." •
SEED COAT - develops from tissue, originally surrounding the OVULE. The seed coat helps protect the embryo.

"Did you understand the lesson?" .

EVALUATION
On your answer sheet, answer the following:

1. It protects the embryo.

a roots b. leaf C. seed coat

2. It grows into a young plant.

a seed coat b. endosperm c. embryo

3. It provides food to the young plant.

a. flower b. embryo c. seed coat

4. The epicotyl is a part of embryo that grows into

b. a. leaves b. roots c. stem.

HOMEWORK "Answer the following questions in your notebook

1. List down the factors that affects seed germination and growth.

2. Where does a flowering plant start?

3. What is a primary root?

4. What are the seeds that germinate are even without soil?

5. How does a seed grow into a plant?

LESSON PLAN #2
NAME OF TEACHER :
ROLL NO. :
GRADE : 4TH
SUBJECT : L SCIENCE
TOPIC : SUB ATOMIC PARTICLES OF ATOM
DURATION : 45 MIN.
DATE : JAN. 2021
General Objectives: To acquaint students about Sub Particles of Atom.
To develop scientific approach among learners about structure of matte

• To inculcate habit of meticulous observation.

To reinforce logical and analytical thinking regarding structure and stability of atom.

• To develop evaluative and inductive skills among students.

Specific Objectives:
 To impart knowledge of basic technical terms, symbols, definitions, Information and hypothesis
related to Sub Atomic Particles.
 Understanding principles and assumptions related to Sub Atomic Particles in detail. To explain
terminology, facts.

 Application To apply acquired knowledge of Sub Atomic Particles.

Teaching Aids: General: Black Board, Chalks, Roller Board etc. Specific: Charts, Audio Video
presentation.

Teaching Methods: Question and Answer, interactive discussion, demonstration and role play.
Teaching Points:-

1. Atom

2. Sub Particles of Atom

3. Properties of Sub Particles of Atom

Previous Knowledge: students have basic knowledge of matter.

Introductory Question:
What is Matter?

What is smallest Indivisible unit of

What are the various sub atomic particles ?

Announcement of Topic:- Today we will discuss and learn about Atom and Sub Particles of Atom.

Teaching Point Pupil Teacher Activity Students Activity

ATOM Q-What will happen if atom are

Atom of Oxygen is broken in its
sub particle?

-Atom is the smallest indivisible

unit of matter.

-If atom is further divided into

Its sub particles it loses its
unique properties

-Dalton Proposed Atomic Theory

2Sub Particles of Atom Q-What is the charge of

Electron? Is atom neutral?
Explain.

Atom is made up of mainly

three subatomic particles.
 Proton- carrying positive charge.
Electron- carrying negative
charge

Neutron- no charge

Properties of sub atomic Proton : positive charge of

particles magnitude of 1.6 x 1019
coulomb. They are found in
centre of atom with neutron.

Electron- negative charge of

magnitude of 1.6 It has
negligible mass.

Neutron- Has no charge

 Protons and neutrons are

collectively called Nucleon.

 Atomic Weight= no of
Protons + no of neutrons
Atom is neutral- no. of
electron are equal to no. of
protons.

Evaluating Questions:
MCQ: Q1.) What is the charge of proton?

a.) Positive b.) Negative C.) Both d.) Neutral

Q2.) What are nucleon?

a.) electron+proton b.) electron+neutron c.) proton+neutron

• Home assignment

1. What are sub atomic particles?

2. What are nucleons?

3. Why weight of electron is not included while calculating weight of atom?

4. Who discovered neutron?

LESSON PLAN #3
 NAME OF TEACHER :
ROLL NO. :
GRADE : 4TH
SUBJECT : SCIENCE
TOPIC : ATOMIC NO. ATOMIC WEIGHT , ISOTOPES AND ISOBAR

DURATION : 45 MIN.
DATE : JAN. 2021

General Objectives:
 To acquaint students about Atomic No. Atomic Weight, Isotopes and Isobars.

 To develop scientific approach among learners about Atomic No. Atomic Weight, Isotopes and
Isobars. To inculcate habit of meticulous observation.

 To reinforce logical and analytical thinking regarding Atomic No. Atomic Weight, Isotopes and
Isobars.

 To develop evaluative and inductive skills among students.

Specific Objectives:
Knowledge_ To impart knowledge of basic technical terms, symbols, definitions, information and
hypothesis related to Atomic No. Atomic Weight, Isotopes and Isobars.

Understanding_ explain terminology, facts, principles assumptions related to Atomic No. Atomic
Weight, To and Isotopes and Isobars.

Application_ To apply acquired knowledge of Atomic No. Atomic Weight, Isotopes and Isobars

Teaching Aids:
General: Black Board, Chalks, Roller Board etc. Specific: Charts, Audio Video presentation. Teaching
Methods: Question and Answer, Interactive discussion, demonstration and role play.

Teaching Points:-
1. Atomic No. and Atomic Weight 2. Isotopes 3. Isobars

Previous Knowledge:
students have basic knowledge of Atom and its sub particles
Announcement of Topic:-
Today we will discuss and learn about Atomic No. Atomic Weight, Isotopes and Isobars.

Teaching Point Pupil Teacher Activity Students Activity

• Atomic Number & Atomic Each element has definite no. of

Weight protons in their nucleus.

• Atomic Weight- No. of protons

+ no. of neutrons determine
atomic weight.

A.W. = n +p

Q-If atomic no. of Sodium is 11

and atomic weight is 23 then
find out no. of neutrons in it.

Isotopes Isotopes: When one or more

than two atoms having same no.
of protons but has different no.
of neutrons.

Ex-Hydrogen isotopes Protium,

Dutrium and Tritium. (P', D, T)

Isobars Two atoms having different

atomic no. but have same atomic
weight.

Ex- 18Ar40 and 20 Ca40

Q-What are no. of neutrons in

both the atom shown above.

Evaluating Questions:
MCQ:

Q1.) Isotopes of Hydrogen is.

a. .) Protium b.) Duetirium c..) Tritium d.) All of the above

Q2.) If an atom has 8 protons and 8 neutron and other atom has 8 protons and 10 neutrons. What are
they?

b. .) Isobars of Nitrogen a..) Isotopes of Nitrogen Oxygen C..) Isotopes of d..) Isobars of Oxygen

SHORT QUESTIONS

Q.1) Define Isotopes with example and give their uses.

Q.2) Define Isobars.

True/false

Argon and Calcium are examples of isotopes. ( )

Home Assignment: Define Isotopes and Isobars and find out various other examples of them.

LESSON PLAN #4
NAME OF TEACHER :
ROLL NO. :
GRADE : 4TH
SUBJECT : SCIENCE
TOPIC : ANIMAL AND PLANT CELL
DURATION : 35 MIN.
DATE : 5TH JAN. 2021

General Objectives:
At the end of a period, at least 75% of the students will be able to:
A. Differentiate the animal and Plant Cell

B. Determine the parts of a plant and animal cell

C. Understand the functions of each part of the cell

Subject Matter:
TOPIC : Animal and Plant Cell

Reference: Genetics and Molecular Biology

Materials:
Charts, Book, Manila Paper, Pen, activity sheet Values: Creativity, Patience, Following Instructions

Procedure:
Learning Activities :
Teacher's Activity Student's Activity
a. (Prayer, Greetings)
"Good Morning Class." "Good Morning Ma'am/SIR"

"Let us pray first." The teacher will select who (One Student will lead the Prayer)
will Lead the prayer.

b. (Checking of Attendance)
say present (Students will raise their hand and say present as
the teacher calls their name)

c. (Review)
"Last time we discussed about microscope, "Yes Mam"
Right?"
(At least one or two students will give his or her
"So before we proceed to our next lesson, Who answer about the question.)
can give the different types of microscope?

d. (Lesson Proper)
The teacher will give first the introduction about (The students will listen carefully to the teacher by
the topic then discussion and will interact with the sharing their knowledge about the topic.)
discuss all necessary things to that have something "The students will look at the side by side The
to do with the lesson. diagrams of plant and animal cells.

Plant and animal cells have a great deal of

similarities between them. smaller components
Inside the cells, called organelles, perform the
same functions in each kind of cell."

e. (Generalization)
f. "So what have you learned about cell? Students will respond

Evaluation
 the students will find their respective groups and make a Venn diagram in order to determine the
differences and similarities of the animal and plant cell.

 After the activity the students will answer the activity sheet wherein they need to label the parts of
the cell and states its function. .

Assignment
"Make a cell model using improvise materials"

LESSON PLAN #5
NAME OF TEACHER :
ROLL NO. :
GRADE : 5TH
SUBJECT : SCIENCE
TOPIC : CELL MEMBRANE AND CELL WALL
DURATION : 45 MIN.
DATE : JAN. 2021

Objectives :
At the end of the discussion, the students should be able to
 determine the parts of the cell membrane and the cell wall;

 describe the cell wall and cell membrane's structure and function; and

 state the importance of selecting people who will enter and influence lives. .

Subject Matter:
 Topic: Cell Membrane and Cell Wall

 Reference: whatislife.com/education/fact/history table.html biology4kids.com/files/cell

membprot.html

Materials:
 PowerPoint Presentation,

 illustration boards

Procedure:
A. Routinary Activities

 Greetings

 Classroom Management

 Prayer

 Checking of Attendance

 BioBits(Trivia of the Day)

 Drill:

2.Review:
The cell is the basic unit of life Our body is made up of millions and billions of them. A cell is like a tiny
system. Inside the cell are organelles with different functions Among these organelles are: nucleus
mitochondria, Golgi bodies, cell membrane and cell wall.

3. Lesson Proper
CELL WALL
Structure:
While cell membranes might be around every cell, cell walls made of cellulose are only found around
plant cells. Cell walls are made of specialized sugars called cellulose

Functions:
 A maintaining/determining cell shape .

 support and mechanical strength .

 signaling

The Cell Membrane

Structure:
Structure The cell membrane is primarily composed of a mix of proteins and lipids Lipids help to give
membranes their flexibility while proteins maintain and monitor the cell's chemical climate and assist in
the transfer of molecules across the membrane.

Functions:
The cell membrane (plasma membrane) is a thin semi-permeable membrane that surrounds the
cytoplasm of a cell. Its function is to protect the integrity of the interior of the cell by allowing certain
substances into the cell, while keeping other substances out. It also serves as a base of attachment for
the cyto skeleton in some organisms and the cell wall in others. Thus the cell membrane also serves to
help support the cell and help maintain its shape. Animal cells plant cells, prokarottic cells, and fungal
cells have cell membranes.

Evaluation:
Provide the information being asked. Write your answers on a paper.

1. The cell membrane is made up of _______bilayer.

2. The tails of the bilayer are________,

3. The heads are________

4._________ is a process where water can pass across the cell membrane.

5.________ Constitutes most of the cell wall at about 75-80%.

6. Describe the cell membrane as a barrier essential to explain osmosis in plant cells.

7. Give 3 functions of the cell wall.

Assignment
Read on the aids of cells for locomotion. Write your findings on a paper.
 LESSON PLAN #6
NAME OF TEACHER :
ROLL NO. :
GRADE : 5TH
SUBJECT : SCIENCE
TOPIC : LIVING AND NON LIVING
DURATION : 45 MIN.
DATE : JAN. 2021

Objective:
By the end of lesson student will be able to

1. Identify at least four out of six characteristics of living things.

2. Using words relating to living things students should be able to write four sentences with
accuracy.
3. To give another name for living and non living things and know who made them (GOD or man).
4. Distinguish between living and non living things.

Enduring Understanding
 Living things grow ,respond and reproduce
 Living things need food, water, gasses from air to live but non living things do not require all
these things.

Essential question
What are the characteristics of living things?

Subject Matter
Topic: Living and non living things
Science idea: there are two big groups of things
 The living things
 The non living things
Science processes:
 Observing
 Describing
  Classifying

Materials:
 Specific : video presentation and power point observation
 General : grade 5 science book and illustrationboard

Teaching method :
 Question and answer
 Interactive discussion
 Demonstration and role play

Procedure:
Teachers Activity :
Routinely Activities :
 Greetings
 Classroom management
 Prayer
 Checking of attendance

Lesson proper:
Motivation :
Ask the students to look inside and outside the room
What you see? Can you give me one? pupil,Chair&tables
Presentation :
 What are the characteristics of living things ?
 What are the characteristics of non living things?
 What are the difference between living and non living things?
 Show video first
 What do living things need?
 What living things and non living things are made of?

Evaluation:
Ask the pupil to stand and get one picture then identify if it is living thing or
non living thing.

Assignment :
 Draw three examples of living things
 Draw three examples of non living things
 LESSON PLAN #7
NAME OF TEACHER :
ROLL NO. :
GRADE : 5TH
SUBJECT : SCIENCE
TOPIC : PHOTOSYNTHESIS
DURATION : 45 MIN.
DATE : JAN. 2021

Objectives:
 Understand the concept of photosynthesis
 Identify the types of living things that use photosynthesis
 Identify the importance of water and light that are needed to complete the process of
photosynthesis
 Identify the importance of CO2 and O2

Materials:
 Writing board
 Charts
 Text book
 Coloured chalks
 Model pictures
 Video presentation
 Power point presentation
Procedure :
Routinely Activities :
 Greetings
 Prayer opening
 Classroom management
Teaching method:
 Question answer techniques
 Interactive discussion
 Demonstration and role play
Review / test or previous knowledge:
 Teacher will ask the students to identify the living things from the given picture model
 Ask the pupil to pick out all the green plants from the picture model
Announcement of topic:
 After giving the concept to students that all green plants can do photosynthesis. They can make
their own food, teacher will the topic by saying :
"Today we are going to learn about photosynthesis "
And will write it on the writing board.
Lesson proper
Presentation :
 Write the definition of photosynthesis on the board and make sure students copy it on
worksheet.
" when plants make food from CO2, energy and water from the sun"
 Ask the studnets " what season do must flowers begin to bloom? And why?"
 Read the text book
 Explain the topic and make sure that students will get full concept of photosynthesis
Assessment :
1. Ask the studnets to define photosynthesis
2. Determine what type of living things are part of photosynthesis
3. Ask the studnets to put seed and water in the container that have soil and ask them to draw
what it looks like on 1st day and write a sentence underneath the picture.
Home task: Understand the complete processe of photosynthesis.

LESSON PLAN #8
NAME OF TEACHER :
ROLL NO. :
GRADE : 5TH
SUBJECT : SCIENCE
TOPIC : PARTS OF PLANTS
DURATION : 45 MIN.
DATE : JAN. 2021

Learning Objectives:
 Students will be able to identify and describe the basic parts of a plants.
 Students will be able to describe different kinds of leaves.
 Students will be able to remember the parts of a plant.
Materials
  Board markers
 Interactive whiteboard, document camera or projector
 Leaf Shapes worksheet
 Pencils and Erasers
 Paper flowers
 Straws
 Glue
 Sticky notes

Introduction:
o Draw a picture of a plant on the board. Be sure to include roots, a stem, a flower, and leaves
in your drawing.
o Ask your students to tell you" what you've just drawn?"
o Once someone answers plant, ask your students whether or not anyone can tell the
different parts of a plant?
o Allow students to make suggestions for the labels.
Teacher modeling:
Once a few students have answered, correctly label the roots, stem, flower, and leaves.
Discuss the parts of the plants with students. Great potential questions include: What do the
roots do?
How do the roots help keep a plant alive?
What purpose do leaves serve?
What does the stem do?
What do flowers do?
One by one, explain the function of each plant part.
Roots hold the plant into the soil. They take in water and minerals to help the plant stay
alive.
Define the stem as the part that carries water from the roots to the other parts of the plant.
Explain that the flower helps the plant reproduce, making seeds that will grow into new
plants.
leaves take in the air and light that a plant needs to live.
Display the Leaf Shapes worksheet using an interactive whiteboard, document camera, or
projector.
Explain that different plants have leaves that are different shapes and sizes.
Give a few examples of plants that have different shapes of leaves. For example, maple trees
have starshaped leaves, magnolia trees have obovate leaves, and birch trees have deltoid
leaves.
Remind your students that plants need sun, water, soil, and air to live.
Activity:
Tell your students that they will each be creating a plant that has roots, a stem, leaves, and a
flower
Instruct your students to label the parts of their plants using sticky notes and remind your
students to label the type of leaves as well.
Encourage your class to get creative, and invent a name for their plant. They can also invent the
uses of their plant.
Review and closing;
 Invite students to present their plants to the class, being sure to share their plants name and
function, as well as the parts of their plant and what they're used for.

Home task :
Collect 10 leaves with different shapes and figure out what type of leaves you found out.

LESSON PLAN #9
NAME OF TEACHER :
ROLL NO. :
GRADE : 5TH
SUBJECT : SCIENCE
TOPIC : LIFE CYCLE OF PLANTS
DURATION : 45 MIN.
DATE : JAN. 2021

GENERAL OBJECTIVES:
From seed to flower, students will learn all about the life cycle of a plant in this lesson.
students will discover what living things need to grow, and
learn the various stages of a plant’s life span, with new vocabulary words.
Specific Objectives:
Students will be able to recite and draw the life cycle of a plant.
Students will be able to name the three things plants need to grow.
Materials:
Text book
Plant Life Cycle Flash Cards worksheet
Plant Life Cycle worksheet
Pencil
Crayons
Flip-chart
Attachments
Plant Life Cycle Flash Cards (PDF)
Plant Life Cycle (PDF)
Procedure
 Teacher modeling:

1. Introduce the class to the topic of the lesson," the life cycle of a plant."
Explain that the life cycle of most plants start with a seed, and then ends with a fully-grown
plant.
2. Engage students in a discussion about what they know about plants. Some great discussion
questions include:
What are some examples of plants we might see?
Where do we see plants?
What are some things that plants need in order to grow?
3. Tell the class that plants need water, dirt, and sun in order to grow. Write these words on the board o

Activity:
Students should draw and label the plant life cycle in this order: Seed, Roots, Stem, Flower on
worksheet.
Walk around the classroom to gauge understanding and provide encouragement. Provide help
for students who are struggling.

Assessment:
Assess your students' understanding of the lesson by reviewing their completed worksheets.

Review and closing

Using the flip chart, make a chart of what the students have learned. Ask the class for ideas.
Some great discussion questions include:
What do we need to grow plants? Where do we find plants?

Home task:
Cut the flash cards of plant life cycle and paste them in the correct sequence on a paper.

LESSON PLAN #9
NAME OF TEACHER :
ROLL NO. :
GRADE : 5TH
SUBJECT : SCIENCE
TOPIC : 3 R’S
DURATION : 45 MIN.
DATE : JAN. 2021

Learning Resources/Materials:
• Computer
• PPT Presentation (Recycle, Reduce, Reuse) In lieu of PPT, opt for a story or info-text re:
recycling
• KWL chart/whiteboard or poster board
• Teacher-made 'giant' Earth cutout (to be positioned in hallway so that student worksheets can
be displayed)
• Worksheet pictured at end of lesson
• Pencils/markers/crayons

Development of Lesson
Introduction:
A nice way to discover what students know about recycling would be to have several empty pop
cans throughout the room. Tell students that there is money scattered throughout the room,
and anyone who finds it can keep it( In Michigan, each pop can is worth 10 cents). If students
are on their game, a few will collect cans--if not, let the students know that the task was to
recognize that the cans can be recycled and redeemed for money.

Methods/Procedures:
• The teacher will engage the class in an open discussion about the pop can introduction (money
hunt).
• The teacher will use a KWL chart to determine what students know and would like to learn
about recycling, reusing and reducing.
• Students will view the PPT presentation on the 3 R's (teacher should invite questions
throughout presentation, pausing when needed).
• The teacher will refer to the KWL chart, asking students to contribute what they have learned
about the 3 R's.
• Students will get into small groups (4-5).
• Pass out Kidspiration worksheets, and explain and model what students should do.
o For each of the 3 R's, either draw a picture or explain in a few words how you can use them to
help protect the Earth.
o Students can refer to the KWL chart for ideas.
• Once the class has finished, allow students to come in front of the class to talk about their
ideas.
• Allow each group (one at a time) to go into the hallway and display their 3 R's on the giant
Earth cutout.
• Once again, engage students in a conversation about the 3 R's, and ask for ideas about how
they could be used in the school, at home, etc.
 Assessment/Evaluation:
Students will be assessed both informally as well as formally.
Informal assessment will be determined by student's involvement with class discussions.
Formal assessment will be evaluated by student's completed worksheet. If student was able to
present 2 ideas for each of the 3 R's (either through illustration or words), then they will have
demonstrated understanding.

Closure:
Close the lesson discussing different ways that people they know practice the 3 R's. Tell students
that they will use their new knowledge about the 3 R's to explore some of the animals that are
endangered and/or extinct.

ASSIGNMENT:
ask students to think about a favorite animal that is not yet endangered, but how what people
do or do not do might have an effect on that animal.

LESSON PLAN #10

NAME OF TEACHER :
ROLL NO. :
GRADE : 4TH
SUBJECT : SCIENCE
TOPIC : MAGNETS
DURATION : 45 MIN.
DATE : JAN. 2021

I. Objective:
The learner will classify objects and
formulate hypotheses regarding materials and
their magnetic properties.

II. Procedures:
 Demonstrate and describe how the poles of
magnets attract and repel each other.
. Give examples of useful applications of
magnets (e.g., refrigerator magnet, can
opener, magnetized screwdriver, magnetic
compass).

LESSON PROPER:
1. Ask students what is a magnet.
2. Have students complete worksheet (What
will Magnets Attract").
3. After the students complete the
worksheet make a record of what they
decided.
4. Watch video on magnets.
5. After video ask students questions.
What will a magnet attract? What poles
are on the magnet? Can magnets with the
same poles attract each other?
6. Let students look back over their
worksheet and change answers.
7. While they are looking back over their
worksheet they have a bag of the objects
on the worksheet to test.

III. Materials for each group:

A bag containing: a nail, key, wire,
rubber band, wooden pencil, twist
tie, screw, battery, soft drink can,
penny, paper clip, bar magnet, and
project sheet (Will a Magnet Attract?).

IV. Assessment
As students work, observe how they answer
questions.

LESSON PLAN #11

NAME OF TEACHER :
ROLL NO. :
GRADE : 4TH
SUBJECT : SCIENCE
TOPIC : CHANGES IN WEATHER
DURATION : 45 MIN.

TEACHING AIDS:
1. CHART OF ALL SEASONS

2. CHARTS OF THE EXPERIMENT

3. CHART OF A GIRL WASHING CLOTHES.

AIMS AND OBJECTIVES:

The student understands that weather depends on the amount of heat received by the sun.

The student knows of the time difference of the sun's effect on land and water and their
variations while getting heated and its consequence.

The student derives knowledge on how the effect of the sun's heat changes water into water
vapour.
INTRODUCTION:
The teacher mimes how one feels when it is cold, hot or rainy.

The teacher asks questions pertaining to the seasons.

1. During which season do we shiver with cold?

2. During which season do we carry an umbrella?

3. What type of clothes do we wear in the summer season?

 4. How are seasons caused?

5. Which are the two motions of the earth?

6. What is caused by the rotation of the earth?

7. Due to what reason are days and nights caused/

8. What does the sun give us?

Effect of the sun on the air surrounding the earth

During summer the days are longer and land gets heated for much longer time.
During winter the days are shorter and the sun does not heat the land much
The student understands that the weather depends on the amount of heat received by the sun

Effect of the sun's heat on water and land and its consequence.
The time taken by land and water to heat is different. Land heats quickly and cools quickly while
water takes longer to heat and cools after longer time.

The student learns that the air near the land and water is different. This difference causes winds.

Effect caused by the sun on water (eg. seas oceans etc) and changing it into vapour

Water spilt in on the floor evaporates quickly.

So also the water in the wet clothes put out to dry evaporates as water vapour.
Water is evaporating continuously from the oceans, seas, lakes and wells.
The student gains knowledge that the sun's heat turns water into vapour and this water vapour
mixes with the air all the time.

EVALUATION
1. Why is it hot in summer?

2. Why is it cold in winter?

3. Which gets hotter quickly, land or water?

4. Which cools quickly, land or water?

4. What happens to the water in the wet clothes?

ASSIGNMENT;
Write 3 sentences in your own words on: The effect of the sun on our lives.
 LESSON PLAN #12
NAME OF TEACHER :
ROLL NO. :
GRADE : 4TH
SUBJECT : SCIENCE
TOPIC : AIR POLUTION
DURATION : 45 MIN.
DATE : JAN. 2021

Specific Objective(s):
It is expected that students will:
- identify the causes and effects of air pollution
- draw conclusions concerning personal methods of reducing air pollution
- demonstrate an understanding of planting seeds

Materials:
- various seeds (eg. sunflowers, nasturtiums, sweet peas)
- potting soil
- paper/Styrofoam cups
- markers
- whiteboard pen
- whiteboard
- handouts

Overview:
Air pollution is a growing problem today. This lesson is designed to teach student about this
problem, its effects on our environment and solutions on how we can combat this problem
together.

PRESENTATION;
1.Explain to the students that today they will be learning about air pollution.
2.Ask students if they can tell you what they think air pollution is.Write this definition on the
board (see last page for proper definition)3.With the class, identify the major causes and effects
of air pollution and discuss personal methods of reducing air pollution.Write these on the board.
 4.With this information, the class should hypothesize the effects air pollution has on plants, as
well as animals.
5.Call students up by rows, give each student a cup and tell them to put a small hole in the
bottom of the cup with a pen or pencil, to allow the soil to drain. Ask the students to write their
names on the cups.
6.Ask the student to come to the table where the soil is and fill their cup up with soil.
7.Give each student some seeds and explain to them how to plant: with a finger, make a hole in
the dirt about the depth of their fingernail. Place a seed or tow in the hole, add some water and
cover the seeds gently with dirt.
8.Ask the class to place their cup on the windowsill with a paper towel underneath.
9.Ask the students to clean up.Hand out the Observation Table sheets.
10.Explain to the students that for the next two weeks they will be recording the growth of their
plants on their observation sheet.
11.Ask the students to put their sheets in their science duo tangs.

Discussion Questions:
What is the importance of planting seeds?
What do plants give us?
How does pollution harm plants and animals?
Air Pollution Sources:
Vehicles, gas stations, forestry, chemical industry, mills, smoke etc.

ASSIGNMENT:
Describe effects of air pollution are a major threat to our health. Pollution can cause illnesses
such as lung diseases, asthma, bronchitis and emphysema.

LESSON PLAN #13

NAME OF TEACHER :
ROLL NO. :
GRADE : 4TH
SUBJECT : SCIENCE
TOPIC : SOLAR SYSTEM
DURATION : 45 MIN.
DATE : JAN. 2021

Materials Required:
Worksheets, Circle the Word, books on the solar system
It is important for students to understand what is in our Solar System. The Students need to
know that there are other things besides the Earth, Sun and Moon in the solar sky. The students
will learn about the other eight planets and a few other celestial objects like comets and
asteroids.
Objectives:
The students will visually list ten objects in our solar system, along with one characteristic of the
object,on a piece of paper with 100% accuracy.

Materials:
Books about objects in the solar system
Worksheet with listing of objects in the solar system
Circle the word worksheet

Exploration:
The students will get into groups of four to five students in each group. The group will go
outside and write down what they see in the sky during the day. Then each student at
home will go outside later in the evening and record what they see in the sky then. The
next day in class, the students will get into their groups and discuss what they saw in the
sky that night and see if they have some of the same things down.

Explanation:After a few moments, I will ask the students about their findings and what are
the differences between their observation in the daytime and their observation at night. I will
then answer any questions they have about their findings. I will ask them questions as well. I will
then ask if any of the students though to write down planets, comets and other celestial objects
in the sky for both times of the day. I will explain to them that even though they are not visible
to the eye sometimes, they are always there in the sky.

Expansion: Going on with my objects in the sky idea, I will have the students in their
groups to find and research in books different objects that are in the solar system. Each
group will be given a paper with one object from the solar system on it. As a group the
students will list characteristics about the object that they find from the book. After fifteen
minutes the students as a group will explain what they found about their object to the rest
of the class.

Lesson Summery:
To review what the class learned, I will have a circle the word puzzle with the objects scrambled
around to help them identify the objects. Also the students will have quick reviews daily about
what they learned

Lesson Evaluation: I will evaluate the students by using a test of probe for the objects in
the solar system.
 Their test will be ten objects from the sky and they will have to list at least one characteristic
with that object

LESSON PLAN #14

NAME OF TEACHER :
ROLL NO. :
GRADE : 4TH
SUBJECT : SCIENCE
TOPIC : ROCKS
DURATION : 45 MIN.
DATE : JAN. 2021

Lesson Title: Rocks

Result Focus:
There are many types of rocks and coal is one of them. Coal is a good choice to use to help
students understand the concept of the rock cycle. Different types of coal represent different
parts of the rock cycle.
Essential Questions
Appropriate to this lesson:
1. Why is coal considered to be a rock?
2. What are the different types of coal and what are their characteristics?
3. How is coal used in various countries?
4. What are the problems associated with coal mining and the burning of coal?
5. How do we, as consumers of coal, help eliminate those environmental and health related
problems of coal
Academic Content Standards Addressed
Earth Science 3c:
Students know how to explain the properties of rocks based on the physical and chemical
composition which they formed, including plate tectonic processes

Knowledge and Skills Objectives:

By the end of this lesson, students will be able to:
1. compare and contrast the characteristics of the various types of coal
2. analyze the rock cycle based on the types of coal.
3. correctly identify the color and texture of the types of coal.
4. identify environmental and health related issues of coal.
5. reflect on how to limit coal use and therefore limit the number of environmental and health
related problems
 Assessment Strategies:
Formative assessment -- observe whether students are engaged and on tasks, observe how
students interact when working in groups, evaluate students' verbal responses to questions

Class time allocation:

Warm up -- 5 minutes
Group work on different types of coal -- 15 minutes
Identify types of rocks/rock cycle -- 10 minutes
Instruction on types of coal/uses/health related problems -- 15 minutes
Reflection/closure -- What can you do to help alleviate the problems associated with the use of
coal? - 5 minutes

Discovery approach to help students learn that coal represents different types of rocks. First,
warm up exercise, group work as differentiated instruction, followed by discussion and
instruction about pros and cons of coal use.

At the end of period, students submit charts showing their knowledge of the rock cycle using the
different types of coal samples.

Closure:
Post a question -- What can you do to decrease environmental and health related problems
associated with the use of coal?
Independent practice -- write about the problems
with using coal in your home country

Reflection:
How did the group activity help students understand the types of rocks?
How did the pictures in the power point presentation help bring across the problems and
possible health related hazards of mining and burning coal?
Did the question and closure help students apply their knowledge to their lives?

ASSIGNMENT:
More detailed information on rock cycle.
Encourage students to conserve electricity
Integrate how different types of rocks relate to one another through the rock cycle

Lesson plan 15
 Objective:
Students will learn about the flow of energy in food chains.

OBJECTIVES & OUTCOMES:

Students will be able to successfully illustrate ENERGY FLOW
Materials required:
strips of paper in assorted colors, (larger for yellow, smaller for light green, progressively smaller
for other colors)
tape, crayons/markers.

Procedure:
LESSON PROPER
Discuss that energy is the ability to do work. That work can be mechanical, like a washing
machine that gets clothes clean; electrical, like the power needed to light a bulb or get the
washing machine to turn on; or
chemical like the energy we need personally for our bodies to fill the washing machine, and
move the stuff to the dryer. Almost all of the energy on Earth comes from the sun.
DISCUSSION
Ask if students have ever heard of the food chain and have them describe and define it. Explain
that in reality,
there aren't chains so much as webs, complicated
arrangements where there are many different food sources for a particular animal.
 For example, humans don't just get their food from plants or animals, but both, and many different
kinds. For simplicity, though, we're making basic chains today.
ACTIVITY
Have students begin with a yellow strip, drawing a picture of the sun on it and labeling it "sun."
They then tape the paper into a loop, or chain link.
REVIEW
Ask the children what living organisms get their energy directly from the sun by converting it
into food. Plants, which are called the producers. Have the children take three strips of smaller
green paper. On one, the write "phytoplankton," and explain that it is a plant life that grows in
oceans, near the top so it can photosynthesize, and is usually so small individually that it can't
be seen.
 Have them draw small green dots, and then tape the loop onto the sun loop. Repeat on two
more green pieces of paper for a shrub for desert and grass for everglades. Repeat on blue
paper for zooplankton, jellyfish, insect, and snail, which
are primary consumers; white paper for fish, bird, and duck, which are secondary consumers;
and red paper for dolphin, fox, and alligator, which are tertiary consumers.

Ask the students why the links keep getting smaller? Less energy going to each level.
strategies: ,
modeling; ,
Explain key concepts;
The student knows how to trace the flow of energy in a system (e.g., as in an ecosystem). (Also
may address energy from fossil fuels, potential energy and hear transfer.student knows that
green
plants use carbon dioxide, water, and sunlight energy to turn minerals and nutrients into food
for growth, maintenance, and reproduction."

ASSIGNMENT
DRAW AN ENERGY FLOW SHEET DIAGRAM

LESSON PLAN #16

NAME OF TEACHER :

ROLL NO. :

GRADE : 5TH

SUBJECT : ENGLISH

TOPIC : IDIOMS

DURATION : 40 MIN.

DATE :
 OBJECTIVES & OUTCOMES:
Students will be able to successfully illustrate idioms in two ways (real and
perceived meaning)

MATERIALS NEEDED:
 Long drawing paper
 List of idioms (samples included as attachment)
 Art supplies markers/crayons/colored pencils
PROCEDURE:
OPENING TO LESSON:
 Begin the lesson by asking students if they have ever heard of an idiom.
 Explain that an idiom is a common word or phrase that has a cultural as
well as actual meaning. Share the phrase ‘kick the bucket’ and explain as
above.
 Explain that sometimes it is easiest to show the different meanings in
drawing form, which is what they will do today.
BODY OF LESSON:
 Hand out long sheets of paper to each student.
 Have students folded the paper lengthwise in half and then in half twice width
wise (sample below).
 Have students choose four idioms they would like to illustrate from the list
(samples given).
 If needed, explain some of the idioms to students.
 In each box have students draw a real meaning illustration and a perceived
meaning illustration for each idiom.
CLOSING:
Review each idiom with students in relation to their drawing. Display drawings.

ASSESSMENT & EVALUATION:

Student will create neat illustrations that properly illustrate the real and
perceived meaning of common idioms
Lesson plan 17
Objective(s): By the end of this lesson the student will be able to:
1. define the term ‘conjunction’

2. differentiate between coordinating conjunctions and subordinating conjunctions

Resources/Equipment/Time Required:

Procedure :
Routinely Activities :
Announcement of topic :
Outline:
The conjunction is the seventh of the eight parts of speech. Just for the record, here are all eight:

noun, pronoun, adjective, verb, adverb, preposition, conjunction, and interjection.

Proper lesson
Let’s start with a basic definition:

Conjunctions are words that join words or groups of words.

There are two main types of conjunctions. They are coordinating conjunctions and subordinating
conjunctions.

Coordinating conjunctions include: and, or, but, for, & nor. These conjunctions connect words, phrases,
and clauses of equal value. Clauses of equal value are called independent clauses and can stand on their
own as separate sentences. Example: John is running in this race and I am carrying his water bottle.
(Each clause can stand alone: John is running in this race. I am carrying his water bottle.)

Subordinating conjunctions introduce dependent clauses. Dependent clauses cannot stand alone as a
single sentence. In fact, the clause is dependent on the rest of the sentence for its meaning.

Example: Since I will not be home, Tina will answer the phone. (“Since I will not be home” doesn’t make
sense by itself. It is dependent on the rest of the sentence for its meaning.)

Closing:
Most commonly used subordinating conjunctions include: although, because, as, while, until, whether,
since, after, so that, when, before, if.

Assignment:
Find the conjunctions in the following sentences. Label them coordinating or subordinating.

1. He listened to the man’s story and reported it to the policeman on duty.

__________________

2. I haven’t seen my brother since he left for college.

__________________

Lesson plan 18

Specific Objectives
After teaching of this lesson, the students will be able to:- understand the rules for formation of past
Tense. know about the rules used-in making sentences of past Tense: translate Urdu Sentences into
English. express their feelings in simple Sentences.

Test of previous knowledge

Test of Previous In order to check the previous Knowledge knowledge, the teacher will show the
following table to the students. Column A Column B

talk talked show showed go went make made play played Then he will ask, the difference, between the
two columns. On. receiving the right answers the teacher will explain that second form of the verb
makes Past Tense. Now the teacher will announce, Dear Announcement of topic students, today we are
going to learn about the Past Indefinite Tense (or Simple Past Tense). Then the teacher will write the
topic on the writing board in block letters.

PAST INDEFINTE TENSE

Presentation
The teacher will tell the students that Past Indefinite (or Simple Past Tense) is used for completed
actions and this Tense is formed by using second form of the verb in simple sentences.

For example: I finished my lunch. The teacher will writé some more sentences of this tense on the
writing board with the help of his students.

She posted a letter.

They went to school.

Recapitulation Activity
The teacher will write five sentences with Present form of verb and ask the students to change it in Past
form of verb. (i) Ali goes to school. |(ii. I eat apples at noon. (iii) Ayesha plays badminton. |(iv). They
walk home. We make tea." (v)

Home Task / Assignment

The teacher will ask the students to write ten sentences about their yesterday's activities in their note
books at home. Example: (i) I woke up at 5'o clock in the morning.

Lesson plan 19
future indefinite tense
Specific Objectives
After teaching of this lesson, the students will be able to:- understand the rules for formation of past
Tense. know about the rules used-in making sentences of past Tense: translate Urdu Sentences into
English. express their feelings in simple Sentences.

Test of Previous Knowledge

In order to check the previous Knowledge ,the teacher will ask the students some short questions such
as: 1- What will you do next? 2- Where will you go in the recess? 3- What will you do after recess?

Announcement Of topic

on receiving the right answers the teacher will explain that we use Future Tensefor actions in Future, for
describing activities. Now the teacher will announce, Dear students today we are going to learn about
the "Future Indefinite Tense" Then the teahcer will writethe topic on the writing board in block letters.

FUTURE INDEFINITE TENSE

Presentation
Step - I

The teacher will tell the students that we use Future Indefinite Tense to describe our intentions 'or
plans about future. This tense is formed by using subject + will or shall + first form of the verb in simple
sentences. For example: I shall go to school. (i) We will play cricket. (ii) (iii) Boy will write an essay.

Step - II

Now the teacher will show the following chart paper to the students. shall write a letter. We You read a
book. They will watch T.V. He play cricket. She The teacher will ask each student to form a sentence turn
by turn. He will take the responses of the students and correct when required.

Recapitulation Activity
The teacher will give the students jumbled up words and ask them to arrange them in sentences form
(Future Indefinite Tense). Examples: (1) I go will to park. |(2) They play will football. (3) We Murree will
visit this summer. (4). Boys will a match play tomorrow. (5) She breakfast cook will.

Home Task/Assignment
The teacher will ask the students to write ten sentences about their future activities in their note books
at home. Example: (i) I will go to Lahore next week.

Lesson plan 20
Use of has have and had

Specific Objectives
After teaching of this lesson, the students will be able to:- understand the importance of English
grammer. know the use of principal verbs. interact in English with one another.use words and
expressions in every day conversation. conduct and write an interview.

Test of previous knowledge

The teacher will make a comprèhensive planning of his / her lesson and its topic in order to make his /
her teaching impressive and lasting, so that he / she may be able to achieve the required aims of
educational prospects with definite resuits in fixed time easily. In order to test the previous knowledge,
Mental approach, capability and degree of learning, the teacher will put a few brief and short questions.
Through these short questions the teacher wil draw the attention of the students towards the topic of
the lesson. He will ask: Pick out subject and verb from each sentence. (1) He plays cricket. (2) Boys play
football. (3) You go to school.

Announcement of topic
On receiving the right answers to these questions the teacher will encourage the students and will
announce, Dear Students today we will learn about USE OF "HAS, HAVE AND HAD". Then the teaher will
write the topic on the writing board in Block Letters.

class.

USE OF "HAS, HAVE AND HAD"

Presentation
Step-I

The teacher wili explain the use of "has, have and had" as principail verb before the students of use of
has have and had

"has, have, had" used as (Principal Verb)

has,(third person singular)He, it, she"

Step-II

The teacher will give some examples of sentences in which "has, have, had" are used as principal verbs.

Examples: 1- He has a book.

2- I have two new books.

3- He has no pen.

Recapitulation Activity

Pick out principal verb from each sentence. * I had my own house. I have two pens. He has no pen.

Fill in the blanks with has, have or had

1) They_new shoes. 2)I_thirty rupees.3) She_ a pen and a pencil. 4) Last year we_ a parrot.

Home Task/ Assignment

The teacher will ask the students to write 5-8 sentences about their daily routine in their note books at
home

Lesson plan 21
Essay writing on Quaid e Azam

General objectives
After teaching of this lesson,the students will be able to:- know about our national hero. write an essay
on our great Quaid.know the leadership qualities. learn peaceful co-existence. develop love for Pakistan.

Test of previous knowledge

the teacher will put a few brief and short questions. Through these short questions the teacher will draw
the attention of the students towards the topic of the lesson. He will ask: (1) When did Pakistan come
into existence? |(2) Who gave the idea of Pakistan?

(3) Who was founder of Pakistan?

Announcement of topic
On receiving the right answers to these questions the teacher will encourage the students and will
announce, Dear Students today we will learn about "Quaid-e-Azam Muhammad Ali Jinnah". Then the
teaher will write the topic on the writing board in block - letters.

Presentation
The teacher will read the essay with Urdu meaning as model reading and will write on the writing
board. "QUAID-E-AZAM MUHAMMAD ALI JINNAH"( ) The bright star of the history of Pakistan is
Muhammad Ali Jinnah. It. was the will of Allah that the physically weakling son of Poonjah Jinnah would-
one day be the founder of Pakistan. He was born in Karachi on December 25, 1876. After his
matriculation, he was sent to England for higher studies. He distinguished himself over there as a keen
and upright student. He qualified from the Lincoln's inu as a brilliant

.Muhammad Ali Jinnah was really Quaid-e-Azam in true sense of the word. His health had been breaking
down under a heavy pressure of work. He died in Karachi on September 11,1948. But founders and
heroes like him never die. They live in the hearts of their people.

Recapitulation Activity

(1) When was Muhammad Ali Jinnah born? (2) Where was Muhammad Ali Jinnah born? |(3) What are
the titles of Mr. Jinnah? (4) When did the Quaid-e-Azam die? (5) Where is the Quaid-e-Azam's tomb?

Suppose you are praying to God, write in five sentences what you would like to pray for Quaid-e-Azam?
"

Home Task / Assignment

Why did Quaid-e-Azm ignore his ever Failing health?" Write an answer in your note books at home.
Lesson plan 22
Present continuous tense

Specific Objectives
fter teaching of this lesson, the students will be able to:- understand the rules for formation of present
continuous Tense. know about the rules used-in making sentences of present continuous Tense:
translate Urdu Sentences into English. express their feelings in simple Sentences

Introduction
Test of Previous Knowledge

In order to check the previous knowledge, the teacher will ask the students some short questions such
las: 1- What are you doing? 2- What are you writing? 3- What are you doing Asad? What are you
reading?

Announcement of topic
On receiving the right answers 4-he teacher will explain that we use continuous tense for describing
activities. Now the teacher will announce, Dear students today we are going to learn about the "Present
Continuous Tense." Then the teahcer will write.

Presentation
Step - I
The teacher will tell the students that Present Continuous Tėnse is used to described actions which are
going on at the present time. This tense is formed by using is, am or are + first for of verb + ing. For
example: (i)I am writing. He is reading. They are walking.

Step - II
Now the teacher will show the following chart paper to the students.

I am writing

You/ We /they are talking

He/ She /It is walking

The teacher will ask each student to form a sentence turn by turn. He will take the responses of the
students and correct when required.
Recapitulation Activity
The teacher will give. the Activity students jumbled up words and ask them to arrange them in-
sentences form (Present Continuous Tense) Examples: (1) Working is he. (2) you walking are. (3) going
she is. (4) watching they are T.v. (5) chocolate eating I am.

Home Task
The teacher will ask the students to write ten sentences about their Present activities in their note
books at home. Example: (i) I am writing a letter to my friend.

Lesson plan 23
I . OBJECTIVES At the end of the lesson, the students should be able to: a. Recognize the difference
between common and proper noun b. Use capital letters properly c. Appreciate the use of common and
proper nouns in our daily life

II. SUBJECT MATTER

A. Topic: Common Noun and Proper Noun

B. Reference: Internet (http://www.slideshare.net/deianeira5/comon-proper-noun presentation)

C. Materials: Colored papers, marker, worksheets D. Values: Appreciation and

Understanding

III. PROCEDURE Teacher’s Activity

Pupils stand and pray - Good morning t

A. Preparation
1. Prayer Before we start, may I call on our prayer leader today?

2. Greetings Good morning class. You may now take your seats.

3. Checking of attendance Is everybody’s present today?

4. Passing of Assignment We have an assignment, right? Pass your assignments in front. - -

D. Presentation/Discussion
Any idea what is the meaning of Noun? Very Good! There are many kinds of nouns, but today, let’s
focus on the first two kind of nouns -
Proper Nouns and Common Nouns. What do you think our lesson for today? Very Good! Now, let us
define what is Common Noun? Everybody read. Examples: food, student, flower, country How about
Proper Noun? Kindly read. Examples: Adobo, Lara, Sunflower, Japan -

Noun is the name of person, place, thing, animal, and events. -

Proper Nouns and Common Nouns -

Common Nouns are used to name persons, places, things, animals and events in GENERAL. It refers to
class or types of noun without being specific.

- Proper Nouns are used to name SPECIFIC person, place, things, animals and events. It is always begin
with a capital letter.

4. I have here again a table but this time it has only two columns (Proper Noun and Common Noun).
Going back to our chart before. Classify all the words if it is Proper or Common Noun. Put it in the proper
column. Ready class? Okay, volunteer? - Yes, teacher. - The pupils. COMMON NOUNS PROPER NOUNS
boy father teacher town city park dog bird cat table cellphone book holiday party season Mario Ms. Lina
Philippines Cat fish Pasay City Philippine Eagle Mother’s Day Nokia Christmas Sampaguita

E. Generalization
What is noun again class? What are the two kinds of nouns that we discussed today? What is a common
noun? How about proper noun? Proper Nouns are always begins with _? - Noun is a name of persons,
place, things, animals and events. - Common Noun and Proper Noun - Common Nouns are used to name
persons, places, things, animals and events in general. - Proper Nouns are used to name specific person,
place, things, animals and events - Capital letter.

IV. ASSESSMENT
5. Determine whether each noun is common or proper noun. 1. New York 2. television 3. subject 4.
Converse 5. Manny Pacquiao 6. soap 7. Independence Day 8. Bear Brand 9. pants 10. store

V. ASSIGNMENT
Write at least 3 proper nouns for each common noun in the circle. girls Proper Nouns are used to name
SPECIFI C person, place, thin, animals and events. schools flowers milk colors

Lesson plan 24
I- OBJECTIVES
II- :Within the allotted time, pupils are expected to:

a. Identify adjectives in the sentence and the kinds of adjectives;

b. Use adjectives to describe persons or place;

c. Answer comprehension questions correctly;

d. Participate to the discussion attentively;e. Show kindness to other people;

II- SUBJECT MATTER: Using adjectives

Reference: English VI for You and Me (page146)
Materials: picture, chart, chalk
III- PROCEDURE:
A. Preparatory Activities:
1. Drill:
Good morning class! How are you today? Were fine teacherThis morning we are going to have a game.I
will divide you into 4 groups. What are goingyou do is to arrange the scrambled lettersthat will best
described itsgiven pictures.then paste it into the board.

Each group should have a leader to present their work.The group that has correct answerswill be
declared a winner.

Given words to each group with the picture.

fnnuy(funny)

fsreh(fresh)

lveoyl(lovely)

soemhnad (handsome)

2. Review:
What did we discuss

Exercises:

Direction: Underline the noun in the sentence.

1. Annie built castle in the sand.

2. Tommy swam in the ocean

3. Zamboanga City is of flowers

4. The table is square.

5. The pencil is long.

Announcement Of topic :
Adjective
4. Presentation
THE BOY WITH A KIND HEARTOnce upon a time, there were two friends John and Roy who went to a
farm to plant sugarcane. Each of them carried food for their lunch and bottle of water. Roy went ahead
afterwards met an old woman. Please give me a food for I am hungry, the old woman begged. Go away,
old woman, I have no food for you! Roy shouted the old woman.Meanwhile, his friend John was
washing his face in the stream when he saw the old woman, Please give me food for I am hungry, the
old woman begged. Immediately, John opens his bag where he kept his food and shares it to the old
woman. Then he gives her water the woman thanked John for the food. Then she said, You have a kind
heart so I will give you a reward. Go to tree with a large stone under it. Remove the stone and you find a
bag filled with money. John surprised but he thanked to the old woman and went to the tree after she
described.He found the large stone, removed it and found a bag filled with money. He was so happy and
went running back to the old woman and thanks her again. But the old woman was gone. Thank you the
old woman, thank you Lord John shouted to the wind. Then he went back home and happily bought
delicious food and nice clothes for himself and his family. A kind heart man always receives a reward it
may not always money, it may be admiration, respect and love from others.

8. Discussion:
I have here sentences.

1. The old woman begged.

Class, what kind of a woman who begged for food? Sir, old.

The word old describes or it modifies a woman.

2. You have a kind heart so I will give you a reward.

What word that modifies heart? kind

3. Go to tree with a large stone under it.

What kind of stone was described? large

V- Generalization:
What do we call with words that describes the noun and pronoun? Sir, Adjectives

What is an adjectives again? Adjectives is a word thatThat describes a noun andpronoun.

Who can give an example? beautiful teacher!Use it in a sentence. Mila is beautiful Very Good!

VI- Application:
(Board work: The teacher let the pupils underline the adjectives in the sentence.)
Class I have here a sentences let us findthe adjectives of each sentences.

Direction: Underline the adjectives in each sentence.

1. They live in a beautiful house.

2. Lisa is wearing a sleeveless shirt today.

3. She wore a beautiful dress.

4. He writes meaningless letters.

5. This shop is much nicer.

VII- Evaluation:
Class,let us see how far have learned.Get one whole sheet of paper and answer this one.

Direction; Underline the adjective words in the following sentences.

1. The movie was not too terribly long.

2. A person smarter than me needs to figure this out.

3. The final exams were unbelievably difficult.

4. This pie is very delicious and extremely expensive.

5. Everyone was extremely delighted when the winner was announced.

VIII- Assignment:
Describe each part of your house make a sentences that describes each partand then encircle the
adjectives and underline the noun.

Lesson plan 25

OBJECTIVES:
At the end of the discussion, the students should be able to: 1. State the four (4) kinds of sentences,
namely, the declarative, interrogative, imperative, and exclamatory sentences. 2. Familiarize the
punctuation marks used in each type of sentences. 3. Classify sentences according to their uses. 4.
Construct declarative, interrogative, imperative, and exclamatory sentences.

II. SUBJECT MATTER

A. Topic: The Four Types of Sentences
B. Reference: Laboratory Activities in English I Textbook pages 80-81
C. Materials: Visual Aids, Name Tags, White Board Marker
D. Values: Develop a genuine love for reading, cooperation, cleanliness, and friendshipIII.
PROCEDURE
A. Learning Activities Teacher’s Activity Student’s Activity “Good Afternoon, Class…” “Good Afternoon,
Sir!” “Let us pray first…” (One student will lead the prayer) (Checking of Attendance) (Students raise
their hand and say …say present… present as the teacher calls their name) “Please pick up the pieces of
paper under your chair.” (Students pick up the pieces of paper) “So, how was your New Year?” “It was
great, Sir!” “That’s good! Have you enjoyed your Christmas “Of course, Sir. It was a lot of fun!” and New
Year bonding with your family?”

III. Lesson proper

Presentation
“Class, as a review, what is a sentence?” “Sir, a sentence is a word or group of words that has a
complete meaning. It “You’re right, Cyril. Our lesson for today is all starts with a capital letter.”about the
different kinds of sentences. I have here four sentences and I need four volunteers to read (Post the
activity in the board)these with emotions or feelings and tell us if what kind of sentences are they” 1.
The boy goes to school. 2. Why are you crying? 3. Kindly give me a piece of bread. 4. OMG, this is
beautiful!

Discussion
Declarative Sentence tells something about a person, place, thing, or event. It ends with a period.
Interrogative Sentence asks questions. It ends in question mark. Imperative Sentence issues a command
or expresses a request. Its two kinds are request and command. A request uses please or kindly while
Command is like giving an order. Exclamatory Sentence expresses strong feelings or emotions. It ends
with an exclamation point.

Application (Group Activity) Each group will give 5 sentences in each type.
Enrichment Activity (Role Play) Act a scene that shows emotions using the different kinds of
sentences.

IV. EVALUATION Identify each of the following sentences as declarative, imperative,

interrogative, or exclamatory. Write your answer on the blank before each number. ______1. The
children are our future. ______2. Please let them lead the way. ______3. Do people need someone to
look up to? ______4. How the children laughed! ______5. I found the greatest love inside.
V. ASSIGNMENT Write a short story about your experiences either bad or good using sentences
according to use

Lesson plan 26
Math
Lesson plan line and angel
Materials Required: Twizzlers Candy, pipe cleaners, paper, pencils, protractors

Concepts Taught: Geometry

Objectives

1.) To begin the lesson, the class should discuss what a line is. The class should understand that
a line goes on forever in two directions.
2.) The class can determine what parallel lines are. They can be given two Twizzler licorice strips
and be allowed to demonstrate what parallel lines look like. Their samples should not intersect.

Discussion

4. ) The class can next discuss what perpendicular lines are. They can demonstrate with their
candy. Make sure the student samples intersect to create right angles.

4.) Halfway through the lesson, introduce the concept of angles as two rays that join together at
a vertex. Pass out three pipe cleaners to each of the students.
5.) The students can manipulate the pipe cleaners to make different angles after they are
introduced by the teacher. The acute angle should be smaller than a right angle, and an obtuse
must be larger than a right angle. The students will enjoy manipulating the pipe cleaners as they
develop greater spatial sense with this lesson.

REVIEW

6.) As a review to the lesson, the teacher can ask the students the following questions:
*Does a line have a beginning or end.
*how do we describe line segments?
*Can someone show me an example of parallel lines?

ASSIGNMENT
 *What are perpendicular lines?
*Name three kinds of angles
.

Lesson plan 27
Math Fractions unit introduction:

Materials needed. Cookie cutter shape for each student (use yogurt cups, something
small and round) a ball of plasticene (modelling clay), and a plastic disposable knife, a 6 cm piece
of 2cm diameter wood doweling or a small rolling pin for each student.

Aim:
to understand the concepts behind fractions:
a) when comparing whole amounts, each whole has to be of equal value
b) the denominators of fractions remain the same when adding or subtracting fractions
c) equivalent fractions
d) multiplying fractions the answers get smaller, dividing by fractions the quotient gets bigger.

Strategy:
pass out the plasticene and tell the students to flatten it out into a pancake 1/2 a cm thick and
big enough to cut 2-3 shapes using the cookie cutter they have.

Tell them to cut at least two whole shapes out of the plasticene and ask them to cut one of
them in half and one of them in quarters. Question them about the importance of equal parts
within the whole: If the parts are not equal is the whole divided up into proper fractions, why or
why not. Compare the half to the quarters. Write 1/2 on the board. Ask how many quarters = it.
Discuss equivalent fractions
Write 1/2 + 1/2 = (1) 2/2 Ask students to make up equivalent fraction examples in plasticene for
thirds, quarters, fifths, sixths, eighths, and tenths.
Tell them to vary the shape of the whole: rectangles, squares, circles.
Invent your own set of instructions so as to demonstrate the aims above.

Tasks:
Have the students demonstrate fraction sentences by writing the sentence on a piece of paper
and have the plasticene shapes that demonstrate each fraction below on the paper.
Create 3D effects by forming the clay into rope and cutting it up. The pieces become more
manipulative.

Lesson plan 28
Objectives & Outcomes
Students will measure angles in whole-number degrees using a protractor. Students will sketch
angles of specified measure. Students will recognize angle measure as additive. Students will
solve addition and subtraction problems to find unknown angles on a diagram in real world.

Materials Needed
A pencil for each student, 1 protractor for each student or pair of students, investigation
worksheet, an outside area with trees or flowers.

Procedure
Opening to Lesson
Ask students for examples of when they use Math in real life.
They will probably talk about adding and subtracting.
Explain that angles and geometry can also be found in nature and today we are going to do an
activity to find them.
Body of Lesson
Modeling
Note: Students should already be familiar with measuring angles with a protractor.
Use an object in the classroom to show how to measure the angle of a 3D object using a
protractor.
If possible find a plant and model how you can measure the angles between the branches.
Guided Practice
Give the students their protractors and let them practice with something 3D on their desks, for
example the angle of their water bottle and the desk (90 degrees).
Pass out the investigation worksheet and explain that they will work with a partner to look for
angles in nature.
Tell them to be very careful when measuring the angles of plants, because some plants are
fragile and very important to our health and to the environment.
Go outside with the students and give them time to measure the angles between branches in
trees or flowers, between the ground and the trunk of a tree, etc…
Tell students to complete columns 1 and 2 outside with the protractor and object, but tell them
to wait for the 3rd column, supplementary angles.
In the classroom, review supplementary angles and the example on the worksheet.
Closing
Discuss the activity and ask students to explain some obstacles that they had. Maybe some
things in nature were fragile and they had to be very careful, maybe some things were too high
to reach, etc.
Assessment & Evaluation
Students will be asked to complete a worksheet
Lesson plan 29

Objectives & Outcomes

The students will be able to use the four operations to convert units of time, and measure the
passage of time, using seconds, minutes, hours, days, months, and years.

Materials Needed
paper plates, brads, scissors, paper punch, markers
Procedure
Opening to Lesson
Display some quotes about time for students to read:
http://www.brainyquote.com/quotes/topics/topic_time.html
Ask students: What do each of the quotes have in common?
Allow for responses and discussion. Lead discussion to time.

Body of Lesson

Modeling
Display actual time measurement tools (clocks, calendars, stopwatch, etc.) or the images of the
same.
Ask students why each measurement tool is used. What is it used for? (Measuring days, hours,
minutes, seconds – races, meetings, for cooking, etc.)
Allow for responses and discussion.
Tell students they will need to learn the units of time, and how to measure time.
Guided Practice
Give students a chart showing the different units of time and conversions. (60 sec. = 1 min, 60
min = 1 hour, etc.)
Distribute clocks with movable hands. (These can be made easily using cardboard or paper
plates: http://lifestyle.howstuffworks.com/crafts/paper-crafts/paper-clocks.htm)
Allow time for students to build their paper plate clocks if necessary.
Review each unit of time with students: seconds, minutes, hours, days (optional: months/years,
decades, centuries)
Using the clocks, show students the passage of time in minutes and hours. Give students
examples of the passage of time: How many minutes/hours have passed between 10:00 and
10:50, 12:45 to 1:55, etc.? How many minutes’ old are they?
Use as many examples as necessary based on students’ needs.

Closing
 Ask students: Why do you think time goes faster when you are having fun, but seems to slow
down when you are doing something that is not fun?
Allow for responses and discussion.
Assessment & Evaluation
Create a quiz or test with time problems. Collect student-created problems to be assessed.

Lesson plan 30

Objectives & Outcomes

Students will interpret a multiplication equation as a comparison and represent verbal
statements of multiplicative comparisons as multiplication equations. Students will practice
finding factor pairs for a whole number in the range 1-100. Students will recognize that a whole
number is a multiple of each of its factors. Students will determine whether a given whole
number in the range 1-100 is a multiple of a given one-digit number.

Materials Needed
A white board, a white board marker, a multiplication chart (attached if necessary) a teacher-
created multiplication worksheet or practice from text book.

Procedure
Opening to Lesson
Explain that in multiplication, whole numbers often have multiple factor pairs. So if “2 x 10”
meets “4 x 5,” they can say “Hey Tocayo,” because they are both actually “20.”

Body of Lesson

Modeling
Show the multiplication chart (attached) on the overhead.
Point out to the students that there are many numbers that appear many times as an answer
with different factors, for example the number 12 appears 6 times!
Have students name the different factor combinations that have a product of 12 using the
multiplication chart and write them as follows.
2 times 6, 6 times 2, 1 times 12, 12 times 1, 3 times 4, and 4 times 3
Guided Practice
Instruct students to get out their white board and white board markers.
Have students write, “Hi, my name is______” at the top of the whiteboard.
Tell students to look at the multiplication and find products that appear multiple times on the
chart.
 Tell students to choose two factors from the chart and write them on their whiteboard
.Closing
Lead a class discussion and ask if this could also work for addition and subtraction, for related
division facts, or for anything else.
ASSIGNMENT:
Call on students to explain what they learned during the lesson.

Lesson plan 31

Objectives & Outcomes

Students will be able to apply order of operations when computing with whole numbers,
excluding exponents.

Materials Needed
popsicle sticks
peanut butter
jelly
knife
napkin
load of bread
Procedure
Opening to Lesson
Ask students how to make a peanut butter and jelly sandwich. Have students write down their
directions with a partner.
CFU: As the students give their directions, make the sandwich as a demonstration for the class,
doing EXACTLY what the students say.
Body of Lesson
Direct Teaching
Talk with students about the importance of giving exact directions in the right order, not only
when making a peanut butter and jelly sandwich, but when choosing the order of operations
when solving a problem. Just like with sandwiches, if we go out of order, we won’t get the
correct result… review order of operation on board.
CFU: Discuss introduction activity and go over the order of operation and corresponding rules
*Remind students that the multiplication and division steps are a group which work from left to
right: multiplication does not come before division. This is the same with addition and
subtraction.
Guided Practice 1
 Show students a sample math problem: “To find out the answer to this problem you must use
the order of operations, which means that all of the operations you have already learned must
be calculated in a certain order: PEMDAS (Parentheses, Exponents, Multiplication & Division,
Addition & Subtraction)."
CFU: Solve one problem as a class. Give the stick example 7- (2+1) and show how the answer is
4. Explain that if you ignore the parentheses and just go in order from left to right, you get 6 as
your answer. But if you start inside the parentheses (adding 2 and 1 to get 3, you get the correct
answer of 4.
Closing
Choose on student groups as they read aloud their equations. Have students check to see if
they are correct.
Option: Swap seats and have them review to see if they are correct… or check to see where they
can break apart their square and connect to the other group.

Assessment & Evaluation

Through guided questions, close monitoring and informal observation; the teacher will be able
to assess student’s ability and understanding of the subject being introduced. Through
individually assessing during independent practice and reviewing during guided practice the
teacher will be able to evaluate students.

Lesson plan 32

Objectives & Outcomes

The students will be able to identify the value of each digit in a given number from ones to
millions.

Materials Needed
Plain sheets of paper/cardboard, markers

Prepare ahead of time: Example sheets of paper with numbers, some with commas; each place
value written out on a sheet of the same size paper (ones, tens, hundreds, one-thousands, ten-
thousands, etc.) to be used as “labels”; a 7 to 9-digit number with meaning.

Procedure

Opening to Lesson
Display a 7 to 9-digit number for students to read aloud as a group or one student at a time
 Use a number with an interesting meaning (Distance from a planet to the Sun, etc.)
Ask students if they can guess the significance of the number
Allow students to identify the place value for each digit

Body of Lesson

Modeling
Hand out the example sheets of paper w/digits to several students
Have those students create a number while standing in front of the room
Call on students to read aloud the displayed number
Give the labels to other students to display correctly
Tel students they will be creating similar numbers in a group
For homework, assign students a place-value worksheet, or have students find large numbers
with significance to read aloud to the class the next day, sharing the information about the
number
Closing
Discuss the importance of understanding place value, why numbers have different values, etc.
Assessment & Evaluation
Assess the in-class assignment or homework for understanding

Lesson plan 33
Objectives & Outcomes
The students will be able to create statistical questions, survey others, display and analyze the results,
and report conclusions in a presentation to the class.

Materials Needed
colored pencils, graph paper, ruler, poster board or similar, access to magazines or other materials for
images, access to Excel (optional)

Prepare ahead of time: Find a graph showing results of a survey for the opening to the lesson.

Procedure
Opening to Lesson
Display a graph showing the results of a survey. It could be a simple one-question line or bar graph. Ask
students if they know the different parts of the graph: title, intervals, etc.

Ask: What information does the graph show? What are the results of the survey? What can you
interpret from the graph? What conclusions could you make? Who would benefit from knowing the
results?

Allow for responses and discussion.

Body of Lesson
Modeling
Tell students they will be creating similar surveys and reporting the results and conclusions.

They will answer the same types of questions based on results of their created surveys.

Review the different types of graphs with students: bar, line, etc. (You may use a worksheet for
student practice before beginning the activity.)

Assessment & Evaluation

Create a rubric to be used for the class activity and presentation. Use teacher-created or other
materials to quiz or test students on creating and interpreting graphs using a given set of data.

Modification & Differentiation( home work )

Students create survey questions to be used outside of class with adults, family members, or
others. Students work alone on the data collection. No oral reports, all information is
presented in a written report. Use of Excel spreadsheet program for students to create the
graphs.

Lesson plan 34

Topic:
Area and Perimeter of rectangles and squares.
Content:
 Formula for perimeter = length + width + length + width Formula for area = length x width Key
vocabulary: area, perimeter, length, width, squared
Goals:
The students will be able to give and use the formula for both area and perimeter, and
distinguish whether to find area or perimeter in word problems.
Objectives:
2.01 - TLW develop strategies to determine the area of rectangles and the perimeter of plane
figures. 2.02 - TLW solve problems involving perimeter or plane figures and areas of rectangles.
Materials:
Smartboard, projector, whiteboards (one for each student), dry erase markers (one for each
student), math textbook, math journal, area and perimeter worksheet, area and perimeter tic-
tac-toe worksheet, and pencils.
Introduction:
At the start of the lesson, I will bring a bag up to the front of the classroom. Without saying
anything, I will pull out some carpet samples and wall paper border as well as a tape measure.
Then I will tell the students that I may want to do some "redecorating" in the classroom to make
it look a little brighter, but that before I can go to the store, I need to know how much carpet
and wall paper to buy. I will then take some measurements around the classroom (the length of
the room and the width of the room) and write the measurements down on the board. Once I
have them down on the board, I will say, "I have measured some of the room, but I am not sure
how these numbers will help me know how many materials I need."
Development:
I will begin the lesson by telling the students that in order to know how many materials I need,
that I would need to know how to figure out the perimeter and area of the room. At this point I
would tell the students the formulas and have them write the formulas down in their math
journal for future reference. I would then draw a picture of a square on the Smart board and
outline the outside of the square as perimeter. On a different square I would show what the
area is. Before modeling any problems, have the students determine whether I would have to
solve area or perimeter for the carpet and wallpaper. Using the Smart board, and problems from
the math book, I would model how to solve perimeter and area problems.
Closure:
Have students turn to their shoulder buddy in cooperative groups and tell how to find
perimeter and area. Teacher then reviews the formulas as well.
Evaluation:
1. ) Performance based test after working on the concept for a week. Student work from
the week with be kept in their math portfolio as well. 2.) Completion of perimeter and area
"test" on Study Island.

lesson plan 35
Topic:
Multiplication and Division
Content:
Multiplication and division facts through 10.
Goals:
Objectives:
Students will be able to multiply and divide facts through 10 using a variety of strategies
learned.
Materials:
4th grade math book, graph paper, pencil, scissors, Mad Minute (addition pages), Multiplication
test (ranging from 2's, 3's and 4's)
Introduction:
We will review yesterday's homework. They had to divide and multiply facts up to 5. They were
each given a mutiplication chart to aid them in completing the homework. We will do numbers
21, 22, 23 and 24 together in class. (These problems were not assigned as homework.) To do
these problems, I will read them to the class as they are word problems. We work work them
out together in class.
Development:
Students will work in partners. I will explain to them that they will be making arrays. I will
demonstrate on the Docu-Cam a simple multiplication array. I will make one array to show
3x2=6 and another array to show 2x3=6. We will review what the commutative property of
multiplication is. They will take out their math journals to write dow the definition.They will then
write down one multiplication problem to show what this property states. I will hand each pair 2
bags of small, different colored blocks. They will also take out their white boards and markers.
They will work in groups to make an array of 7 by 3 and one for 7 by 2. We will write two
different multiplication problems out of the arrays that they made. I will explain that both arrays
have one number in common, which is 7. Because of this, we can put these tow arrays together
to find out a bigger multiplication problem. The seven is the number that they have in common,
we still have the 2 and the 3. 3+2 is equal to 5. Now we have a 5 and a 7. Now they will count
how many counters they have in all, which is 35.We can now make a different multiplication
sentence. We have 7x5 which is equal to 35. We can count again all the blocks together to make
sure that we did the problem right.
Closure:
I will assign homework, they will continue with the page that we did together. The class will
have problems 15-26 for homework.(depending on how far we got or if the class needs more
guided practice. They will have to do up to number 26 for homework.) They will write down
their homework on the homework calendar.
Evaluation:
I will give them a mutiplication test depending on where each student is. They have five
minutes to complete the test, most of the class is on 3's or 4's multiplications.
Lesson plan 36

Topic:
Common Multiples and Common Factors
Content:
The explanation of Multiples and Factors. How to find the least common multiple and the
greatest common Factor.
Goals:
To explain the differences between a Multiple and a Factor. Demonstrate how to find the
common multiples and factors of a group of numbers. Then showing how to find the least
common multiple and the greatest common factor for a pair of numbers. ex. 4- 1,2,4, 8- 1,2,4,8
the common factors are 1,2,and 4 the greatest common factor is 4 ex. 4- 4,8,12,16,20..... 8-
8,16,24,32..... the common Multiples are 8,16.... the least common Multiple is 8
Objectives:
Materials:
A handout showing the definitions of Multiples, Factors, the least common Multiple, and the
greatest common Factor.
Introduction:
What are Factors? What are Multiples? How do you find the Greatest common Factor? How do
you find the Least common Multiple?
Development:
A factor of a given number is every number that divides exactly into the number. ex. factors of
10 10= 1,2,5,10 1 and itself is always factors of any number. When two or more numbers have
the same factor, that factor is called a common factor. ex. 12= 1,2,3,4,6,12 18= 1,2,3,6,18 the
common factors would be 1,2,3, and 6 the greatest factor is 6 when you multiply a given whole
number by any other whole number, the result is a multiple of that number. ex. 3 multiples of
8= 8,16, and 24 common multiples of two numbers are multiples of both numbers. ex. 3=
3,6,9,12,15,18,21,24,27,30,33..... 5= 5,10,15,20,25,30...... the least common multiple is 30.
Practice:
Activity with dominoes, asking to show the common multiples and factors. Then asking to show
the least common multiple and the greatest common factor.
Accommodations:
Checking For Understanding:
Wanting to see the understanding of multiples and factors. Then making sure they know which
one to look for on the multiples and the factors.
Closure:
 This is a brief run thru chapter 3 Common Multiples and Common Factors, form the Prim time
book. Maybe with this the students now understand the differences between Multiples and
Factors and can complete their homework without any problem.

Lesson plan 37

Objective
SWBAT identify numbers as prime or composite by using multiplication facts to find the factors.
Big Idea
Knowing multiplication facts can help students identify numbers as prime or composite.
Opener
5 MINUTES
In today's lesson, the students learn to identify a whole number as prime or composite. This
aligns with 4.OA.B4 because the students find all factor pairs for a whole number in the range 1-
100. Determine whether a given whole number in the range 1–100 is prime or composite.
Review
To get the students started, I review by asking a question. "How can we find the factors of a
whole number?" I give the students a few minutes to think about the question. I take a few
student responses. One student says, "By looking at the number of the multiplication problem."
I asked the class could someone explain that more. Another student adds, "Multiply the
numbers that equal that number." Today, you use what you learned yesterday by using
multiplication to help find the factors of numbers. Then you will identify that number as being
prime or composite.
Lesson proper
Prime Numbers • A prime number is a positive integer that has exactly two positive integer
factors, 1 and itself. For example, if we list the factors of 28, we have 1, 2, 4, 7, 14, and 28. That's
six factors. If we list the factors of 29, we only have 1 and 29. That's two factors. So we say that
29 is a prime number, but 28 isn't.
Composite Numbers A Composite Number can be divided evenly by numbers other than 1 or
itself. Example: is 6 a Prime Number or Composite Number? • 6 can be divided evenly by 2, or
by 3, as well as by 1 or 6: • 6 =1 x 6 6 = 2 x 3 • So 6 is a Composite Number
Evaluation
Home task

Define prime and composite number

Lesson plan 38

Learning Objectives
The student will be able to : •
Differentiate between the terms factors and multiples > composite and prime numbers > LCM
and HCF Lists the multiples and factors of composite numbers • Express factors as index
notations Calculates the HCF and LCM of 2 or 3 digit numbers using - Number trees > Prime
factorization > Long division method > Venn Diagram

Subject Matter
Food Chain - Mathematics for Progress Pp. 115-119 III.
Procedure
1. Opening Prayer
2. Greetings
A. Motivation 1. Extirinsic Motivation a. praise

Lesson proper
Multiples Multiples of a number 1 x 10 = 10, 2 x 10 = 20, 3 x 10 = 30, %3D can be made by
multiplying the number by any whole number. 4 x 10 = 40, %3D 5 x 10 = 50, 6 x 10 = 60, •
1X12=12 %3D • 2X12 = 24 and so on ... • 3 X12 =36 • 4X12=48 12, 24, 36, 48, 60, 72, 84,
96,108,120..are multiples of 12 Class5 Multiples &Factors, LCM&HCF of 12
Factors • Factors are the numbers you multiply together to get a product or a factor is a number
that exactly divides another number without leaving a remainder. • 12 can be written as the
product of 2 x 6 or 2 x 6 = 12 2 and 6 are 12 is the the factors multiple of its of 12 factors 2 and 6

Evaluation
Find the Missing Multiples
• 6, 12, 18, _,_
_ 6, 9, 12, _,_, 21
_,24, 36, 48, 60,_

Home task
Define LCM and HCF

Lesson Plan 39
 . Objectives Focus Skills 1. Understanding the factors prime factorization. 2.
Identify what is prime factorization.
II. Subject Matter Food Chain - Mathematics for Progress Pp. 115-119 III.
Procedure
1. Opening Prayer
2. Greetings
A. Motivation 1. Extirinsic Motivation a. praise
Review
2. Introduction of what is prime factorization
PRESENTATION:
PRIME FACTORIZATION - Prime factorizations are numbers having no factors
except I and itself.
> Composite numbers are numbers with two or more factor.
Generalization: The prime factorization can help you to break down the number into
pieces

Prime factorization through short division The prime factors

of 60 are 2x2x3x5
2 2, 3, and 5 are all prime numbers,
so we have prime factored 60. All we have to do now is neaten our 3 15 answer up a bit.
It is customary to write prime factorizations in increasing order, that is with the smallest
numbers first. 1 5
4. Give an example of factors of a number

5. Give an exercise.
6. Give an assignment
Enrichment Activities:
Write C for Composite and P for Prime
Evaluation
List all the factors of each number.
1. 16
2. 28
3. 32
4.30

Lesson plan 40
Contents Ascending and descending number
Material / Aids
Materials
Copies of the transcript of the video lesson hard copies of the lesson quiz
Index cards
Prepared sets of number cards for ordering (one set per group)
Dramatisation (children) blackboard, notebook
Objective / Purpose
To understand use numbers arrange sequentially both up to down and down to up
Learning Objectives
After this lesson, students will be able to:

Define ''ascending order''

Define ''descending order''
Demonstrate the ability to place multi-digit numbers in ascending or descending order

Methodology:
PRESENTATION:
Teacher will ask children to make a line height wise. It means short one will stand front and
taller one back. This line will be ascending order. Now children will told to rearrange their line in
descending order. It means that have to stand other way. Now taller one will lead it means
ascending order. Teacher can take out of class and ask to climb steps this is ascending because
we are going lower to higher. When you come down from up to down it called descending
order. Children can pick up things and re-arrange them ascending and descending order. Once
children understand concept teacher can write numbers on board and children will re-arrange
the numbers ascending and descending. After that teacher will give work page no 43 from
Countdown-3.
Ascending order is a method of arranging numbers from smallest to largest. We can also say
arranging the numbers in increasing order. For example, a set of natural numbers are in
ascending order, such as 1, 2, 3, 4, 5, 6, 7, 8… and so on. The inverse of increasing order is
decreasing order or also called descending order.
Reference

Evaluation:
Rearrange in ascending order:
(a) 4747 2674 8617 7147
(b) 16641 16614 16416 16461
(c) 46347 46743 46734 46473
Rearrange in descending order:
 (a) 913 912 219 293
(b) 6767 6677 7676 7766
(c) 14201 14102 15112 15122

Homework
Give 2 example of ascending and two examples of descending order

THE END