Army Public Schools & Colleges System

Week: 11th
th
Daily Lesson Plan Developed by: Rimsha
Date: 19 February, 24 Taught by: Rimsha & Noreen

Class: III Subject: Mathematics

Period: Topic: Lines and line rays
SLO (s): Students will be able to:
. identify the point, line, line rays and line segment
 draw and measure line segment in cm.
Skills focused on: Identifying  Communicating  Drawing straight line  Digital literacy & Critical thinking

Resources:  course book, workbook, LED, whiteboard,Realia.

Methodology (selected in the subject Coordination Meeting should be used):
Brainstorming, Class discussion, Demonstration, Activity base
 Recap of previous knowledge will be done by asking questions like:
1. What is the sum of 12 and 7?
2. Subtract 8 from 14.
3. How much is 5 times 5?
 SLO(s) of the topic will be discussed with the students.
 Begin by asking students to identify straight lines in the classroom. Discuss and show different objects with straight
lines, such as books, rulers, and the whiteboard.
 Explain the concepts of points, lines, line segments, and rays using visual aids on the whiteboard.
 Define a point (A, B, C, etc.) as a dot and a line (DE) as a straight path extending infinitely in both directions.
 Define a line segment (BC) as a straight path between two points and a ray (FG) as a straight path extending infinitely
in one direction.
 Relate rays to the sun's rays and discuss how they start at the sun and extend outwards.
 Discuss the differences between a ray and a line segment with the class.
 Ask students to explain the correct method for drawing a straight line segment. Listen to their responses and guide
them towards the use of a ruler.
 Show both 30cm and 15cm rulers to the students and explain how to use them to draw a line segment accurately.
 Demonstrate drawing lines on the board, emphasizing the importance of starting exactly at zero on the ruler to ensure
the correct length.
 Activities will be done by the students.
 Success criteria will be shared.
 Student will do Coursebook page 227-230
 Recapitulation of the topic will be done.
Success Criteria:
To visually demonstrate the concept of lines, line segments, and rays on the board.
Activity: Divide students into small groups of 4-5 members each. Provide each group with a set of images or physical objects containing
straight lines, such as a book, ruler, door, and window. Instruct the groups to classify the objects into three categories: lines, line
segments, and rays.
Assessment For Learning:
1. Can you explain why you classified [specific object] as a line, line segment, or ray?
2. Describe what a ray is and provide an example from your everyday life where you might encounter a ray. How does it differ from a
line segment?"
C.W: Course book page 227-230, Workbook page 171
H.W: draw the line, line rays, line segment.
Sign / Name & Date: Subject Coordinator _________________
 Army Public Schools & Colleges System
Week: 11th
th
Daily Lesson Plan Developed by: Rimsha
Date: 20 February, 24 Taught by: Rimsha & Noreen

Class: III Subject: Mathematics

Period: Topic: Circle
SLO (s): Students will be able to:  identifiy cente, radius, diameter of the circle.

Skills focused on: Identify the parts of the circle  Critical Thinking  Digital literacy

Resources:  course book, workbook, LED, whiteboard, Realia.

Methodology (selected in the subject Coordination Meeting should be used):
 Brainstorming, Student Teacher Discussion, Activity base
 Mental maths will be done for few minutes by asking tables in doging like:
1. How many sides does a square have?
2. What is the next number in the pattern: 2, 4, 6, ___?
3. If you have 10 apples and you give away 3, how many do you have left?
 Recap of previous knowledge will be done by asking questions like:
1. Define a point and give an example.
2. What is a line segment, and how is it different from a line?
3. Explain the concept of a ray with an everyday example.
 SLO(s) of the topic will be discussed with the students.
 Greet the students and review the concept of shapes.Display flat shapes on the board and ask students to identify
them.Discuss straight lines and curves in each shape briefly.Remove all shapes except the circle.
 Introduce the parts of a circle: center, diameter, and radius. Define each part:
 Center: Every point on the circle is at the same distance from the center point.
 Diameter: A line segment that goes all the way across a circle through the center point. It is the longest distance
across the circle as it passes through the center. Represent it as 'd'.
 Radius: A line segment that goes from the center point to a point on the circle. It is generally represented as 'r'.
 Engage students in a guided practice session.
 Provide examples of circles and ask students to identify the center, diameter, and radius of each circle.
 Circulate around the classroom to provide assistance and clarify any doubts.
 Activities will be done by the students.
 Success criteria will be shared.
 Student will do Coursebook page 231
 Recapitulation of the topic will be done.
Success Criteria:
Identify and describe the parts of a circle, including the center, diameter, and radius.
Activity: Draw several circles of different sizes on the board.
Label each circle with a letter or number.
Provide a list of questions or statements related to the parts of a circle (e.g., "Which circle has the longest diameter?", "Identify the
circle with the center located at point A").
Assessment For Learning:
1. What is the center of a circle, and why is it important?
2. Describe the diameter of a circle and its significance.
C.W: Course book page 231
H.W
Sign / Name & Date: Subject Coordinator _________________
 Army Public Schools & Colleges System
Week: 11th
th
Daily Lesson Plan Developed by: Rimsha
Date: 21 February, 24 Taught by: Rimsha & Noreen

Class: III Subject: Mathematics

Period: Topic: Circle
SLO (s): Students will be able to:  communicate effectively about circles.

Skills focused on: Identify the parts circle  Critical Thinking  Communication

Resources:  course book, workbook, LED, whiteboard.

Methodology (selected in the subject Coordination Meeting should be used):
 Brainstorming, Student Teacher Discussion, Activity base
 Mental maths will be done for few minutes by asking tables in doging like:
1. What is the sum of 12 and 7?
2. Subtract 8 from 14.
3. How much is 5 times 5?
 Recap of previous knowledge will be done by asking questions like:
1. What is the center of a circle, and why is it important?
2. Describe the diameter of a circle and its significance.
3. How is the radius of a circle related to its diameter?
 SLO(s) of the topic will be discussed with the students.
 Briefly recap the parts of a circle discussed in the previous lesson.
 Explain that today, they will further explore circles and practice identifying their parts.
 Teacher will tell the students: Today, we learned about circles and their main parts: the center, diameter, and radius.
 The center of a circle is like its heart, with all points on the circle equidistant from it.
 The diameter is the longest line across the circle, like a powerful river flowing through a forest.
 And the radius is like a friendly hand reaching from the center to the edge of the circle, helping us understand its size.
 Activities will be done by the students.
 Success criteria will be shared.
 Student will do Workbook page 172
 Recapitulation of the topic will be done.
Success Criteria:
Students will accurately describe the properties and significance of the center, diameter, and radius
Activity: Provide each student with a piece of paper and a variety of drawing materials. Instruct students to draw a large circle in the
center of their paper.
Ask students to divide their circle into four equal parts, representing the center, diameter, and two radii.
Assessment For Learning:
1. Explain the concept of the diameter of a circle.
2. How does the radius of a circle relate to its diameter?
C.W: Workbook page 172
H.W: Draw Circle and label its part.
Sign / Name & Date: Subject Coordinator _________________
 Army Public Schools & Colleges System
Week: 11th
th
Daily Lesson Plan Developed by: Rimsha
Date: 22 February, 24 Taught by: Rimsha & Noreen

Class: III Subject: Mathematics

Period: Topic: Perimeter
SLO (s): Students will be able to:  find the perimeter of rectangle square and triangle.

Skills focused on: Calculating the parameter  Critical Thinking  Collaboration

Resources:  course book, workbook, LED, whiteboard, Realia.

Methodology (selected in the subject Coordination Meeting should be used):

 Brainstorming, Student Teacher Discussion, Activity base, Demonstration.
 Mental maths will be done for few minutes by asking tables in doging like:
1. What is the next number in the pattern: 7, 9, 11, ___?
2. If you have 18 stickers and you give away 7, how many do you have left?
 Recap of previous knowledge will be done by asking questions like:
1. What is the center of a circle.
2. Describe the diameter of a circle.
 SLO(s) of the topic will be discussed with the students.
Begin the lesson by giving introduction of the lesson like:
 Perimeter is like taking a walk around the edges of a shape. Imagine you have a fence around your garden. If you walk
along the fence, you are walking the perimeter of the garden. Similarly, if you have a shape like a rectangle, you
measure the length of all its sides and add them together to find out how long the whole edge is. That total length is
called the perimeter. So, perimeter helps us know how long the boundary of a shape is.
Understanding the Concept of Perimeter:
 Students will demonstrate comprehension of perimeter as the total distance around the boundary of a shape.
 They will articulate that to find the perimeter, one needs to measure the length of each side and add them together.
Measuring the Length of Each Side:
 Students will proficiently use rulers to measure the length of each side of provided shapes (rectangles, squares,
triangles).
 They will accurately record the measured lengths on the shapes.
Calculating the Perimeter of Shapes:
 Students will apply the concept of adding the lengths of all sides to find the perimeter.
 They will calculate the perimeter of each shape correctly by summing up the lengths of all sides.
 Activities will be done by the students.
 Success criteria will be shared.
 Student's will do Coursebook page 232-235
 Recapitulation of the topic will be done.
Success Criteria:
Students will accurately measure the length of each side of the provided shapes using rulers.
Activity: Divide students into groups.
Draw flat shapes (rectangle, square, triangle) on a board.
Instruct students to use rulers to measure the length of each side of the shapes and write it on the shape.Ask students to add the length of
all the sides and write the perimeter of each shape on the paper.
Assessment For Learning:
1. What is perimeter?
2. How to find perimeter of flate shapes?
C.W: Course book page 232- 235
H.W:....
Sign / Name & Date: Subject Coordinator _________________
 Army Public Schools & Colleges System
Week: 11th
th
Daily Lesson Plan Developed by: Rimsha
Date: 23 February, 24 Taught by: Rimsha & Noreen

Class: III Subject: Mathematics

Period: Topic: Perimeter
SLO (s): Students will be able to:  independently solve perimeter problems.

Skills focused on: Calculating the perimeter  Critical Thinking  Communication

Resources:  course book, workbook, LED, whiteboard, Realia.

Methodology (selected in the subject Coordination Meeting should be used):
 Brainstorming, Student Teacher Discussion, Activity base
 Mental maths will be done for few minutes by asking tables in doging like:
1. Add 8 and 2.
2. What is the double of 6?
3. Subtract 5 from 9.
 Recap of previous knowledge will be done by asking questions like:
1. What is perimeter?
2. How do you find the perimeter of a shape?
3. What are the shapes you measured and calculated the perimeter of today?
 SLO(s) of the topic will be discussed with the students.
 Teacher describes perimeter to the students, explaining that it is the total distance around the boundary of a shape.
The teacher tells the students that to find the perimeter of a shape, they need to measure the length of each side
using a ruler. After measuring each side, the teacher instructs the students to add all those lengths together. This, the
teacher explains, will give them the total length of the shape's boundary, known as its perimeter.
 The teacher emphasizes the importance of understanding perimeter in real-life situations. For instance, when planning
to put a fence around a backyard, knowing the perimeter helps determine the amount of fencing material needed.
Similarly, in construction projects, calculating the perimeter of rooms or land plots helps estimate material
requirements.
 Using rulers or measuring tapes, the teacher demonstrates how to measure the length of sides of shapes accurately.
These tools, the teacher explains, provide precise measurements, ensuring the calculations for perimeter are correct.
 During the lesson, the teacher focuses on measuring and calculating the perimeter of different shapes, including
rectangles, squares, and triangles. Each shape requires a unique approach to calculate its perimeter based on the
lengths of its sides.
 Activities will be done by the students.
 Success criteria will be shared.
 Student will do Workbook page 173, 174, 176
 Recapitulation of the topic will be done.
Success Criteria:
Students will effectively apply the concept of perimeter to real-world scenarios by creating and solving word problems.
Activity:
Have each group choose one shape from their previous day's activity.
Ask them to create a word problem involving that shape and its perimeter.
Groups can exchange problems and solve them.
Assessment For Learning:
Assess students' understanding through their participation in the group activity.
C.W: Workbook 173, 174, 176
H.W: Workbook page 175
Sign / Name & Date: Subject Coordinator _________________