Comprehensive Lesson Plans for Class 3 Maths | Hands-on Activities & Real-Life Learning || Class 3 Maths Lesson Plans | Interactive & Engaging Teaching Strategies || Structured Lesson Plans for Class 3 Maths | Fun & Practical Learning ||

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Introduction:

 Comprehensive Lesson Plans for Class 3 Mathematics (Maths Mela)

 

Mathematics is not just about numbers and calculations; it is the foundation of logical thinking, problem-solving, and decision-making in a child's life. The Maths Mela Book for Class 3, designed with a focus on practical learning, aims to make mathematical concepts easier, relatable, and enjoyable for students. However, the effectiveness of teaching depends largely on a well-structured and engaging lesson plan that caters to diverse learning needs.

In this blog, we have created comprehensive and detailed lesson plans for all 14 chapters of the Maths Mela Book for Class 3. Each lesson plan is carefully structured to cover:

  • ✅ Specific Learning Outcomes: Clearly defined skills and knowledge students will gain.
  • ✅ Pedagogical Strategies: Hands-on learning techniques, group activities, and practical examples.
  • ✅ Individual and Group Activities: Engaging tasks that promote cooperative learning.
  • ✅ Interdisciplinary Linkages: Connections with other subjects like EVS, English, and real-life applications.
  • ✅ Resources and ICT: Tools and materials required to conduct the lessons effectively.
  • ✅ Competency-Based Assessments: Methods to measure learning outcomes and understanding.
  • ✅ Feedback and Remedial Teaching Plan: Strategies to support slow learners, challenge advanced learners, and ensure no child is left behind.
  • ✅ Inclusive Learning Environment: Ensuring equal learning opportunities for all students, promoting gender sensitivity, and supporting physical accessibility.

Our objective with these lesson plans is to transform mathematics from a feared subject into an exciting and practical learning experience. Each plan emphasizes real-world applications, enabling students to understand the practical use of mathematics in daily life.

Through this detailed and practical approach, we aim to empower teachers to deliver impactful lessons, help students grasp mathematical concepts easily, and nurture a positive attitude towards mathematics.

So, dive into these comprehensive lesson plans and bring a fun and practical learning experience into your Grade 3 classroom!

 

 

 LESSON PLAN

Chapter 1: Fun with Numbers

 

Gist of the Lesson:

This chapter helps students build a strong foundation in understanding numbers, their place value, and their number names. It also focuses on arranging numbers in increasing or decreasing order, identifying the value of digits, and performing basic addition and subtraction through practical activities. The chapter connects number sense with real-life situations.

 

1. Specific Learning Outcomes

By the end of this lesson, students will be able to:

  • Read and write numbers up to 999 in both numeric and word form.
  • Identify the place value of each digit in a number.
  • Compare and arrange numbers in ascending and descending order.
  • Perform simple addition and subtraction using practical scenarios.
  • Solve real-life problems involving counting, comparing, and calculating numbers.

 

2. Pedagogical Strategies for Experiential Learning

To ensure deep understanding and hands-on learning, the following strategies will be used:

1.    Number Cards Activity:

o   Provide students with flashcards containing numbers.

o   Ask them to read, write, and arrange them in ascending or descending order.

2.    Place Value Chart with Objects:

o   Use counters, blocks, or beads to represent hundreds, tens, and ones.

o   Demonstrate the concept of place value practically.

3.    Story-Based Learning:

o   Narrate a short story where numbers are involved (e.g., A farmer has 342 apples...).

o   Encourage students to identify and calculate the numbers mentioned in the story.

4.    Number Climbing Game:

o   Draw a ladder on the floor with numbers (1 to 100).

o   Ask students to stand on the number and jump according to the place value (e.g., jump 10 steps ahead).

5.    Peer Discussion:

o   Give each group a set of random numbers.

o   Ask them to compare and arrange the numbers.

6.    Number Match Puzzle:

o   Create a puzzle where students match the number with its name.

o   Example: 342 = Three hundred forty-two.

7.    ICT Integration:

o   Use digital number games on a smartboard to help students visualize large numbers.

8.    Object Counting Activity:

o   Bring classroom objects (books, pencils, balls) and ask students to count them and convert the count into numbers and number names.

9.    Real-Life Connection:

o   Ask students to count the number of family members, windows, or chairs at home and convert them into numbers.

10. Writing Practice:

  • Give worksheets for writing number names and filling missing numbers.

 

3. Individual/Group Activities, Hands-on Learning, Experiments

  • Number Sorting Activity: Provide random number cards to students and ask them to sort them in ascending/descending order.
  • Place Value Fun: Give students blocks to represent hundreds, tens, and ones and ask them to form a number.
  • Real-Life Math Survey: Ask students to survey the number of trees, friends, or notebooks in the classroom and convert them into numbers.
  • Quick Quiz: Organize a quick oral quiz on place value and number names.

 

4. Interdisciplinary Linkages and Life-Skills/Values

  • EVS (Environmental Studies): Connect counting with objects in nature like trees, birds, stones, etc.
  • Language (English): Ask students to write number names in complete sentences.
  • Art & Craft: Ask students to create number trees or draw shapes based on counted numbers.
  • Life Skills: Develop collaboration, critical thinking, and communication through group activities.
  • Moral Values: Promote fairness and honesty during team games and counting activities.

 

5. Resources (Including ICT)

  • Physical Resources: Number flashcards, blocks, beads, pencils, paper sheets.
  • ICT Resources:
    • Interactive Number Games on Smartboard.
    • Online counting games (optional).
  • Stationery: Chart papers, markers, whiteboard.

 

6. Competency-Based Assessment to Measure Learning Outcomes

To ensure that students have achieved the learning outcomes, the following assessments will be conducted:

1.    Oral Assessment:

o   Ask students to read and write random numbers.

o   Ask them to explain the place value of a number.

2.    Written Assessment:

o   Provide worksheets with tasks like:

§  Write number names for given numbers.

§  Identify the place value of underlined digits.

§  Arrange numbers in increasing/decreasing order.

3.    Group Discussion/Peer Learning:

o   Allow students to discuss answers and cross-check their learning.

4.    Practical Assessment:

o   Ask students to collect objects (stones, pens, books) and write their count.

5.    Observation-Based Assessment:

o   Observe students during group activities and ensure they understand the number concept.

 

7. Feedback and Remedial Teaching Plan

1.    For Slow Learners:

o   Use real-life objects like pencils, fruits, and beads to teach number value.

o   Give extra practice worksheets for writing numbers and number names.

o   Use peer-learning by pairing them with quick learners.

2.    For Advanced Learners:

o   Provide number puzzles, tricky addition/subtraction problems.

o   Encourage them to write number-based stories using large numbers.

3.    For Average Learners:

o   Use group activities to strengthen their learning.

o   Continuously monitor their progress through observation and feedback.

4.    Remedial Learning:

o   Provide visual aids, counters, or flashcards to those who struggle.

o   Use extra-curricular examples like counting trees, animals, or books.

 

8. Promoting Inclusive Learning Environment

1.    Gender Sensitivity:

o   Ensure that both boys and girls participate equally in group activities.

2.    Differentiated Learning:

o   Offer simplified tasks to slow learners and challenging tasks to advanced learners.

3.    Encouragement:

o   Constantly encourage shy students to speak, write, and participate.

4.    Cultural Inclusion:

o   Ask students to relate numbers to their home (family members, TV channels, etc.).

5.    Accessible Resources:

o   Provide large text charts, audio assistance, or tactile objects for visually impaired students.

 

__________________________________________________________________________

 

LESSON PLAN

Chapter 2: Fair Share (Fractions)

 

Gist of the Lesson:

This chapter introduces students to the concept of fractions like half, one-third, and one-fourth by using practical and relatable experiences like sharing food, folding paper, and dividing objects equally. It emphasizes the concept of equal parts, division of objects, and understanding how things can be shared in fractions in real-life situations.

 

1. Specific Learning Outcomes

By the end of this lesson, students will be able to:

  • Understand the meaning of fractions (half, one-third, one-fourth).
  • Divide objects into equal parts practically.
  • Solve simple problems involving halves, quarters, and thirds.
  • Relate fractions to real-life situations like sharing food, dividing fruits, and folding paper.
  • Represent fractions in numerical (1/2, 1/4) and word form (half, one-fourth).

 

2. Pedagogical Strategies for Experiential Learning

1.     Paper Folding Activity (Experiential):

o   Provide students with paper sheets.

o   Ask them to fold the paper into half, one-third, and one-fourth.

o   Label each part as 1/2, 1/3, 1/4 to help them visualize fractions.

2.     Food Sharing Activity (Real-Life Connection):

o   Bring a pizza, chapati, or cake cut into pieces.

o   Ask students to share it equally and write fractions.

o   Example: 1 out of 4 parts = 1/4.

3.     Group Sharing of Objects:

o   Distribute 12 toffees among 4 students equally.

o   Ask students to express the share as a fraction (3/12 = 1/4).

4.     Water Glass Measurement Activity:

o   Take a glass of water.

o   Fill it half and label it as 1/2.

o   Then fill one-fourth and label it as 1/4.

o   Ask students to identify the remaining fraction.

5.     Fraction Story Narration (Fun Learning):

o   Narrate a story like:
“Ravi had a chocolate, he gave half to his sister. What fraction of chocolate is left?”

o   Let students answer using fractions.

6.     Pizza Paper Craft (Art-Integrated):

o   Ask students to cut a circle from paper, color it, and divide it into halves, thirds, or quarters.

o   Label each part with 1/2, 1/3, 1/4.

7.     ICT Integration (Smartboard):

o   Show interactive videos of food being divided into fractions.

o   Use smartboard games for fraction identification.

8.     Group Discussions:

o   Ask students in groups to share pencils, erasers, or crayons equally.

o   Let them write down the fraction.

9.     Fraction Walk Game:

o   Create a big rectangle on the ground.

o   Divide it into 4 equal parts.

o   Ask students to stand in 1/4, 1/2, or 3/4 parts.

10.    Real-Life Connection:

  • Relate fractions to cutting fruits, dividing notebooks, or splitting pens.
  • Ask: “If you share 4 pens equally among 2 friends, how much does each get?”.

 

3. Individual/Group Activities, Hands-on Learning, Experiments

  •    Paper Folding: Fold paper to create halves, quarters, and thirds.
  •    Toffee Sharing: Divide toffees among students and express the share in fractions.
  •    Water Glass Activity: Fill and empty glasses to show fractions.
  •    Food Sharing Game: Ask students to cut a paper pizza and color fractional parts.
  •    Real-Life Scenarios: Let students practice fractions at home using objects.

 

4. Interdisciplinary Linkages and Life-Skills/Values

  •    EVS (Environment Studies): Count birds, leaves, or stones and divide them equally.
  •    Art & Craft: Create fractional models using paper folding and crafts.
  •    Math in Daily Life: Show how chapatis, pizzas, and cakes are cut into fractions.
  •    Life Skills: Develop critical thinking, observation, and division skills.
  •    Values: Promote sharing, fairness, and equity through fraction sharing activities.

 

5. Resources (Including ICT)

  •    Physical Materials:
    • Paper sheets, glue, scissors, toffees, glasses of water.
  •    ICT Resources:
    • Smartboard, fraction-based educational videos, interactive games.
  •    Stationery:
    • Chart papers, pencils, colored papers, markers.

 

6. Competency-Based Assessment to Measure Learning Outcomes

To ensure the learning outcomes (LO) are achieved, the following assessments will be conducted:

1.       Oral Assessment:

o   Ask students: “What is half of 8?”, “What is one-fourth of 12?”.

o   Observe their responses.

2.       Written Assessment:

o   Provide a worksheet where students:

§  Divide shapes into fractions.

§  Solve questions like 1/2 + 1/4 = ?.

§  Write fractions in words.

3.       Practical Assessment:

o   Conduct a food sharing activity and ask them to calculate the fraction.

4.       Observation Assessment:

o   Observe students during group activities.

o   Track their understanding of equal parts.

5.       Group Discussion:

o   Let students discuss and compare fractions from their experiences.

 

7. Feedback and Remedial Teaching Plan

1.    For Slow Learners:

o   Use paper folding and hands-on activities repeatedly.

o   Provide simple real-life examples.

o   Pair them with quick learners.

2.    For Advanced Learners:

o   Give complex problems like 1/2 + 1/4 + 1/8 = ?.

o   Encourage them to create their own fraction models.

3.    For General Learners:

o   Provide practical activities like sharing toffees, chocolates, and fruits.

o   Conduct fun games like Fraction Walk.

4.    Remedial Learning:

o   Repeat fraction concepts with real-life objects.

o   Encourage hands-on experiments until full understanding.

 

8. Promoting Inclusive Learning Environment

1.       Gender Sensitivity:

o   Ensure equal participation of boys and girls in activities.

2.       Differentiated Learning:

o   Provide simpler tasks for slow learners and challenging problems for advanced learners.

3.       Physical Accessibility:

o   Provide resources like large texts, big fractions, and real-life objects for visual clarity.

4.       Cultural Inclusion:

o   Relate fractions to family-based situations like sharing food or gifts.

5.       Participation Encouragement:

o   Encourage shy students to come forward and explain fractions.

__________________________________________________________________________

 

  LESSON PLAN

Chapter 3: Give and Take (Addition and Subtraction)

 

Gist of the Lesson:

This chapter introduces students to the concept of addition and subtraction in practical life. It focuses on combining and separating numbers, understanding the relationship between plus and minus, and applying these concepts to real-life transactions like buying, selling, sharing, and grouping objects.

 

1. Specific Learning Outcomes

By the end of this lesson, students will be able to:

  • Understand the concept of addition (putting together) and subtraction (taking away).
  • Solve simple and double-digit addition and subtraction problems.
  • Use real-life contexts (money, objects, things) for addition and subtraction.
  • Develop mental calculation skills for quick addition and subtraction.
  • Relate addition and subtraction in daily life situations.

 

2. Pedagogical Strategies for Experiential Learning

To enhance practical understanding of addition and subtraction, the following strategies will be used:

1.       Money Transaction Game:

o   Create a classroom shop with fake money.

o   Ask students to buy and sell objects.

o   Teach them addition when paying and subtraction when getting change.

2.       Object Counting Activity:

o   Provide beads, pens, or blocks.

o   Ask them to group objects and calculate the total (addition).

o   Then remove some and calculate the remaining (subtraction).

3.       Story-Based Learning (Experiential):

o   Narrate a story like:
“Raju had 10 mangoes. He gave 4 to his friend. How many are left?”

o   Let students solve it practically.

4.       Bill Payment Game:

o   Provide students with toy items and a billing counter.

o   They will add prices of items and calculate the total.

o   Then calculate how much money will be left after paying (subtraction).

5.       Shopping List Creation:

o   Ask students to create a shopping list with prices.

o   Then make them add or subtract the total cost.

6.       Partner Counting Game:

o   Pair students and ask one to add and the other to subtract.

o   Switch roles after 5 questions.

7.       Mental Math Challenge:

o   Announce random numbers quickly like:
“What is 22 + 34?”, “What is 100 - 28?”.

o   Let students answer mentally without using fingers.

8.       Hopscotch Addition/Subtraction (Outdoor):

o   Create a hopscotch grid with numbers.

o   Ask students to jump and add or subtract as per the game.

9.       Practical Connection:

o   Use classroom situations like:
“We had 25 notebooks. 10 are given to Class 2. How many are left?”.

10.    ICT Integration (Smartboard):

  • Use Smartboard Games for Addition/Subtraction.
  • Show real-life videos of shopkeepers calculating.

 

3. Individual/Group Activities, Hands-on Learning, Experiments

  •    Classroom Shop: Let students buy and sell items using fake money.
  •    Object Collection: Provide objects to count, add, and subtract.
  •    Story Problems: Narrate simple stories involving addition/subtraction.
  •    Quick Quiz: Ask 10 rapid addition/subtraction questions.
  •    Role Play: Assign roles like shopkeeper, customer, and accountant.

 

4. Interdisciplinary Linkages and Life-Skills/Values

  •    EVS (Environmental Studies): Count the number of trees, leaves, and subtract fallen leaves.
  •    Language (English): Create word problems and frame addition sentences.
  •    Life Skills: Develop critical thinking, mental math, decision-making, and calculation skills.
  •    Moral Values: Promote honesty in money exchange and fair dealing.
  •    Art Integration: Draw objects and add or subtract their count.

 

5. Resources (Including ICT)

  •    Physical Materials:
    • Fake money, toy items, blocks, counters, chalkboard.
  •    ICT Resources:
    • Smartboard, math games, money transaction videos.
  •    Stationery:
    • Chart papers, number flashcards, whiteboard.

 

6. Competency-Based Assessment to Measure Learning Outcomes

To measure the learning outcomes (LO), the following assessments will be conducted:

1.       Oral Assessment:

o   Ask students quick addition/subtraction problems.

o   Example: “What is 8 + 4?”, “What is 15 - 9?”.

2.       Written Assessment:

o   Provide a worksheet with:

§  Addition sums (2-digit, 3-digit).

§  Subtraction sums.

§  Word problems like shopping bills, money change, and object counts.

3.       Practical Assessment:

o   Conduct a role-play activity where students buy and sell items.

o   Assess if they calculate the total and remaining money accurately.

4.       Observation Assessment:

o   Observe students during group activities.

o   Check if they are adding/subtracting correctly.

5.       Peer Assessment:

o   Let students exchange their worksheets and cross-verify answers.

 

7. Feedback and Remedial Teaching Plan

1.    For Slow Learners:

o   Use concrete objects (blocks, beads) to demonstrate addition/subtraction.

o   Provide simple story sums like:
“Aman has 4 apples, he gives 2 to Meena. How many left?”.

2.    For Advanced Learners:

o   Provide large 3-digit addition/subtraction sums.

o   Ask them to calculate without using fingers.

o   Give word problems based on profit-loss scenarios.

3.    For General Learners:

o   Continue using practical objects for better understanding.

o   Provide mental math games daily.

4.    Remedial Learning:

o   Use audio-visual resources to clarify the concept of addition/subtraction.

o   Use group learning to promote peer support.

 

8. Promoting Inclusive Learning Environment

1.       Gender Sensitivity:

o   Ensure equal participation in group activities.

2.       Differentiated Learning:

o   Offer small sums to slow learners and challenging problems to advanced learners.

3.       Physical Accessibility:

o   Provide large text sums for visually impaired students.

4.       Cultural Inclusion:

o   Use real-life objects like fruits, money, or books to make learning practical.

5.       Encouragement:

o   Constantly motivate all students to participate in group discussions.

 

__________________________________________________________________________

 

  LESSON PLAN

Chapter 4: Long and Short (Measurement of Length)

 

Gist of the Lesson:

This chapter introduces students to the concept of length measurement using both non-standard units (hand span, foot span, fingers) and standard units (centimeters, meters). It emphasizes comparing lengths of objects, measuring distances, and understanding practical applications of length in real-life scenarios.

 

1. Specific Learning Outcomes

By the end of this lesson, students will be able to:

  • Compare the lengths of different objects using non-standard and standard units.
  • Measure lengths using hand span, foot span, and measuring tapes.
  • Understand and apply standard units like centimeters (cm) and meters (m).
  • Identify objects that are long, short, taller, shorter, wider, or narrower.
  • Relate measurement concepts to real-life activities like buying cloth, measuring height, or comparing road lengths.

 

2. Pedagogical Strategies for Experiential Learning

To ensure experiential learning, the following practical strategies will be used:

1.       Hand Span and Foot Span Activity:

o   Ask students to measure the length of their desks using their hand span.

o   Compare the lengths with their friends.

o   Understand why hand spans differ among students.

2.       Measuring Tape Activity:

o   Provide measuring tapes to students.

o   Ask them to measure their height, table length, and classroom walls.

o   Record measurements in centimeters (cm) and meters (m).

3.       Object Comparison Game:

o   Place different objects in front of the class (pencil, notebook, bottle).

o   Ask students to compare lengths by saying:

§  “Which is longer?”

§  “Which is shorter?”.

4.       Length Estimation Game:

o   Before measuring, ask students to estimate the length of objects.

o   Then measure it and compare their estimations with actual measurements.

5.       Rope Measurement Game:

o   Provide ropes of different lengths.

o   Ask students to measure and record lengths.

o   Help them convert measurements into meters and centimeters.

6.       Height Comparison (Real-Life Activity):

o   Ask students to stand in height order from shortest to tallest.

o   Measure their heights using measuring tapes.

o   Record heights and compare.

7.       Outdoor Measurement Walk:

o   Take students outside the classroom.

o   Ask them to measure the length of the ground using foot spans or measuring tape.

o   Record and compare.

8.       Real-Life Measurement Link:

o   Connect measurements to daily life like:

§  “How much cloth is needed to make a dress?”

§  “What is the length of your school bus?”.

9.       ICT Integration (Smartboard):

o   Show videos of measuring objects like cloth, road lengths, and body heights.

o   Use Smartboard Games for measurement comparison.

10.    Drawing Length Activity (Art-Integration):

  • Provide drawing sheets.
  • Ask students to draw lines of different lengths and label them (10 cm, 15 cm, 20 cm).

 

3. Individual/Group Activities, Hands-on Learning, Experiments

  •    Measure objects using hand span, foot span, and measuring tapes.
  •    Compare lengths of classroom objects.
  •    Estimate and verify lengths.
  •    Outdoor ground measurement.
  •    Draw different length lines and label them.

 

4. Interdisciplinary Linkages and Life-Skills/Values

  •    EVS (Environmental Studies): Measure the height of plants, windows, and school gates.
  •    Art & Craft: Draw and measure lines, borders, and creative designs.
  •    Math in Real Life: Understand length measurement while buying cloth, carpets, and ropes.
  •    Life Skills: Develop observation, measuring accuracy, and critical thinking.
  •    Values: Promote teamwork and collaboration.

 

5. Resources (Including ICT)

  •    Physical Materials:
    • Measuring tapes, ropes, scale, foot span chart.
  •    ICT Resources:
    • Smartboard, measurement videos, measuring games.
  •    Stationery:
    • Chart papers, pencils, markers, rulers.

 

6. Competency-Based Assessment to Measure Learning Outcomes

To ensure learning outcomes are achieved, the following assessments will be conducted:

1.       Oral Assessment:

o   Ask students:

§  “What is the length of your desk?”

§  “How tall are you?”.

2.       Written Assessment:

o   Provide a worksheet with questions like:

§  Measure and Record: Measure the length of a pencil, book, and notebook.

§  Compare: Write the object which is longer or shorter.

§  Estimate Length: Estimate the length of classroom walls.

3.       Practical Assessment:

o   Observe students while measuring objects using hand span or measuring tape.

o   Cross-check their measurements.

4.       Group Discussion:

o   Conduct a group discussion on:

§  “Where do we use measurement in real life?”.

5.       Observation Skill Test:

o   Ask students to observe and report the length of a classroom door, window, or blackboard.

 

7. Feedback and Remedial Teaching Plan

1.    For Slow Learners:

o   Use more practical and hands-on activities.

o   Let them repeatedly measure objects with hand spans.

2.    For Advanced Learners:

o   Give complex tasks like measuring classroom perimeter or height of the school building.

o   Encourage them to use standard units.

3.    For General Learners:

o   Continue with day-to-day object measurement tasks.

o   Provide more real-life examples.

4.    Remedial Learning:

o   Use Smartboard visualizations to strengthen the concept of length.

o   Pair slow learners with quick learners.

 

8. Promoting Inclusive Learning Environment

1.       Gender Sensitivity:

o   Ensure equal participation of boys and girls.

2.       Differentiated Learning:

o   Offer different objects for measurement based on skill levels.

3.       Physical Accessibility:

o   Provide large print rulers for students with visual impairment.

4.       Cultural Inclusion:

o   Use real-life contexts like measuring clothes, house walls, and height.

5.       Participation Encouragement:

o   Continuously motivate students to share their results.

__________________________________________________________________________

 

  LESSON PLAN

Chapter 5: Shapes and Designs (2D and 3D Shapes)

 

Gist of the Lesson:

This chapter introduces students to 2D shapes (circle, square, rectangle, triangle, hexagon) and 3D shapes (cube, cuboid, cone, sphere, cylinder). It helps them develop spatial understanding, visualization skills, and the ability to identify real-life objects based on shapes. The chapter also aims to build their understanding of faces, corners, edges, and surfaces of different shapes.

 

1. Specific Learning Outcomes

By the end of this lesson, students will be able to:

  •    Identify 2D shapes like square, circle, triangle, rectangle, and hexagon.
  •    Identify 3D shapes like cube, cuboid, cone, sphere, cylinder, and pyramid.
  •    Understand the difference between 2D and 3D shapes.
  •    Describe the edges, corners, faces, and surfaces of 3D objects.
  •    Relate real-life objects with geometric shapes like:
    • Ball → Sphere
    • Book → Cuboid
    • Ice-cream cone → Cone
    • Dice → Cube
  •    Construct 3D shapes using paper folding (origami) and clay.

 

2. Pedagogical Strategies for Experiential Learning

    This lesson will use hands-on activities, practical demonstrations, and real-world connections to make learning engaging and practical.

   1. Shape Hunt (Real-Life Connection)

  • Take students around the school.
  • Ask them to identify shapes in objects like:
    • Window → Rectangle
    • Clock → Circle
    • Blackboard → Square or Rectangle
    • Bottle → Cylinder.
  • This connects their learning to real-life objects.

 

   2. Clay Shape Making (Experiential Learning)

  • Provide students with clay or playdough.
  • Ask them to create:
    • Cube, Sphere, Cone, Cylinder, Cuboid, Pyramid.
  • Allow them to touch, feel, and understand the faces, edges, and corners.
  • Let them compare the shapes with real-life objects.

 

   3. Shape Drawing (Visual Learning)

  • Provide sheets to students.
  • Instruct them to draw:
    • Square, Rectangle, Circle, Triangle, Hexagon.
  • Label sides, corners, and faces.
  • Also ask them to cut the shape and paste it in their notebooks.

 

   4. Building with Shapes (Construction Activity)

  • Provide them with:
    • Paper nets of 3D shapes.
    • Cardboard cutouts.
  • Let them assemble cube, cuboid, pyramid, and cone.
  • Once completed, ask them to:
    • Count faces, edges, and corners.
    • Write their observations.

 

   5. Shape Sorting Game (Group Activity)

  • Bring real-life objects like:
    • Ball → Sphere
    • Chalk Box → Cuboid
    • Dice → Cube
    • Ice-Cream Cone → Cone
  • Ask students to sort objects according to their shapes.
  • This will enhance their observational and classification skills.

 

   6. Create Your Dream House (Art Integration)

  • Provide colored papers, scissors, glue, and cardboard.
  • Ask students to design their dream house using:
    • Square = Window
    • Triangle = Roof
    • Rectangle = Door
    • Cylinder = Chimney.
  • This art integration will help them connect shapes to real-world constructions.

 

   7. Walk on Shapes (Outdoor Fun)

  • Draw large shapes on the ground (circle, square, rectangle).
  • Call students randomly and say:
    • “Stand inside a circle”.
    • “Jump on a square”.
  • This will create a physical connection with shapes.

 

   8. Origami 3D Shapes (Hands-On Learning)

  • Provide colored papers.
  • Teach students origami for making:
    • Cube
    • Cone
    • Pyramid.
  • Once done, ask them:
    • “Which object in real life looks like this?”.
  • This will boost their visualization and practical understanding.

 

3. Individual/Group Activities, Hands-on Learning, Experiments

  •    Individual: Make clay models of sphere, cone, cube.
  •    Group: Shape hunting in classroom and outdoors.
  •    Experiments: Count faces, corners, and edges of different objects.
  •    Hands-on Learning: Construct 3D shapes with paper, clay, and cardboard.
  •    Art Integration: Create shape-based art like houses, towers, and models.

 

4. Interdisciplinary Linkages and Life-Skills/Values

  •    Art and Craft: Use shapes to create creative drawings.
  •    EVS: Compare shapes of real-life objects like trees, mountains, and buildings.
  •    Math in Real Life: Measure and count the faces, corners, and edges.
  •    Life Skills: Enhance observation, creativity, and analytical thinking.
  •    Values: Promote teamwork, creativity, and participation.

 

5. Resources (Including ICT)

  •    Physical Materials:
    • Clay, paper, scissors, glue, cardboard, measuring tape.
  •    ICT Resources:
    • Smartboard, shape-identification games, educational videos.
  •    Stationery:
    • Chart papers, color sheets, pencils, rulers.

6. Competency-Based Assessment to Measure Learning Outcomes

To measure if learning outcomes have been attained, use the following assessments:

   Oral Assessment:

  • Ask:
    • “What shape is a dice?” → Cube
    • “What shape is a water bottle?” → Cylinder

   Practical Assessment:

  • Give them:
    • Clay → Create cube, sphere, and cone.
    • Paper → Cut and fold 3D shapes.

   Worksheet:

  • Provide questions like:
    • Draw a square, triangle, rectangle.
    • Label faces, corners, and edges.
    • Match objects with their shapes.

   Observation Task:

  • Observe if they:
    • Correctly identify real-world shapes.
    • Draw and construct accurate shapes.

   Quiz:

  • Conduct a Rapid Fire Round:
    • “What shape is the coin?” → Circle.
    • “What shape is a Rubik’s Cube?” → Cube.

 

7. Feedback and Remedial Teaching Plan

For Slow Learners:

  • Use real-life objects like balls, books, boxes for better understanding.
  • Provide more hands-on clay work.

For Advanced Learners:

  • Ask them to create building models using 3D shapes.
  • Involve them in advanced shape calculation tasks.

For General Learners:

  • Provide continuous practice in comparing and classifying shapes.
  • Conduct group discussions about real-life objects and shapes.

 

8. Promoting Inclusive Learning Environment

   Gender Sensitivity:

  • Encourage equal participation in shape creation activities.
       Differentiated Learning:
  • Use clay and practical models for slow learners.
       Physical Accessibility:
  • Ensure visually impaired students get 3D touchable models.
       Cultural Inclusion:
  • Relate shapes to home objects (plates, jars, pillars).
       Collaboration:
  • Promote teamwork in building shape models.

__________________________________________________________________________

 

  LESSON PLAN

Chapter 6: Fun With Numbers (Understanding Large Numbers)

 

Gist of the Lesson:

This chapter aims to develop students' understanding of large numbers, number patterns, place values, and expanded form. It introduces reading, writing, and comparing numbers up to 4 or 5 digits. It also enhances their ability to estimate and round off numbers, improving their calculation skills in real-life situations.

 

1. Specific Learning Outcomes

By the end of this lesson, students will be able to:

  •    Read and write numbers up to 5 digits.
  •    Understand place value, expanded form, and standard form.
  •    Compare and arrange numbers in ascending and descending order.
  •    Estimate, round off, and approximate numbers in real-life contexts.
  •    Identify and create number patterns (skip counting, even-odd).
  •    Apply their knowledge in practical situations like shopping, counting, and billing.

 

2. Pedagogical Strategies for Experiential Learning

    This lesson will be made practical using real-world examples, games, and visual learning.

 

   1. Number Chart Display (Visual Learning)

  • Create a large number chart (up to 99,999).
  • Ask students to find and read large numbers aloud.
  • Teach place value (ones, tens, hundreds, thousands) using visual demonstrations.
  • Ask them to expand numbers like:
    • 45,321 = 40,000 + 5,000 + 300 + 20 + 1.

 

   2. Number Game (Real-Life Estimation)

  • Give different scenarios like:
    • “Estimate the number of books in the library”.
    • “How many steps from your classroom to the ground?”.
  • Let them estimate, then count the exact number.
  • Compare actual vs. estimated results.

 

   3. Build Your Number (Group Activity)

  • Distribute number cards (0-9) to students.
  • Ask them to form the largest and smallest number using the cards.
  • Then ask them to:
    • Expand the number.
    • Write the place value.
    • Compare the numbers.

 

   4. Guess the Number (Interactive Game)

  • Write a number (like 47,831) on the board.
  • Give clues like:
    • “The number has 5 digits”.
    • “The digit at the thousands place is 7”.
  • Let students guess the number.
  • Increase difficulty by adding larger numbers.

 

   5. Real-Life Application (Practical Learning)

  • Take them to the school office.
  • Show the attendance register or fee record.
  • Let them read large numbers like:
    • “Total students: 1,245”.
    • “Total fees collected: ₹2,43,500”.
  • Ask them to write the numbers in:
    • Expanded Form.
    • Place Value.

 

   6. Number Patterns (Math Fun)

  • Introduce skip counting (by 2, 5, 10).
  • Write a pattern like:
    • 2, 4, 6, 8, __, __.
    • 100, 200, 300, __, __.
  • Let students complete the pattern.

 

   7. Number Comparison (Game-Based Learning)

  • Write two large numbers (e.g., 45,230 and 42,530).
  • Ask students to compare using:
    • Greater than ( > )
    • Less than ( < )
    • Equal to ( = ).
  • Reward students for quick and correct answers.

 

3. Individual/Group Activities, Hands-on Learning, Experiments

  •    Individual: Solve number comparison worksheets.
  •    Group: Play "Build the Largest Number" game.
  •    Experiments: Compare real-life objects like classroom strength, library books, etc.
  •    Hands-on Learning: Use number charts and models to learn place value.

 

4. Interdisciplinary Linkages and Life-Skills/Values

  •    Math to Real Life: Apply estimation skills in shopping, counting items, etc.
  •    EVS: Count and estimate plants, animals, and water usage.
  •    Language Skills: Practice reading large numbers aloud.
  •    Life Skills: Enhance estimation, counting, and comparison skills.
  •    Values: Foster teamwork, cooperation, and curiosity.

 

5. Resources (Including ICT)

  •    Physical Materials:
    • Number charts, flashcards, number blocks.
  •    ICT Resources:
    • Smartboard videos on place value.
  •    Stationery:
    • Number cards, worksheets, charts, pens.

 

6. Competency-Based Assessment to Measure Learning Outcomes

   Oral Assessment:

  • Ask:
    • “What is the place value of 4 in 45,321?”
    • “Write 38,429 in expanded form.”

   Written Assessment:

  • Solve:
    • Write 5 large numbers and arrange them in ascending order.
    • Write place value and face value of a number.

   Practical Assessment:

  • Estimate the number of desks in the class.
  • Compare student heights in numbers.

   Group Activity Test:

  • Let students create large numbers using number cards.
  • Compare their answers.

   Quiz:

  • Rapid Fire Number Game.
  • Number comparison.

 

7. Feedback and Remedial Teaching Plan

For Slow Learners:

  • Use more practical objects like blocks, books, and cards.
  • Re-teach place value using real-life numbers.

For Advanced Learners:

  • Give complex numbers to compare and expand.
  • Involve them in estimating real-life numbers.

For General Learners:

  • Regular practice on number writing and expanding.

 

8. Promoting Inclusive Learning Environment

   Gender Sensitivity:

  • Encourage both boys and girls equally.
       Differentiated Learning:
  • Offer number models to slow learners.
       Physical Accessibility:
  • Use tactile number cards for visually challenged students.
       Cultural Inclusion:
  • Use examples like market billings, population counts, etc.

__________________________________________________________________________

 

  LESSON PLAN

Chapter 7: Time Goes On (Understanding Time and Calendar)

 

Gist of the Lesson:

This chapter aims to develop students' understanding of time, days, months, years, and calendars. It helps them read time from clocks, understand AM/PM, calculate durations, and use calendars to find days and dates. It also introduces them to the concept of seasons, festivals, and days of the week, enhancing their practical knowledge of time.

 

1. Specific Learning Outcomes

By the end of this lesson, students will be able to:

  •    Read and write time from an analog and digital clock.
  •    Understand AM and PM and their usage.
  •    Calculate time duration between two given times.
  •    Use calendars to find days, dates, and months.
  •    Relate festivals, seasons, and important events to their respective months.
  •    Understand the concept of yesterday, today, and tomorrow.
  •    Develop time-management skills through daily routine planning.

 

2. Pedagogical Strategies for Experiential Learning

    This lesson will focus on hands-on activities, time observation, and real-life applications.

 

   1. Clock Reading (Real-Life Learning)

  • Bring a wall clock, wristwatch, and digital clock to class.
  • Demonstrate how to:
    • Read time from both analog and digital clocks.
    • Understand the minute and hour hand.
    • Identify AM and PM.
  • Ask students:
    • “What time do you wake up?”
    • “What time is lunch in school?”.

 

   2. Create a Personal Timetable (Practical Learning)

  • Ask students to write their daily routine like:
    • 7:00 AM → Wake up.
    • 9:00 AM → School starts.
    • 1:00 PM → Lunch break.
  • Discuss how time management helps in discipline.
  • Relate their timetable with the clock.

 

   3. Calendar Reading (Practical Activity)

  • Distribute printed monthly calendars.
  • Ask them to:
    • Find their birthdate.
    • Identify today’s date.
    • Find the date of upcoming festivals/events.
  • Ask questions like:
    • “Which month has 30 days?”.
    • “How many Sundays are there this month?”.

 

   4. Time Duration Calculation (Group Activity)

  • Write time intervals on the board like:
    • “School starts at 9:00 AM and ends at 3:00 PM.”
    • Ask: “How long is the school day?”.
  • Provide real-life scenarios like:
    • “Movie starts at 5:00 PM and ends at 7:30 PM. What’s the duration?”.
  • Encourage group discussion and answers.

 

   5. Yesterday, Today, Tomorrow (Conceptual Learning)

  • On the board, write:
    • Yesterday → ___
    • Today → ___
    • Tomorrow → ___.
  • Relate it to real-life examples like:
    • “Yesterday was Sunday, today is Monday, tomorrow is ___?”.
  • Allow students to guess, discuss, and understand.

 

   6. Festival and Season Mapping (Art Integration)

  • Create a big calendar chart.
  • Write down:
    • January → New Year
    • August → Independence Day
    • December → Christmas
  • Discuss seasons and their time periods like:
    • Summer → April to June
    • Monsoon → July to September
  • Relate time, seasons, and festivals together.

 

   7. Time Walk (Outdoor Learning)

  • Take students to the playground.
  • Assign tasks like:
    • “Run for 1 minute.”.
    • “Walk for 2 minutes.”.
  • Let them understand time duration physically.
  • Discuss how time feels faster/slower in different activities.

 

3. Individual/Group Activities, Hands-on Learning, Experiments

  •    Individual: Write daily routine with time.
  •    Group: Calculate time duration from school start to end.
  •    Experiments: Physically measure time by walking/running.
  •    Hands-on Learning: Use real calendars and clocks.

 

4. Interdisciplinary Linkages and Life-Skills/Values

  •    Math in Real Life: Read time, plan routine, calculate time duration.
  •    EVS: Relate seasons with months.
  •    Language Skills: Practice reading and writing time expressions.
  •    Life Skills: Develop time management and planning skills.
  •    Values: Promote punctuality and discipline.

 

5. Resources (Including ICT)

  •    Physical Materials:
    • Wall clock, wristwatch, calendar, chart papers.
  •    ICT Resources:
    • Smartboard showing time-conversion videos.
  •    Stationery:
    • Paper, pencil, calendar printouts.

 

6. Competency-Based Assessment to Measure Learning Outcomes

   Oral Assessment:

  • Ask:
    • “What time do you wake up?”.
    • “Which festival is celebrated in August?”.

   Written Assessment:

  • Solve:
    • Write time duration from 9 AM to 12 PM.
    • Fill the calendar with events.

   Practical Assessment:

  • Read time from a clock.
  • Find dates from a calendar.

   Quiz:

  • Time reading quiz.
  • Calendar date-finding race.

   Group Test:

  • Ask students to calculate duration of movies, travel, etc.

 

7. Feedback and Remedial Teaching Plan

For Slow Learners:

  • Provide simple time reading worksheets.
  • Use digital clocks with clear numbers.

For Advanced Learners:

  • Assign tasks like converting 12-hour to 24-hour time.
  • Ask them to calculate travel durations.

For General Learners:

  • Give daily practice on time reading and duration calculation.

 

8. Promoting Inclusive Learning Environment

   Gender Sensitivity:

  • Allow all students equal participation in time reading.
       Differentiated Learning:
  • Use large calendars for clear understanding.
       Physical Accessibility:
  • Provide real clocks to visually challenged students.
       Cultural Inclusion:
  • Relate festivals to time and seasons.

__________________________________________________________________________

 

  LESSON PLAN

Chapter 8: Who is Heavier? (Understanding Weight and Measurement)

 

 

Gist of the Lesson:

This chapter introduces students to the concept of weight measurement using standard and non-standard units. It helps them compare weights, use weighing balances, estimate the weight of objects, and apply measurement skills in practical life situations.

 

1. Specific Learning Outcomes

By the end of this lesson, students will be able to:

  •    Identify heavy and light objects through observation.
  •    Compare the weight of two or more objects.
  •    Use non-standard units (stones, books, pencils) to measure weight.
  •    Understand and use standard units (grams, kilograms) for measuring weight.
  •    Estimate the approximate weight of daily use objects.
  •    Apply weight measurement in real-life situations like buying vegetables, fruits, etc.

 

2. Pedagogical Strategies for Experiential Learning

    This lesson will focus on hands-on measurement, weight comparison, and real-world application.

 

   1. Heavy and Light (Visual Demonstration)

  • Bring two objects of different weights (like a book and a feather).
  • Ask students to hold both objects and tell which one is heavier.
  • Introduce terms:
    • Heavy → More weight.
    • Light → Less weight.
  • Ask them to find 5 objects from their bags and compare their weight.

 

   2. Estimate and Compare (Group Activity)

  • Ask students to:
    • Estimate the weight of their water bottle.
    • Compare it with a friend’s water bottle.
  • Provide simple objects like:
    • Pencil, notebook, eraser, school bag, lunchbox.
  • Let them compare and estimate the weight without measuring.
  • Write their estimated weights on the board and compare.

 

   3. Non-Standard Unit Measurement (Hands-On Learning)

  • Give objects like:
    • Book, apple, toy, stone.
  • Ask students to measure their weight using non-standard units like:
    • How many pencils equal the weight of a book?
    • How many stones equal the weight of a lunchbox?
  • Let them experiment and note down results.

 

   4. Use of Weighing Balance (Practical Demonstration)

  • Bring a real weighing balance to class.
  • Place objects like:
    • 1 kg rice packet, 500 gm sugar packet.
  • Show students how the scale moves with different weights.
  • Let each student try weighing different objects.

 

   5. Standard Units of Measurement (Concept Clarity)

  • Introduce standard units like:
    • Gram (g) → For light objects like chocolates, notebooks, toys.
    • Kilogram (kg) → For heavy objects like rice, school bag, fruits.
  • Write examples on the board.
  • Ask questions like:
    • “What will you use to measure a watermelon?”.
    • “What will you use to measure a packet of biscuits?”.

 

   6. Estimation Game (Engaging Learning)

  • Write objects on the board like:
    • Pencil, watermelon, book, chair.
  • Ask students to guess the weight in grams/kilograms.
  • Later, show actual weights to see whose guess was correct.

 

   7. Real-Life Application (Practical Task)

  • Ask students to:
    • Observe the weight mentioned on grocery packets at home.
    • Identify the weight unit (g or kg).
    • Discuss their findings in class.
  • Encourage them to assist parents during vegetable shopping to understand weights.

 

3. Individual/Group Activities, Hands-on Learning, Experiments

  •    Individual: Measure weight using pencils, erasers, etc.
  •    Group: Use weighing balance to measure objects in groups.
  •    Experiments: Compare estimated vs. actual weights.
  •    Hands-on Learning: Use grocery packets, lunch boxes, and books for weight comparison.

 

4. Interdisciplinary Linkages and Life-Skills/Values

  •    Math to Real Life: Apply weight measurement in daily life.
  •    EVS: Understand how different objects have different weights.
  •    Language Skills: Describe objects using heavy/light terms.
  •    Life Skills: Develop practical weight estimation skills.
  •    Values: Encourage participation, teamwork, and practical learning.

 

5. Resources (Including ICT)

  •    Physical Materials:
    • Weighing balance, objects of different weights.
  •    ICT Resources:
    • Smartboard demonstration of weighing.
  •    Stationery:
    • Pencils, books, lunchboxes, bags, stones.

 

6. Competency-Based Assessment to Measure Learning Outcomes

   Oral Assessment:

  • Ask:
    • “Which object is heavier?”.
    • “What is the standard unit for measuring a watermelon?”.

   Written Assessment:

  • Fill the blanks:
    • 1 kg rice = ___ g.
    • 500 g sugar = ___ kg.

   Practical Assessment:

  • Use a weighing balance to measure:
    • Book, lunchbox, bottle, etc.

   Quiz:

  • Compare objects' weights.
  • Match objects with their estimated weights.

   Group Test:

  • Divide class into groups.
  • Provide objects and weighing scales.
  • Let them measure and record weights.

 

7. Feedback and Remedial Teaching Plan

For Slow Learners:

  • Use more visual and hands-on activities.
  • Focus on simple objects like pencils, books, etc.

For Advanced Learners:

  • Give higher-level tasks like estimating the school bag's weight.
  • Introduce milligrams and quintals for higher-level understanding.

For General Learners:

  • Daily practice of weight estimation and measurement.

 

8. Promoting Inclusive Learning Environment

   Gender Sensitivity:

  • Involve both boys and girls equally in measuring objects.
       Differentiated Learning:
  • Provide simpler tasks for slow learners.
       Physical Accessibility:
  • Use clear, large objects for visually challenged students.
       Cultural Inclusion:
  • Use culturally relatable examples like vegetable weights, food packets, etc.

__________________________________________________________________________

 

  LESSON PLAN

Chapter 9: How Many Times? (Understanding Multiplication)

 

Gist of the Lesson:

This chapter helps students understand the concept of multiplication as repeated addition, grouping, and equal distribution. It introduces multiplication tables, helps them solve simple multiplication problems, and applies multiplication in real-life contexts like counting objects, calculating total prices, etc.

 

1. Specific Learning Outcomes

By the end of this lesson, students will be able to:

  •    Understand multiplication as repeated addition.
  •    Recognize multiplication as groups of equal objects.
  •    Learn multiplication tables up to 10.
  •    Solve simple multiplication problems.
  •    Apply multiplication in daily life situations like shopping, counting, and calculating total prices.
  •    Understand the commutative property of multiplication (e.g., 3 × 4 = 4 × 3).

 

2. Pedagogical Strategies for Experiential Learning

    This lesson will focus on group activities, practical multiplication tasks, and visual learning.

 

   1. Repeated Addition Concept (Concrete Learning)

  • Draw 3 groups of 4 apples each on the board.
  • Explain:
    • 4 + 4 + 4 = 12
    • 3 × 4 = 12
  • Let students create their own groups using objects like:
    • Erasers, pencils, books, etc.
  • Reinforce the concept that multiplication is repeated addition.

 

   2. Multiplication with Objects (Hands-On Learning)

  • Provide objects like:
    • Buttons, beads, or ice cream sticks.
  • Ask students to:
    • Make 5 groups of 2.
    • Count total objects.
    • Write it as a multiplication fact:
      • 5 × 2 = 10.
  • Allow each group to present their result.

 

   3. Learning Tables with Rhythm (Fun Learning)

  • Teach tables up to 10 using claps or a song.
  • Example:
    • “2 times 2 is 4 (clap)”.
    • “2 times 3 is 6 (clap)”.
  • Repeat until all tables are learned.
  • Encourage them to recite tables in class daily.

 

   4. Real-Life Multiplication (Practical Learning)

  • Provide real-life scenarios like:
    • “If 1 chocolate costs ₹5, how much will 4 chocolates cost?”.
    • “If 1 packet has 6 biscuits, how many biscuits in 5 packets?”.
  • Let students calculate using multiplication.

 

   5. Multiplication Grid (Visual Learning)

  • Create a multiplication grid (10 × 10).
  • Ask students to find:
    • 4 × 3 = ?
    • 7 × 2 = ?
  • Let them fill the grid and discover patterns.

 

   6. Grouping Game (Experiential Learning)

  • Divide class into 5 groups.
  • Provide each group with:
    • 20 beads, pencils, or buttons.
  • Task:
    • Group them equally in 4 parts.
    • Write the multiplication sentence.
    • Share results with the class.

 

   7. Shopping List Task (Real-Life Application)

  • Give a mock shopping list like:
    • 3 packets of biscuits @ ₹10 each.
    • 5 notebooks @ ₹20 each.
  • Ask them to:
    • Calculate total cost using multiplication.
  • Discuss how multiplication helps in daily budgeting.

 

3. Individual/Group Activities, Hands-on Learning, Experiments

  •    Individual: Write tables 2 to 10 daily.
  •    Group: Perform grouping and multiplication activities.
  •    Experiments: Use real objects for multiplication practice.
  •    Hands-on Learning: Solve real-life multiplication problems.

 

4. Interdisciplinary Linkages and Life-Skills/Values

  •    Math in Real Life: Calculate bills, count objects, make groups.
  •    EVS: Count objects in nature (leaves, fruits).
  •    Language Skills: Write multiplication sentences.
  •    Life Skills: Enhance problem-solving and logical thinking.
  •    Values: Promote teamwork and participation.

 

5. Resources (Including ICT)

  •    Physical Materials:
    • Beads, buttons, pencils, objects.
  •    ICT Resources:
    • Multiplication games on Smartboard.
  •    Stationery:
    • Charts, multiplication grids, notebooks.

 

6. Competency-Based Assessment to Measure Learning Outcomes

   Oral Assessment:

  • Ask:
    • “What is 3 times 4?”.
    • “5 × 2 = ?”.

   Written Assessment:

  • Solve:
    • 4 × 5 = ?
    • 2 × 6 = ?

   Practical Assessment:

  • Group objects and count totals.
  • Use multiplication tables for quick calculations.

   Quiz:

  • Rapid multiplication quiz.
  • Mental multiplication test.

   Group Test:

  • Calculate prices for mock shopping lists.
  • Write 10 multiplication sentences.

 

7. Feedback and Remedial Teaching Plan

For Slow Learners:

  • Use more grouping objects.
  • Repeat multiplication using songs and actions.

For Advanced Learners:

  • Introduce double-digit multiplication.
  • Create challenging multiplication problems.

For General Learners:

  • Daily table practice and real-life problem-solving.

 

8. Promoting Inclusive Learning Environment

   Gender Sensitivity:

  • Equal participation from boys and girls.
       Differentiated Learning:
  • Provide hands-on learning for slow learners.
       Physical Accessibility:
  • Use large objects for visually challenged students.
       Cultural Inclusion:
  • Use culturally relatable examples (market, fruits, stationery).

__________________________________________________________________________

 

  LESSON PLAN

Chapter 10: Play with Patterns (Understanding Patterns)

 

Gist of the Lesson:

This chapter introduces students to the concept of patterns in numbers, shapes, colors, and designs. It helps them recognize, extend, and create patterns in their surroundings. They will learn how repetition of designs, colors, or numbers can form a pattern and how patterns are used in real-life contexts like clothing, tiles, and calendars.

 

1. Specific Learning Outcomes

By the end of this lesson, students will be able to:

  •    Identify repeating patterns in shapes, colors, and numbers.
  •    Create and extend their own patterns.
  •    Recognize number patterns in addition, subtraction, and multiplication.
  •    Understand patterns in calendar days, designs, and decorations.
  •    Apply pattern recognition in real-life situations.
  •    Develop logical thinking by predicting the next step in a pattern.

 

2. Pedagogical Strategies for Experiential Learning

    This lesson will be full of practical tasks, design creation, and pattern recognition activities.

 

   1. Recognizing Patterns (Visual Learning)

  • Draw three simple patterns on the board:
    • 🟢🔴🟢🔴🟢🔴 (Color Pattern)
    • 🔺🔵🔺🔵🔺🔵 (Shape Pattern)
    • 2, 4, 6, 8, __, __ (Number Pattern)
  • Ask students to:
    • Identify the rule of the pattern.
    • Predict the next two items.
  • Relate it to real-life patterns like:
    • Rangoli designs.
    • Calendar days.
    • Floor tile designs.

 

   2. Extend the Pattern (Hands-On Learning)

  • Distribute:
    • Colored beads, buttons, blocks, or paper cutouts.
  • Ask students to:
    • Make a pattern like:
      • 🔴🔵🔴🔵🔴🔵
      • 🟡🟢🟡🟢🟡🟢
  • Encourage them to extend and repeat the pattern.
  • Discuss their created patterns in class.

 

   3. Number Patterns (Math Connection)

  • Write number sequences like:
    • 2, 4, 6, 8, __, __
    • 5, 10, 15, 20, __, __
  • Ask:
    • “What is the rule of the pattern?”.
    • “What comes next?”.
  • Explain that:
    • Addition and multiplication can create number patterns.
    • Predicting the next step improves logical thinking.

 

   4. Design Patterns (Art Integration)

  • Provide drawing sheets.
  • Task:
    • Draw your own pattern using colors or shapes.
    • Repeat the pattern multiple times.
  • Showcase the best patterns in class.
  • Relate it to:
    • Mehendi designs.
    • Saree borders.
    • Wall tiles.

 

   5. Calendar Patterns (Real-Life Application)

  • Provide monthly calendars to each group.
  • Task:
    • Find patterns in days of the week.
    • Identify recurring holidays (like Sundays).
  • Discuss:
    • “What comes after Monday?”.
    • “Which date repeats every week?”.
  • Let them predict future dates based on patterns.

 

   6. Movement Patterns (Physical Activity)

  • Conduct an outdoor pattern walk.
  • Example:
    • Clap-Clap-Stamp (repeat)
    • Jump-Turn-Jump (repeat)
  • Ask students to create their own body movement patterns.
  • This improves:
    • Logical thinking.
    • Physical coordination.

 

   7. Pattern Puzzle (Game-Based Learning)

  • Create puzzle cards with:
    • Shape patterns.
    • Color patterns.
    • Number patterns.
  • Divide the class into groups.
  • Task:
    • Solve the pattern puzzle.
    • Predict the next item in the pattern.
  • Reward the fastest group.

 

3. Individual/Group Activities, Hands-on Learning, Experiments

  •    Individual: Create color/shape patterns.
  •    Group: Solve pattern puzzles together.
  •    Experiments: Predict number patterns.
  •    Hands-on Learning: Use beads, blocks, and paper for patterns.

 

4. Interdisciplinary Linkages and Life-Skills/Values

  •    Math in Real Life: Understand patterns in calendars, objects, and nature.
  •    Art: Create beautiful pattern designs.
  •    Language Skills: Describe patterns using words.
  •    Life Skills: Enhance logical and critical thinking.
  •    Values: Promote teamwork, creativity, and observation.

 

5. Resources (Including ICT)

  •    Physical Materials:
    • Beads, buttons, paper, pencils.
  •    ICT Resources:
    • Pattern games on Smartboard.
  •    Stationery:
    • Color papers, drawing sheets, glue.

 

6. Competency-Based Assessment to Measure Learning Outcomes

   Oral Assessment:

  • Ask:
    • “What is the next number in 5, 10, 15, __, __?”.
    • “What shape comes next in 🔺🔵🔺🔵?”.

   Written Assessment:

  • Complete the pattern:
    • 2, 4, 6, 8, __, __.
    • 🟢🔵🟢🔵🟢 __, __.

   Practical Assessment:

  • Ask students to create their own:
    • Color patterns.
    • Shape patterns.
    • Number patterns.

   Quiz:

  • Pattern quiz with visual cards.
  • Speed test on extending patterns.

   Group Test:

  • Provide pattern puzzles to groups.
  • Reward groups that solve fastest.

 

7. Feedback and Remedial Teaching Plan

For Slow Learners:

  • Use physical objects (beads, buttons) for patterns.
  • Provide step-by-step guidance.

For Advanced Learners:

  • Introduce complex number patterns like:
    • 2, 4, 8, 16, __, __.
    • 1, 3, 6, 10, __, __.

For General Learners:

  • Regular practice of creating and extending patterns.
  • Use real-life examples like calendars, designs, and tiles.

 

8. Promoting Inclusive Learning Environment

   Gender Sensitivity:

  • Encourage boys and girls equally to create patterns.
       Differentiated Learning:
  • Provide physical patterns for slow learners.
       Physical Accessibility:
  • Use large objects and printed patterns.
       Cultural Inclusion:
  • Use culturally familiar designs like:
    • Rangoli.
    • Saree borders.
    • Floor tiles.

__________________________________________________________________________

 

 

  LESSON PLAN

Chapter 11: Filling and Lifting (Understanding Capacity and Volume)

 

Gist of the Lesson:

This chapter helps students understand the concept of capacity (volume) using real-life objects like water bottles, buckets, glasses, and containers. It emphasizes comparing and measuring liquid quantities using standard (liters, milliliters) and non-standard (cups, bottles) units.

 

1. Specific Learning Outcomes

By the end of this lesson, students will be able to:

  •    Understand the concept of capacity (how much liquid a container can hold).
  •    Measure capacity using non-standard units like glasses, cups, bottles.
  •    Learn standard units like liters (L) and milliliters (ml).
  •    Compare capacities of different containers.
  •    Use measuring jars to measure water/milk/juice.
  •    Solve real-life problems related to capacity and volume.

 

2. Pedagogical Strategies for Experiential Learning

    Focus on practical activities, hands-on measuring, and real-life application.

 

   1. Comparison of Capacities (Visual Demonstration)

  • Bring two containers of different sizes.
  • Fill one with water and pour it into the second container.
  • Ask students:
    • “Which one can hold more water?”.
    • “Which one can hold less?”.
  • Introduce the term capacity.

 

   2. Estimation Activity (Practical Learning)

  • Provide containers like:
    • Glass, mug, bucket, bottle, bowl.
  • Ask students to:
    • Estimate how many glasses of water will fill a bucket.
    • Measure and record results.
  • Compare the capacity of different containers.

 

   3. Standard Units of Capacity (Hands-On Learning)

  • Introduce:
    • 1 liter = 1000 milliliters.
    • Use a measuring jar to show standard measurement.
  • Demonstrate filling:
    • 500 ml water in a bottle.
    • 1 liter water in a jar.
  • Let students measure using standard units.

 

   4. Water Bottle Measurement (Group Activity)

  • Divide class into groups.
  • Provide each group:
    • 1-liter bottle.
    • Measuring jug.
  • Task:
    • Measure how many cups of water make 1 liter.
    • Compare capacity with classmates.

 

   5. Real-Life Problem Solving (Practical Application)

  • Give real-life examples:
    • “How much milk does your mother buy daily?”.
    • “How many liters of water do you drink daily?”.
  • Encourage them to observe and measure liquid capacity at home.

 

3. Individual/Group Activities, Hands-on Learning, Experiments

  •    Individual: Measure the capacity of lunch bottles.
  •    Group: Measure and compare capacity using different containers.
  •    Hands-on Learning: Use measuring jugs and cups.
  •    Experiments: Compare non-standard and standard units.

 

4. Interdisciplinary Linkages and Life-Skills/Values

  •    Math in Real Life: Use capacity measurement daily.
  •    EVS: Relate it to water usage at home.
  •    Language Skills: Discuss measurements and capacity.
  •    Life Skills: Enhance practical understanding and problem-solving.
  •    Values: Promote teamwork and hands-on learning.

 

5. Resources (Including ICT)

  •    Physical Materials:
    • Measuring jug, bottles, glasses, cups.
  •    ICT Resources:
    • Capacity measurement videos.
  •    Stationery:
    • Worksheets, recording sheets.

 

6. Competency-Based Assessment to Measure Learning Outcomes

   Oral Assessment:

  • “Which container holds more water?”.
  • “How many glasses fill a bucket?”.

   Written Assessment:

  • Fill the blanks:
    • 1 liter = ____ ml.
    • 500 ml + 500 ml = ____ liters.

   Practical Assessment:

  • Measure and record capacity of different containers.

   Quiz:

  • Match the capacity with objects.
  • Quick estimation quiz.

   Group Test:

  • Group capacity measurement task.
  • Compare results.

 

7. Feedback and Remedial Teaching Plan

For Slow Learners:

  • Use real objects for clear understanding.
  • Focus more on non-standard units.

For Advanced Learners:

  • Introduce higher-level problems like:
    • Measuring capacity in liters and milliliters.
    • Converting ml to liters.

For General Learners:

  • Continuous practice with measurement.
  • Application in daily life.

 

8. Promoting Inclusive Learning Environment

   Gender Sensitivity:

  • Equal participation from all.
       Differentiated Learning:
  • Provide simple and clear tasks for slow learners.
       Physical Accessibility:
  • Use large containers for visibility.
       Cultural Inclusion:
  • Use common household containers for measurement.

__________________________________________________________________________

 

  LESSON PLAN

Chapter 12: Give and Take (Understanding Addition and Subtraction in Daily Life)

 

Gist of the Lesson:

This chapter helps students understand addition and subtraction as giving and taking in real-life situations. It emphasizes solving daily-life problems, mental calculations, and understanding the relationship between addition and subtraction.

 

1. Specific Learning Outcomes

By the end of this lesson, students will be able to:

  •    Understand addition as giving and subtraction as taking away.
  •    Solve two-digit and three-digit addition and subtraction problems.
  •    Perform mental math for quick calculations.
  •    Relate addition and subtraction in daily-life scenarios.
  •    Understand the use of subtraction in calculating balance, change, and remaining items.
  •    Develop problem-solving and calculation speed.

 

2. Pedagogical Strategies for Experiential Learning

    The lesson will emphasize practical use of addition and subtraction through games, role play, and real-life activities.

 

   1. Story Method (Concrete Learning)

  • Narrate a story:
    • “Ravi had 10 chocolates. He gave 4 to his friend. How many are left?”.
    • Write on the board:
      • 10 - 4 = 6
  • Ask:
    • “What does this action show?”
    • “What did Ravi do?”.
  • Introduce subtraction as taking away.

 

   2. Role Play (Experiential Learning)

  • Set up a classroom shop.
  • Provide fake money and items.
  • Task:
    • One student sells.
    • One student buys and gives money.
    • The seller calculates the remaining money.
  • Example:
    • “You bought a pencil for ₹7. You had ₹20. How much left?”.
    • 20 - 7 = 13.

 

   3. Group Counting Game (Collaborative Learning)

  • Divide class into 4 groups.
  • Provide each group with:
    • 50 beads/counters.
  • Task:
    • Add 5 beads and count again.
    • Take away 3 beads and count again.
  • Record results as:
    • 50 + 5 = 55.
    • 55 - 3 = 52.
  • Compare group results.

 

   4. Number Line Method (Visual Learning)

  • Draw a number line on the board.
  • Demonstrate:
    • Addition: Move forward on the number line.
    • Subtraction: Move backward on the number line.
  • Example:
    • 5 + 3: Start at 5, jump 3 steps forward = 8.
    • 8 - 2: Start at 8, jump 2 steps back = 6.

 

   5. Daily Life Subtraction Task (Practical Learning)

  • Ask students:
    • “Your mother bought 2 kg of rice and 3 kg of sugar. What is the total weight?”.
    • “If you eat 3 toffees from 10, how many remain?”.
  • Let them solve using real-life context.

 

   6. Mental Math Race (Quick Calculation)

  • Conduct a classroom quiz.
  • Ask questions like:
    • “12 + 7 = ?”.
    • “20 - 8 = ?”.
  • Time them for quick mental calculation.
  • Reward the fastest answer.

 

   7. Board Game (Group Fun)

  • Create a Give and Take game.
  • Rules:
    • Move forward by addition.
    • Move backward by subtraction.
  • Example:
    • +5 steps for correct addition.
    • -3 steps for wrong subtraction.
  • This helps students build fast calculation skills.

 

3. Individual/Group Activities, Hands-on Learning, Experiments

  •    Individual: Solve workbook addition and subtraction sums.
  •    Group: Conduct role-play for buying/selling.
  •    Hands-on Learning: Use objects for addition/subtraction.
  •    Experiments: Use a number line for visual understanding.

 

4. Interdisciplinary Linkages and Life-Skills/Values

  •    Math in Real Life: Calculate money, remaining change, and balance.
  •    Language Skills: Frame addition and subtraction questions.
  •    Life Skills: Enhance calculation speed and problem-solving.
  •    Values: Encourage sharing and understanding transactions.

 

5. Resources (Including ICT)

  •    Physical Materials:
    • Counters, beads, fake money, real objects.
  •    ICT Resources:
    • Smartboard for calculation games.
  •    Stationery:
    • Number lines, worksheets, counters.

 

6. Competency-Based Assessment to Measure Learning Outcomes

   Oral Assessment:

  • Quick questions:
    • “What is 14 - 7?”.
    • “15 + 9 = ?”.

   Written Assessment:

  • Solve:
    • 32 + 45 = ?
    • 100 - 25 = ?

   Practical Assessment:

  • Ask students to calculate balance in classroom shop.
  • Provide fake money and test their understanding.

   Quiz:

  • Rapid-fire subtraction and addition sums.
  • Time-bound mental math test.

   Group Test:

  • Group activity:
    • Buy and sell objects.
    • Calculate remaining balance.

 

7. Feedback and Remedial Teaching Plan

For Slow Learners:

  • Use more objects like beads for counting.
  • Use real-life problems for understanding.

For Advanced Learners:

  • Provide three-digit addition and subtraction sums.
  • Introduce mental math calculations.

For General Learners:

  • Daily practice of addition and subtraction.
  • Use classroom role-plays for practical understanding.

 

8. Promoting Inclusive Learning Environment

   Gender Sensitivity:

  • Allow both boys and girls to participate equally.
       Differentiated Learning:
  • Provide hands-on activities for slow learners.
       Physical Accessibility:
  • Use large objects and printed number lines.
       Cultural Inclusion:
  • Use real-life market examples familiar to them.

__________________________________________________________________________

 

  LESSON PLAN

Chapter 13: Time Goes On (Understanding Time and Calendar)

 

Gist of the Lesson:

This chapter helps students understand time, days, weeks, months, and years using calendars, clocks, and daily-life activities. It aims to develop their ability to read time, calculate durations, and understand the concept of past, present, and future events.

 

1. Specific Learning Outcomes

By the end of this lesson, students will be able to:

  •    Read and understand time on an analog and digital clock.
  •    Identify days of the week, months of the year, and seasons.
  •    Understand the difference between morning, afternoon, evening, and night.
  •    Use a calendar to calculate:
    • Days of the week.
    • Number of days in a month.
    • Special dates like birthdays, festivals.
  •    Relate time to daily routines.
  •    Solve problems related to time and duration.

 

2. Pedagogical Strategies for Experiential Learning

    Focus on real-life examples, hands-on activities, and practical usage of time.

 

   1. Clock Reading Activity (Hands-On Learning)

  • Provide each student a paper clock with movable hands.
  • Task:
    • Set the time to 9:00 AM, 3:30 PM, etc.
    • Read and tell the time aloud.
  • Relate time to daily activities:
    • “What do you do at 8:00 AM?”.
    • “When do you eat lunch?”.

 

   2. Calendar Exploration (Real-Life Learning)

  • Provide each group a calendar.
  • Task:
    • Find today’s date, yesterday’s date, and tomorrow’s date.
    • Identify birthdays, holidays, and festivals.
  • Questions:
    • “How many days are in this month?”.
    • “Which day will it be after 3 days?”.

 

   3. Day and Night Understanding (Visual Learning)

  • Show pictures of:
    • Morning (Sunrise).
    • Afternoon (Sunny).
    • Evening (Sunset).
    • Night (Dark sky).
  • Task:
    • Label each picture with time (Morning, Afternoon, Evening, Night).
  • Discuss:
    • “What do you do in the morning?”.
    • “When do you sleep?”.

 

   4. Story Time (Understanding Past, Present, Future)

  • Narrate a story:
    • “Yesterday, Ramesh went to the market.”.
    • “Today, he is playing at home.”.
    • “Tomorrow, he will visit his grandmother.”.
  • Task:
    • Identify:
      • Past activity.
      • Present activity.
      • Future activity.

 

   5. Counting Days (Time Calculation)

  • Provide a scenario:
    • “If today is Monday, what day will it be after 5 days?”.
    • “If your birthday is in 20 days, which date will it fall on?”.
  • Let students calculate and answer.
  • Use the calendar for verification.

 

   6. Clock Race (Time Speed Test)

  • Provide analog clocks.
  • Task:
    • Move the hands to show:
      • 2:15 PM.
      • 6:45 AM.
    • Time the students and reward the fastest group.

   7. Time Word Problems (Math Integration)

  • Provide questions like:
    • “You started studying at 9:00 AM and stopped at 11:00 AM. How many hours did you study?”.
    • “If school starts at 8:30 AM and closes at 2:00 PM, how long is your school day?”.

 

3. Individual/Group Activities, Hands-on Learning, Experiments

  •    Individual: Use clocks to show time.
  •    Group: Use calendars to calculate days and dates.
  •    Hands-on Learning: Solve time-related problems.
  •    Experiments: Count days and calculate time durations.

 

4. Interdisciplinary Linkages and Life-Skills/Values

  •    Math in Real Life: Calculate time and duration.
  •    Language Skills: Talk about past, present, and future.
  •    Life Skills: Enhance time management.
  •    Values: Respect time and punctuality.

 

5. Resources (Including ICT)

  •    Physical Materials:
    • Clocks with movable hands.
    • Monthly calendars.
  •    ICT Resources:
    • Smartboard time games.
  •    Stationery:
    • Worksheets, story cards.

 

6. Competency-Based Assessment to Measure Learning Outcomes

   Oral Assessment:

  • Ask:
    • “What time is it?”.
    • “What day comes after Tuesday?”.

   Written Assessment:

  • Solve:
    • Write time for different activities.
    • Count the number of days in a month.

   Practical Assessment:

  • Use the clock to show specific times.
  • Use the calendar to calculate dates.

   Quiz:

  • Quick questions about time and calendar.
  • Practical time demonstrations.

   Group Test:

  • Set different times on clocks.
  • Ask students to calculate future days.

 

7. Feedback and Remedial Teaching Plan

For Slow Learners:

  • Use physical clocks and calendars.
  • Provide repeated practice.

For Advanced Learners:

  • Solve complex time problems.
  • Calculate time durations and intervals.

For General Learners:

  • Regular practice with clocks and calendars.
  • Daily time-telling activities.

 

8. Promoting Inclusive Learning Environment

   Gender Sensitivity:

  • Equal participation in all activities.
       Differentiated Learning:
  • Provide simpler tasks for struggling learners.
       Physical Accessibility:
  • Use large and visible clocks and calendars.
       Cultural Inclusion:
  • Use local festivals and holidays in calendar tasks.

__________________________________________________________________________

 

 

  LESSON PLAN

Chapter 14: The Surajkund Fair (Understanding Money, Estimation, and Calculation)

 

Gist of the Lesson:

This chapter introduces students to money transactions, estimation, and calculations using the context of a fair (mela). It enhances their understanding of buying, selling, and calculating money balance while applying math in real-life situations like shopping.

 

1. Specific Learning Outcomes

By the end of this lesson, students will be able to:

  •    Understand the concept of money transactions (buying, selling, giving change).
  •    Calculate total cost, balance, and profit in small purchases.
  •    Practice addition and subtraction of money.
  •    Estimate the total cost of items at a fair.
  •    Relate money transactions to real-life scenarios.
  •    Understand the importance of budgeting and spending wisely.

 

2. Pedagogical Strategies for Experiential Learning

 

   1. Role-Play: Shopping at the Fair (Practical Learning)

  • Set up a classroom fair (mela).
  • Provide fake money and items like:
    • Toys, candies, books, balloons.
  • Task:
    • One group acts as sellers.
    • Another group acts as buyers.
  • Activity:
    • Buyers select items and pay money.
    • Sellers calculate total and give balance.
  • Learning:
    • Understand money exchange, total, and balance.

 

   2. Estimation Game (Quick Mental Calculation)

  • Display several items with prices.
  • Ask students to quickly estimate:
    • Total cost of 3 items.
    • Balance if they have ₹100.
  • Example:
    • Toy: ₹30, Book: ₹45, Balloon: ₹20.
    • Estimated Total: ₹95.
    • Change from ₹100: ₹5.

 

   3. Adding and Subtracting Money (Hands-On Practice)

  • Provide money worksheet with the following:
    • Addition: Add the cost of multiple items.
    • Subtraction: Calculate the balance money after purchase.
  • Example:
    • Bought: Pen ₹25 + Book ₹45.
    • Paid: ₹100.
    • Change: ₹100 - ₹70 = ₹30.

 

   4. Counting Money (Practical Counting)

  • Provide fake money of different denominations:
    • ₹10, ₹20, ₹50, ₹100.
  • Task:
    • Count the total money.
    • Separate money for spending and saving.
  • Learning:
    • Understand the value of money.
    • Learn budgeting and wise spending.

 

   5. Story Activity (Real-Life Problem Solving)

  • Narrate a story:
    • “Ramesh went to the fair with ₹200. He bought a toy for ₹50 and a book for ₹60. How much money is left?”.
  • Task:
    • Solve the problem.
    • Write the answer in subtraction form.
  • Expected Answer:
    • ₹200 - ₹110 = ₹90 remaining.

 

   6. Budgeting Activity (Life-Skill Development)

  • Provide a fair shopping list with:
    • Toys: ₹20 each.
    • Sweets: ₹15 each.
    • Balloons: ₹10 each.
  • Task:
    • Plan to spend only ₹100.
    • List the items they can buy.
    • Calculate the balance.
  • Learning:
    • Understand money management.
    • Develop budgeting skills.

 

   7. Profit and Loss Understanding (Advanced Learning)

  • Introduce a seller’s perspective.
  • Task:
    • Ask students:
      • “If you buy balloons for ₹5 and sell them for ₹10, how much profit do you make?”.
    • Answer:
      • ₹10 - ₹5 = ₹5 profit.
  • Learning:
    • Understand the basic concept of profit and loss.

 

3. Individual/Group Activities, Hands-on Learning, Experiments

  •    Individual: Solve money problems from the textbook.
  •    Group: Participate in the classroom fair.
  •    Hands-on Learning: Handle fake money, buy and sell items.
  •    Experiments: Estimate total costs and balance.

 

4. Interdisciplinary Linkages and Life-Skills/Values

  •    Math in Real Life: Apply money management in real-life shopping.
  •    Language Skills: Discuss shopping experiences in simple language.
  •    Life Skills: Learn budgeting and spending wisely.
  •    Values: Understand the importance of saving money.

 

5. Resources (Including ICT)

  •    Physical Materials:
    • Fake money, toy items, classroom setup for fair.
  •    ICT Resources:
    • Money calculation games on Smartboard.
  •    Stationery:
    • Worksheets, notebooks, pens.

 

6. Competency-Based Assessment to Measure Learning Outcomes

   Oral Assessment:

  • Ask:
    • “What is the total cost of two toys?”.
    • “If you pay ₹100 for a ₹70 item, what is your balance?”.

   Written Assessment:

  • Solve:
    • Addition of money sums.
    • Subtraction for balance calculation.

   Practical Assessment:

  • Let students handle fake money and buy/sell.
  • Test their calculation and balance skills.

   Quiz:

  • Quick money calculation quiz.
  • Mental estimation of total cost.

   Group Test:

  • Group shopping role-play.
  • Calculate profit/loss in group sales.

 

7. Feedback and Remedial Teaching Plan

For Slow Learners:

  • Use real objects and easy sums.
  • Provide repeated practice.

For Advanced Learners:

  • Introduce profit/loss calculation.
  • Solve higher-value money sums.

For General Learners:

  • Regular practice of buying, selling, and calculating balance.
  • Daily life money calculation tasks.

 

8. Promoting Inclusive Learning Environment

   Gender Sensitivity:

  • Equal participation in fair activities.
       Differentiated Learning:
  • Simple tasks for struggling learners.
       Physical Accessibility:
  • Large visible price tags and money.
       Cultural Inclusion:
  • Use familiar fair items from their locality.

__________________________________________________________________________

Conclusion:

Making Mathematics Meaningful and Practical

The Maths Mela Book for Class 3 offers an incredible opportunity to make mathematics more engaging, practical, and enjoyable for students. However, the true magic happens when teachers use well-structured lesson plans that:

  • 🔥 Foster experiential learning through real-life activities.
  • 🧠 Enhance problem-solving and critical thinking skills.
  • 🤝 Promote collaborative learning through group activities.
  • 💡 Ensure inclusive learning environments for every child.

Through these detailed 14 lesson plans, we have ensured that every chapter is designed to:

  • ✔ Connect mathematical concepts to real-life scenarios.
  • ✔ Promote a hands-on learning approach using practical tasks.
  • ✔ Support students of all learning abilities through targeted feedback and remedial teaching.
  • ✔ Build competency in math calculations, problem-solving, and reasoning skills.

As a teacher, your role in shaping a child's learning journey is invaluable. By following these structured lesson plans, you can create a classroom environment where:

  • ✅ Math feels easy, practical, and interesting.
  • ✅ Students build confidence in solving problems.
  • ✅ Learning outcomes are effectively achieved.
  • ✅ Every child, regardless of their ability, receives equal learning opportunities.

We encourage you to use these lesson plans, modify them as needed, and adapt them to your students' learning pace. With consistent practice and engaging activities, you will witness your students develop a genuine interest in mathematics.

👉 Remember, mathematics is not about memorizing numbers — it’s about understanding the logic behind them.
👉 Empower your students today with practical, hands-on learning, and watch them excel in their mathematical journey!

💯🚀 Happy Teaching! 🎓😊

 

__________________________________________________________________________

 

 

MORE LESSON PLAN

CLASS 3RD ENGLISH LESSON PLAN 

CLASS 3RD TWAU LESSON PLAN 

 CLASS 3RD HINDI LESSON PLAN

 

CLASS 2nd 

English lesson plan 

Hindi lesson plan

Maths lesson plan

 

CLASS 1st

 MATHS LESSON PLAN

HINDI LESSON PLAN 

 ENGLISH LESSON PLAN

 

CLASS 4TH

HINDI LESSON PLAN 

TWAU LESSON PLAN 

ENGLISH LESSON PLAN 

MATHS LESSON PLAN

KHEL YOGA LESSON PLAN

 

 

__________________________________________________________________________

 

MOTIVATIONAL THOUGHTS

__________________________________________

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हिंदी साहित्य का इतिहास

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विरोधाभास अलंकार

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Important Days of every month.

नवंबर माह के सभी महत्वपूर्ण दिवस

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प्रमुख संगठन एवम मुख्यालय

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Related post to रस।

रस के भेद या प्रकार

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वात्सल्य रस


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