Class 4 Mathematics CG-Based Lesson Plans | Competency-Based Teaching Guide | NEP 2020 || Class 4 Mathematics Lesson Plans as per CG & Competencies | Complete Teacher Guide || Class 4 Mathematics Competency-Based Lesson Plans PDF | CG Wise Teaching Plans | NEP 2020 ||

 

 

LESSON PLAN

Chapter 3 – Patterns Around Us

 

1. Concept / Curricular Goals (CG)

CG-1: Understands numbers, recognises number patterns and applies arithmetic thinking in daily life.

Related Competencies

• C-1.3 – Understands numbers through grouping, pairing and counting strategies and applies arithmetic thinking in different situations.
• C-1.4 – Recognises, describes and extends simple number patterns such as odd numbers, even numbers and other number sequences.

CG-4: Develops problem-solving skills with procedural fluency and computational thinking.

Related Competencies

• C-4.1 – Solves puzzles and daily-life problems involving number patterns.
• C-4.3 – Selects suitable methods such as mental maths, estimation and logical reasoning while solving mathematical situations.

 

2. Competencies / Learning Outcomes (NCERT)

At the end of the lesson, learners are able to—

• Count objects using grouping instead of counting one by one.
• Observe and identify repeating patterns in objects, numbers and arrangements.
• Classify numbers into odd and even numbers using pairing.
• Explain why a number is odd or even with logical reasoning.
• Extend and create simple number patterns independently.
• Count money using different combinations of coins and notes.
• Use mental maths while identifying patterns.
• Solve simple puzzles based on number sequences.
• Express observations confidently during classroom discussion.
• Apply the concept of patterns in everyday situations.

 

3. Integration with Other Subjects

EVS

• Identify patterns found in leaves, flowers, fruits and nature.
• Observe arrangements in coconut trees and daily surroundings.

Art Education

• Create colourful rangoli and border patterns.
• Draw repetitive geometric designs.

Language

• Describe observed patterns orally and in writing.
• Learn mathematical vocabulary such as pair, pattern, odd and even.

Physical Education

• Clap-jump-step activities following repeated movement patterns.
• Group formation games based on odd-even numbers.

ICT

• Observe digital animations showing number patterns and odd-even concepts.
• Use interactive games for identifying patterns.

 

4. Real Life Application / Joyful Learning

• Identify odd and even house numbers.
• Observe floor tiles, brick walls and window grills for patterns.
• Arrange school bags or books in repeating patterns.
• Pair shoes, socks and pencils to understand odd-even numbers.
• Count money while buying snacks from the school canteen.
• Find patterns in calendars and page numbers.
• Identify number patterns in bus seat numbers.
• Nature walk to observe patterns in flowers, butterflies and leaves.
• Toy sorting activity using colour and size patterns.
• Classroom treasure hunt using pattern clues.

 

5. 21st Century Skills / Value Education / Vocational Skills

Critical Thinking

• Analyse number arrangements and identify hidden rules.

Creativity

• Design original number and shape patterns.

Communication

• Explain reasoning while identifying odd and even numbers.

Collaboration

• Work in groups to solve mathematical puzzles.

Observation Skills

• Observe similarities and differences in arrangements.

Value Education

• Cooperation during group activities.
• Patience while solving puzzles.
• Respect others' ideas during discussions.
• Develop confidence through participation.

Vocational Skills

• Cash handling using coins and notes.
• Organising materials systematically.
• Pattern recognition useful in art, tailoring, architecture and design.

 

6. Pedagogical Strategies

Story Telling

Story of Shiv and Shirley arranging coins and discovering odd-even numbers.

Activity-Based Learning

Children make patterns using buttons, beads, sticks and bottle caps.

Toy-Based Learning

Building blocks and coloured cubes for creating repeating patterns.

Experiential Learning

Learners pair real classroom objects to identify odd and even numbers.

Discussion Method

Students explain how they recognised a pattern.

Game-Based Learning

Odd-even hopscotch and pattern relay race.

Theatre / Role Play

Children become "Odd Numbers" and "Even Numbers" by standing in pairs.

Collaborative Learning

Small groups solve number puzzles and present answers.

Inquiry-Based Learning

Teacher asks:
"Can every number be paired?"
"What happens after every even number?"

 

7. Assessment (Item Format)

Oral Assessment

• What is a pattern?
• What is an even number?
• Why is 15 an odd number?
• Tell the next three numbers in the pattern.

Written Assessment

• Complete the pattern.
• Circle odd numbers.
• Colour even numbers.
• Write five odd and five even numbers.
• Create your own number pattern.

Activity Assessment

• Pair classroom objects.
• Arrange coins to show different amounts.
• Build a repeating pattern using blocks.

Observation Checklist

Teacher observes whether the learner—

✔ Recognises patterns

✔ Identifies odd-even numbers correctly

✔ Participates actively

✔ Explains reasoning

✔ Works cooperatively

 

8. Resources (Digital / Physical)

Physical Resources

• Number cards
• Coins and play money
• Bottle caps
• Beads
• Building blocks
• Flash cards
• Worksheets
• Dice
• Charts
• Counters

Digital Resources

• NCERT DIKSHA videos
• Smart Board animations
• Interactive Odd-Even Games
• Pattern recognition activities
• Digital number line
• PowerPoint presentation
• Animated counting videos

 

9. Competency-Based Assessment

Competency 1

Identify whether the given numbers are odd or even and explain the reason.

Competency 2

Observe the given arrangement and identify the rule of the pattern.

Competency 3

Complete the missing numbers in the pattern.

Competency 4

Arrange coins to make a given amount using different combinations.

Competency 5

Create a new repeating pattern using objects available in the classroom.

Competency 6

Solve a real-life problem involving grouping or pairing of objects.

 

10. Homework

• Write numbers from 1–50 and colour odd and even numbers differently.
• Observe five patterns at home and draw them.
• Find five objects that come in pairs.
• Write five examples of odd and even numbers from your surroundings.
• Make one colour pattern using pulses, buttons or leaves.
• Observe page numbers of any book and write what pattern you notice.
• Create your own number pattern and ask a family member to complete it.

 

11. Planning for Remedial Teaching

For Slow Learners

• Use concrete objects before introducing numbers.
• Pair real objects like pencils and erasers.
• Practise counting through games.
• Use number cards and floor activities.
• Provide guided worksheets with pictures.
• Give individual attention and peer support.
• Repeat concepts through songs and rhymes.

For Average Learners

• Additional practice on number patterns.
• Small group puzzle-solving.
• Oral questioning for concept reinforcement.

For Advanced Learners

• Create their own complex patterns.
• Predict missing terms in longer sequences.
• Design pattern puzzles for classmates.
• Explore patterns beyond odd-even (skip counting, multiples).

 

_______________________________________________________________________________

 

Lesson Plan – Chapter 4: Thousands Around Us

 

1. Concept / Curricular Goals (CG)

CG-1

Understands numbers using the Indian Place Value System and applies arithmetic understanding.

Related Competencies

• C-1.1 – Represents numbers using the Indian Place Value System, reads, writes, compares and names large numbers.
• C-1.3 – Understands grouping, regrouping and number operations while solving daily-life situations.

CG-4

Develops logical thinking and problem-solving through number activities.

Related Competencies

• C-4.1 – Solves puzzles and number-based real-life problems.
• C-4.3 – Uses mental maths, estimation and logical reasoning while working with numbers.

CG-5

Related Competency

• C-5.1 – Appreciates the Indian Decimal Place Value System and understands the importance of zero and place value in mathematics.

 

2. Competencies / Learning Outcomes (NCERT)

Learners are able to—

• Read and write numbers up to four digits correctly.
• Represent numbers using Thousands, Hundreds, Tens and Ones.
• Explain place value and face value of digits.
• Group and regroup numbers using Dienes blocks or place value materials.
• Write numbers in expanded and standard form.
• Compare and arrange four-digit numbers in ascending and descending order.
• Locate numbers correctly on a number line.
• Complete missing numbers in sequences.
• Apply number concepts in daily-life situations.
• Explain their reasoning while comparing numbers.

 

3. Integration with Other Subjects

EVS

• Population of villages, number of trees, books, animals etc.
• Estimating large quantities around us.

Social Science

• Census, districts, villages and population.
• Reading statistics related to India.

Language

• Reading and writing number names.
• Explaining mathematical reasoning orally.

Art

• Place value charts.
• Arrow card activities.
• Number posters.

ICT

• Interactive place value games.
• Digital number line.
• Virtual Dienes Blocks.
• Smart Board activities.

 

4. Real Life Application / Joyful Learning

• Reading prices while shopping.
• Reading vehicle numbers.
• Reading house numbers.
• Counting books in library.
• Attendance counting.
• Population of cities and villages.
• Cricket scores.
• Mobile numbers (digit recognition).
• ATM balance and bank passbook.
• Classroom grouping activities using bundles of sticks.

 

5. 21st Century Skills / Value Education / Vocational Skills

Critical Thinking

• Compare numbers logically.

Problem Solving

• Solve place value puzzles.

Communication

• Read and explain large numbers confidently.

Collaboration

• Group work using arrow cards and Dienes blocks.

Creativity

• Prepare place value models.

Digital Literacy

• Use digital place value tools.

Value Education

• Teamwork
• Honesty while recording numbers
• Responsibility
• Respect for others' ideas
• Accuracy in mathematical work

Vocational Skills

• Record keeping
• Cash handling
• Inventory counting
• Data entry
• Basic accounting concepts

 

6. Pedagogical Strategies

Story Telling

Discuss the story of Jaspreet and Gulnaz organising a community lunch and counting donations and people.

Toy-Based Learning

Use Dienes Blocks, Arrow Cards and Place Value Sliders.

Experiential Learning

Bundle ice-cream sticks into groups of 10, 100 and 1000.

Activity-Based Learning

Children create four-digit numbers using digit cards.

Inquiry Method

Ask:

• Why does 1000 come after 999?
• Why is 3102 greater than 3012?

Collaborative Learning

Small groups compare numbers and justify answers.

Game-Based Learning

• Number Line Race
• Build the Biggest Number
• Place Value Relay
• Arrow Card Challenge

Discussion Method

Students explain different ways of making the same number.

 

7. Assessment (Item Format)

Oral Assessment

• Read the given number.
• Tell the place value of a digit.
• Which number is greater? Why?
• Count forward and backward.

Written Assessment

• Write number names.
• Write expanded form.
• Fill place value chart.
• Compare numbers using >, < and =.
• Arrange numbers in ascending and descending order.
• Complete number patterns.

Practical Assessment

• Build numbers using Dienes Blocks.
• Use Arrow Cards.
• Mark numbers on number line.

Observation Checklist

Teacher observes whether learner—

✔ Reads numbers correctly

✔ Uses place value correctly

✔ Compares numbers accurately

✔ Uses mathematical vocabulary

✔ Participates confidently

 

8. Resources (Digital / Physical)

Physical Resources

• Dienes Blocks
• Arrow Cards
• Place Value Chart
• Flash Cards
• Number Cards
• Abacus
• Ice-cream sticks
• Bundles of straws
• Worksheets
• Dice

Digital Resources

• DIKSHA videos
• Smart Board
• Place Value Simulator
• Interactive Number Line
• Educational Maths Apps
• PPT Presentation
• Animated videos
• NCERT e-book

 

9. Competency-Based Assessment

Competency 1

Represent the given number using Th-H-T-O chart.

Competency 2

Write expanded form and number name.

Competency 3

Compare two four-digit numbers and justify the answer.

Competency 4

Arrange numbers in ascending and descending order.

Competency 5

Locate numbers on the number line.

Competency 6

Solve real-life questions involving counting and place value.

Competency 7

Identify missing numbers in a sequence.

 

10. Homework

• Write number names of ten four-digit numbers.
• Observe and write five four-digit numbers seen around you.
• Write expanded forms of five numbers.
• Compare five pairs of numbers.
• Arrange ten numbers in ascending and descending order.
• Prepare a colourful place value chart.
• Collect any five numbers from newspapers and identify Th-H-T-O.

 

11. Planning for Remedial Teaching

For Slow Learners

• Start with concrete materials before symbolic representation.
• Use bundles of sticks for grouping.
• Revise Ones, Tens and Hundreds before introducing Thousands.
• Give individual practice using place value charts.
• Use pictorial worksheets.
• Conduct peer learning activities.
• Provide repeated oral reading of number names.

For Average Learners

• More practice with number comparison.
• Expanded form activities.
• Number line exercises.
• Daily mental maths.

For Advanced Learners

• Create the greatest and smallest four-digit numbers under given conditions.
• Solve higher-order comparison puzzles.
• Explore five-digit numbers.
• Create and solve place value riddles.
• Design number games for classmates.

_______________________________________________________________________________

 

 

Lesson Plan – Chapter 5: Sharing and Measuring (Fractions)

 

1. Concept / Curricular Goals (CG)

CG-1

Understands numbers and represents commonly used fractions in different forms.

Related Competencies

• C-1.2 – Represents and compares commonly used fractions (½, ¼, ⅓, ⅕ etc.) as equal parts of a whole, parts of a collection and on simple representations.
• C-1.3 – Applies mathematical understanding while solving everyday sharing and measuring situations.

CG-4

Develops logical thinking and problem-solving through real-life mathematical situations.

Related Competencies

• C-4.1 – Solves daily-life problems involving equal sharing and fractions.
• C-4.3 – Uses logical reasoning and appropriate strategies while solving fraction-based activities.

 

2. Competencies / Learning Outcomes (NCERT)

Learners are able to—

• Understand the meaning of equal sharing.
• Identify equal and unequal parts of a whole.
• Represent fractions using pictures and concrete materials.
• Read and write simple fractions such as ½, ⅓, ¼, ⅕, ⅙ etc.
• Explain numerator and denominator through activities.
• Compare simple fractions having the same whole.
• Identify fractions of objects and collections.
• Recognise equivalent fractions through paper folding and fraction kits.
• Apply fractions in real-life situations such as food sharing and measuring.
• Explain mathematical ideas confidently using appropriate vocabulary.

 

3. Integration with Other Subjects

EVS

• Sharing food equally during lunch.
• Dividing fruits and vegetables into equal parts.

Art Education

• Paper folding (Origami).
• Colouring fractional parts of shapes.
• Rangoli and geometric designs using fractions.

Language

• Reading and speaking fraction names.
• Describing sharing situations orally.

Health & Physical Education

• Dividing teams equally.
• Sharing sports equipment fairly.

ICT

• Interactive fraction games.
• Digital fraction circles.
• Fraction animations.
• Smart Board demonstrations.

 

4. Real Life Application / Joyful Learning

• Sharing pizza, chapati, cake and chocolate equally.
• Dividing fruits among family members.
• Measuring ingredients while cooking.
• Sharing sweets during festivals.
• Dividing playground into equal parts.
• Reading measuring cups in the kitchen.
• Colouring fractional parts in art activities.
• Folding paper into halves and quarters.
• Fraction hunt inside the classroom.
• Preparing fraction puzzles using paper plates.

 

5. 21st Century Skills / Value Education / Vocational Skills

Critical Thinking

• Compare fractions logically.

Problem Solving

• Solve equal sharing situations.

Creativity

• Create fraction art and paper models.

Collaboration

• Work together while sharing materials.

Communication

• Explain fractions using mathematical language.

Digital Literacy

• Use digital fraction tools.

Value Education

• Sharing and caring.
• Fairness and equality.
• Cooperation.
• Respect for others.
• Responsibility during group work.

Vocational Skills

• Cooking and baking measurements.
• Food serving.
• Packaging and dividing materials equally.
• Tailoring and cloth measurement.
• Bakery and catering basics.

 

6. Pedagogical Strategies

Story Telling

Narrate the stories of Ikra and Samina sharing paper and Sumedha sharing dhokla to introduce equal sharing and fractions.

Experiential Learning

Students fold paper into halves, quarters and other equal parts.

Toy-Based Learning

Use Fraction Kit, Fraction Circles and Fraction Strips.

Activity-Based Learning

Children divide chocolates, fruits and paper plates into equal parts.

Inquiry-Based Learning

Ask:

• Why must parts be equal?
• Is two quarters equal to one half?
• What happens when more people share one object?

Collaborative Learning

Groups solve fraction puzzles and prepare fraction charts.

Game-Based Learning

• Fraction Bingo
• Pizza Fraction Game
• Fraction Hunt
• Match the Fraction
• Build the Whole

Demonstration Method

Teacher demonstrates paper folding and fraction models.

 

7. Assessment (Item Format)

Oral Assessment

• What is a fraction?
• What is one-half?
• Is one-half bigger than one-fourth? Why?
• Read the given fraction aloud.

Written Assessment

• Shade the given fraction.
• Write the fraction represented by the picture.
• Match fractions with figures.
• Complete missing fractions.
• Compare simple fractions.
• Find the fraction of a collection.

Practical Assessment

• Fold paper into equal parts.
• Divide objects equally.
• Prepare a fraction model.
• Use fraction kit to make a whole.

Observation Checklist

Teacher observes whether learner—

✔ Identifies equal parts correctly.

✔ Reads fractions accurately.

✔ Uses fraction vocabulary.

✔ Participates in activities.

✔ Applies fractions in daily-life situations.

 

8. Resources (Digital / Physical)

Physical Resources

• Fraction Kit
• Fraction Circles
• Paper Plates
• Coloured Papers
• Origami Sheets
• Flash Cards
• Scissors
• Pizza Models
• Fruits
• Chocolate Bars
• Worksheets

Digital Resources

• DIKSHA Videos
• NCERT e-book
• Smart Board Activities
• Interactive Fraction Simulator
• Animated Fraction Videos
• Educational Maths Apps
• PowerPoint Presentation

 

9. Competency-Based Assessment

Competency 1

Identify equal and unequal parts of different figures.

Competency 2

Represent the given fraction by colouring.

Competency 3

Write fractions represented by pictures.

Competency 4

Find the fraction of a given collection of objects.

Competency 5

Compare two simple fractions using models.

Competency 6

Solve real-life sharing problems.

Competency 7

Prepare equivalent fractions using paper folding or fraction strips.

 

10. Homework

• Draw five objects showing one-half.
• Find five examples of fractions at home.
• Divide a chapati or paper into four equal parts and paste it in your notebook.
• Write ten fractions with pictures.
• Colour the required fractions in given shapes.
• Observe where fractions are used in cooking or shopping and write two examples.
• Make your own fraction strips using coloured paper.

 

11. Planning for Remedial Teaching

For Slow Learners

• Begin with real objects like fruits, chocolates and paper folding.
• Demonstrate equal sharing repeatedly.
• Use concrete fraction kits before introducing symbols.
• Give picture-based worksheets.
• Pair learners with supportive peers.
• Practise oral identification of fractions daily.
• Reinforce concepts through games and repeated hands-on activities.

For Average Learners

• Practise comparing fractions.
• Solve fraction colouring worksheets.
• Perform group sharing activities.
• Apply fractions in simple word problems.

For Advanced Learners

• Explore equivalent fractions independently.
• Compare fractions with different denominators using models.
• Design their own fraction puzzles and games.
• Solve higher-order reasoning questions based on sharing and measurement.
• Explain fraction concepts to classmates using teaching aids.

_______________________________________________________________________________

 

Chapter 6: Measuring Length

 

1. Concept / Curricular Goals (CG)

CG-3

Understands measurable attributes of objects and uses appropriate units, tools and strategies for measurement.

Related Competencies

• C-3.1 – Measures objects using standard and non-standard units and understands the need for standard units.
• C-3.2 – Uses appropriate units (metre, centimetre) and measuring tools for length and perimeter.
• C-3.3 – Performs simple conversions between centimetres and metres.
• C-3.5 – Estimates and verifies length and perimeter using standard units.
• C-3.6 – Understands that different shapes may have the same perimeter.

CG-4

Related Competencies

• C-4.1 – Solves real-life problems involving measurement and perimeter.
• C-4.3 – Selects suitable methods such as estimation, mental reasoning and measuring tools according to the situation.

 

2. Competencies / Learning Outcomes (NCERT)

At the end of the lesson, learners are able to—

• Identify measurable attributes such as length, height, breadth and depth.
• Distinguish between standard and non-standard units of measurement.
• Measure objects accurately using a ruler, measuring tape and metre rope.
• Understand the relationship between metre and centimetre (1 m = 100 cm).
• Convert simple measurements between metres and centimetres.
• Estimate the length of objects before measuring.
• Compare lengths using appropriate units.
• Understand the meaning of perimeter as the total length of the boundary of a closed figure.
• Measure and compare the perimeter of simple shapes.
• Apply measurement skills confidently in everyday situations.

 

3. Integration with Other Subjects

EVS

• Measure the height of plants and trees.
• Compare the height of classmates.
• Measure classroom objects.

Art Education

• Draw shapes with given lengths.
• Create border designs and measure their perimeter.

Language

• Read and interpret measurement instructions.
• Use mathematical vocabulary such as length, height, breadth, centimetre and metre.

Physical Education

• Measure long jump and running distances.
• Mark playground boundaries.

ICT

• Interactive ruler and measuring simulations.
• Digital perimeter games.
• Smart Board demonstrations.
• DIKSHA videos on measurement.

 

4. Real-Life Application / Joyful Learning

• Measuring height using a measuring tape.
• Measuring the classroom, desk and blackboard.
• Measuring ribbons, ropes and cloth while shopping.
• Measuring furniture at home.
• Estimating distances before actual measurement.
• Measuring the height of plants every week.
• Finding the perimeter of a garden or playground.
• Treasure hunt using measured paths.
• Toy car distance race using centimetres.
• Rope activities (1 m, 5 m and 10 m) for estimation and comparison.

 

5. 21st Century Skills / Value Education / Vocational Skills

Critical Thinking

• Select the correct unit and tool for different objects.

Problem Solving

• Solve real-life measurement and perimeter problems.

Communication

• Explain measurement procedures using mathematical vocabulary.

Collaboration

• Work in groups to measure classroom objects.

Creativity

• Design shapes with a given perimeter.

Digital Literacy

• Use digital measuring tools and simulations.

Value Education

• Accuracy in work.
• Patience while measuring.
• Teamwork.
• Responsibility for shared resources.
• Honesty while recording measurements.

Vocational Skills

• Tailoring and cloth measurement.
• Carpentry.
• Architecture and construction.
• Gardening and fencing.
• Interior decoration and space planning.

 

6. Pedagogical Strategies

Experiential Learning

Students measure classroom objects using rulers, measuring tapes and metre ropes.

Activity-Based Learning

Measure desks, books, notebooks, doors and windows, then compare estimates with actual measurements.

Toy-Based Learning

Use toy cars on ramps to measure travelled distances in centimetres.

Story-Based Discussion

Discuss Chutki measuring her plant's growth to introduce centimetres and metres.

Inquiry-Based Learning

Ask:

• Which objects should be measured in metres?
• Which objects should be measured in centimetres?
• Why is a ruler not suitable for measuring the playground?

Collaborative Learning

Groups estimate and measure classroom objects, then compare results.

Game-Based Learning

• Measurement Treasure Hunt
• Estimate and Measure Challenge
• Long Jump Measurement Activity
• Perimeter Race
• Broken Scale Puzzle

Demonstration Method

Teacher demonstrates measuring with rulers, metre ropes and measuring tapes before student practice.

 

7. Assessment (Item Format)

Oral Assessment

• Which unit will you use to measure a pencil?
• How many centimetres are there in one metre?
• What is perimeter?
• Which object is longer?

Written Assessment

• Convert metres into centimetres.
• Convert centimetres into metres.
• Fill in the blanks.
• Estimate and verify measurements.
• Find the perimeter of simple shapes.
• Compare given lengths.

Practical Assessment

• Measure classroom objects.
• Measure hand length.
• Measure plant height.
• Find the perimeter of books and desks.

Observation Checklist

Teacher observes whether the learner—

✔ Chooses the correct measuring tool.

✔ Uses standard units correctly.

✔ Measures accurately.

✔ Estimates before measuring.

✔ Calculates perimeter correctly.

 

8. Resources (Digital / Physical)

Physical Resources

• Measuring tape
• Metre scale
• 30 cm ruler
• Metre rope
• Thread
• String
• Toy cars
• Dienes blocks
• Worksheets
• Dot grid sheets

Digital Resources

• DIKSHA videos
• NCERT e-book
• Smart Board
• Interactive ruler simulator
• Virtual measurement games
• Animated videos on metre and centimetre
• Perimeter learning activities
• PowerPoint Presentation

 

9. Competency-Based Assessment

Competency 1

Estimate and then measure the length of classroom objects.

Competency 2

Choose the correct measuring tool and unit for different objects.

Competency 3

Convert measurements between metres and centimetres.

Competency 4

Measure and compare the heights of students.

Competency 5

Find the perimeter of given figures using a ruler or dot grid.

Competency 6

Solve daily-life word problems involving measurement.

Competency 7

Identify shapes having the same perimeter and justify the answer.

 

10. Homework

• Measure five objects at home and record their lengths.
• Write five objects measured in centimetres and five measured in metres.
• Measure the height of one family member.
• Find the perimeter of your notebook and textbook.
• Draw three shapes having different perimeters.
• Practise five metre–centimetre conversion questions.
• Estimate and then measure the length of your study table.

 

11. Planning for Remedial Teaching

For Slow Learners

• Begin with non-standard units such as hand span, footsteps and ropes.
• Demonstrate measuring repeatedly using concrete materials.
• Use large measuring tapes and rulers.
• Practise measuring familiar classroom objects.
• Provide picture-based worksheets.
• Pair learners with supportive peers.
• Reinforce metre–centimetre conversion through repeated activities.

For Average Learners

• Additional practice on estimation and measurement.
• Daily measurement activities.
• Perimeter practice using dot grids.
• Mixed conversion exercises.

For Advanced Learners

• Design different shapes with the same perimeter.
• Solve higher-order measurement problems.
• Compare estimated and actual measurements with reasoning.
• Explore measuring irregular objects using strings.
• Conduct a classroom measurement survey and present the findings.

_________________________________________________________________

Chapter 7: The Cleanest Village

 

1. Concept / Curricular Goals (CG)

CG-1

Understands whole numbers and performs the four basic operations to solve daily-life problems.

Related Competencies

• C-1.3 – Understands and performs addition and subtraction using regrouping and applies these operations in daily-life situations.

 

CG-4

Develops problem-solving skills with procedural fluency and computational thinking.

Related Competencies

• C-4.1 – Solves puzzles, money-related situations and daily-life word problems involving addition and subtraction.
• C-4.3 – Chooses suitable strategies such as mental maths, estimation, number line and column method according to the context.

 

2. Competencies / Learning Outcomes (NCERT)

At the end of the lesson, learners are able to—

• Add and subtract 2-digit, 3-digit and 4-digit numbers accurately.
• Perform regrouping correctly in addition and subtraction.
• Estimate sums and differences before calculating.
• Solve money-related problems involving buying, selling and finding balance.
• Solve word problems using appropriate operations.
• Apply mental mathematics strategies for quick calculations.
• Verify answers using alternate methods.
• Interpret real-life mathematical situations involving travel and shopping.
• Select the correct operation after understanding the problem.
• Explain their mathematical thinking confidently.

 

3. Integration with Other Subjects

EVS

• School trip planning.
• Shopping for fruits and vegetables.
• Healthy food choices.
• Understanding eco-friendly villages and community life.

Social Science

• Reading maps and locating Meghalaya and Mawlynnong.
• Learning about India's cultural diversity and tourism.

Language

• Reading posters and price lists.
• Understanding and solving word problems.
• Explaining mathematical reasoning orally.

Art Education

• Designing shopping bills.
• Preparing travel posters.
• Creating price tags and play currency.

ICT

• Interactive addition-subtraction games.
• Digital number line.
• Virtual money activities.
• Smart Board demonstrations.

 

4. Real-Life Application / Joyful Learning

• Buying vegetables and fruits from the market.
• Calculating total shopping bills.
• Finding change after making payments.
• Planning expenses during a school trip.
• Estimating travel expenses.
• Maintaining a piggy bank record.
• Calculating classroom attendance.
• Preparing simple budgets.
• Playing shopkeeper-customer games using play money.
• Solving travel-related mathematical situations.

 

5. 21st Century Skills / Value Education / Vocational Skills

Critical Thinking

• Decide which mathematical operation is required.

Problem Solving

• Solve real-life money and travel situations.

Communication

• Explain solutions using mathematical language.

Collaboration

• Solve shopping and budgeting activities in groups.

Creativity

• Create their own word problems.

Digital Literacy

• Use digital calculators and maths learning tools appropriately.

Value Education

• Honesty while handling money.
• Responsible spending.
• Cooperation during group activities.
• Appreciation of cleanliness and environmental awareness.
• Respect for different cultures and communities.

Vocational Skills

• Cash handling.
• Billing and accounting.
• Shop management.
• Budget planning.
• Financial literacy.

 

6. Pedagogical Strategies

Story Telling

Introduce the lesson through the story of Daisy and Lou planning their school trip and shopping with their family.

Experiential Learning

Students purchase classroom items using play money and calculate bills and balances.

Toy-Based Learning

Use play currency, Dienes Blocks, place value cards and counters for regrouping activities.

Activity-Based Learning

Conduct a classroom mini-market where students buy and sell items using fake currency.

Inquiry-Based Learning

Ask:

• How do we know whether to add or subtract?
• Why do we regroup while adding or subtracting?
• Can one problem be solved in different ways?

Collaborative Learning

Groups solve shopping bills, travel expenses and estimation tasks together.

Game-Based Learning

• Shopping Challenge
• Find the Balance
• Addition Relay Race
• Mental Maths Quiz
• Number Puzzle Challenge

Demonstration Method

Teacher demonstrates regrouping using Dienes Blocks, place value charts and number lines before moving to the column method.

 

7. Assessment (Item Format)

Oral Assessment

• What operation will you use in this problem?
• What is estimation?
• How do you find the balance?
• Explain regrouping in addition.

Written Assessment

• Add numbers with regrouping.
• Subtract numbers with regrouping.
• Estimate sums and differences.
• Solve money word problems.
• Solve travel-related word problems.
• Complete missing digits.

Practical Assessment

• Calculate shopping bills using play money.
• Find change after payment.
• Prepare a simple shopping budget.
• Solve number puzzles using manipulatives.

Observation Checklist

Teacher observes whether the learner—

✔ Selects the correct operation.

✔ Performs regrouping accurately.

✔ Estimates reasonably.

✔ Solves real-life problems confidently.

✔ Explains reasoning clearly.

 

8. Resources (Digital / Physical)

Physical Resources

• Play money
• Dienes Blocks
• Place value chart
• Number cards
• Shopping bills
• Flash cards
• Price tags
• Worksheets
• Counters
• Number line strips

Digital Resources

• DIKSHA videos
• NCERT e-book
• Smart Board
• Interactive addition-subtraction games
• Digital place value simulator
• Animated maths videos
• PowerPoint Presentation

 

9. Competency-Based Assessment

Competency 1

Solve shopping-related addition problems using play money.

Competency 2

Find the correct balance after making payments.

Competency 3

Estimate and verify sums and differences.

Competency 4

Solve word problems related to travel and shopping.

Competency 5

Use regrouping correctly while adding and subtracting.

Competency 6

Choose the correct operation and explain the reason.

Competency 7

Create and solve a real-life addition or subtraction word problem.

 

10. Homework

• Prepare a shopping list of five items with prices and find the total cost.
• Solve five addition and five subtraction problems with regrouping.
• Estimate the answers before calculating.
• Observe a grocery bill at home and identify the total amount.
• Prepare two money word problems and solve them.
• Record one day's household expenses and calculate the total.
• Practise five mental maths questions.

 

11. Planning for Remedial Teaching

For Slow Learners

• Begin with concrete objects and play money before introducing algorithms.
• Use number lines and Dienes Blocks to explain regrouping.
• Practise addition and subtraction with smaller numbers.
• Give picture-based and activity-based worksheets.
• Pair learners with supportive peers.
• Reinforce concepts through repeated hands-on shopping activities.
• Conduct daily oral mental maths practice.

For Average Learners

• Practise multi-step word problems.
• Solve estimation exercises.
• Perform shopping role-play activities.
• Strengthen regrouping through regular worksheets.

For Advanced Learners

• Design their own shopping budget and calculate total expenses.
• Solve higher-order multi-step word problems.
• Explore different strategies for mental calculation.
• Create number puzzles and missing-digit problems.
• Lead group activities by explaining multiple solution methods.

 

_________________________________________________________________

Chapter 8: Weigh It, Pour It

 

1. Concept / Curricular Goals (CG)

CG-3

Understands measurable attributes of objects and uses appropriate units, tools and strategies for measurement.

Related Competencies

• C-3.1 – Measures weight and capacity using standard and non-standard units and understands the need for standard units.
• C-3.2 – Uses appropriate units (kilogram, gram, litre, millilitre) and suitable measuring tools.
• C-3.3 – Performs simple conversions between kilograms and grams, and litres and millilitres.
• C-3.5 – Estimates and verifies weight and capacity using standard units.
• C-3.7 – Applies the concepts of weight and capacity in solving daily-life problems.  

CG-4

Related Competencies

• C-4.1 – Solves daily-life problems involving weight, capacity and measurement.
• C-4.3 – Chooses suitable tools and strategies such as estimation, observation and logical reasoning while measuring.

 

2. Competencies / Learning Outcomes (NCERT)

At the end of the lesson, learners are able to—

• Identify heavy and light objects through observation and comparison.
• Understand kilogram (kg), gram (g), litre (L) and millilitre (mL) as standard units.
• Measure weight using a weighing balance.
• Measure liquids using measuring containers.
• Estimate weight and capacity before actual measurement.
• Perform simple conversions between kg–g and L–mL.
• Compare the weights and capacities of different objects.
• Select suitable units and measuring tools according to the object.
• Apply measurement skills in shopping, cooking and household situations.
• Develop awareness about water conservation through measurement activities.

 

3. Integration with Other Subjects

EVS

• Measuring vegetables, fruits and grocery items.
• Estimating daily water consumption.
• Water conservation activities.
• Understanding healthy food quantities.

Science

• Measuring liquids used in experiments.
• Observing different weighing machines.

Language

• Reading labels showing weight and capacity.
• Explaining observations using measurement vocabulary.

Art Education

• Preparing measurement charts.
• Drawing measuring containers and weighing balances.

ICT

• Interactive measurement simulations.
• Digital weighing scale demonstrations.
• Smart Board activities.
• DIKSHA videos on weight and capacity.

 

4. Real-Life Application / Joyful Learning

• Buying vegetables by kilogram.
• Purchasing milk, oil and juice by litre.
• Measuring ingredients while cooking.
• Reading medicine dosage in millilitres.
• Estimating school bag weight.
• Measuring water bottles and buckets.
• Shopkeeper–Customer role play using weighing balance.
• Water bottle filling challenge.
• Guess and Verify weight game.
• Measuring water wasted from a leaking tap and discussing water conservation.

 

5. 21st Century Skills / Value Education / Vocational Skills

Critical Thinking

• Decide the correct unit for measuring different objects.

Problem Solving

• Solve real-life problems involving weight and capacity.

Communication

• Explain measurements using correct mathematical vocabulary.

Collaboration

• Work in groups while performing weighing and pouring activities.

Creativity

• Design measurement charts and estimation tables.

Digital Literacy

• Use digital weighing machines and interactive measurement tools.

Value Education

• Honesty while measuring.
• Accuracy in recording observations.
• Responsible use of water.
• Cooperation during practical activities.
• Respect for resources and the environment.

Vocational Skills

• Grocery shop management.
• Cooking and baking measurements.
• Pharmacy and medicine dosage.
• Agriculture and food packaging.
• Dairy and milk distribution.

 

6. Pedagogical Strategies

Experiential Learning

Students weigh fruits, vegetables and classroom objects using weighing balances and measure liquids using measuring containers.

Activity-Based Learning

Estimate the weight or capacity of objects first and then verify through actual measurement.

Toy-Based Learning

Use toy weighing balances, measuring cups, bottles and containers for hands-on learning.

Story Telling

Discuss Rita and Shabnam's visit to the vegetable market to introduce weighing and capacity.

Inquiry-Based Learning

Ask:

• Why are some objects measured in grams while others are measured in kilograms?
• Why is milk measured in litres?
• Why do we estimate before measuring?
• Which container will hold more water?

Collaborative Learning

Groups perform weighing and pouring activities and compare their observations.

Game-Based Learning

• Guess the Weight
• Fill the Bottle Challenge
• Capacity Relay Race
• Measurement Treasure Hunt
• Match the Unit Game

Demonstration Method

Teacher demonstrates the use of weighing balances, measuring jars, measuring cups and standard weights before student practice.

 

7. Assessment (Item Format)

Oral Assessment

• Which unit is used to measure rice?
• Which unit is used to measure milk?
• How many grams make one kilogram?
• How many millilitres make one litre?

Written Assessment

• Fill in the blanks using kg, g, L or mL.
• Convert kg into g and g into kg.
• Convert L into mL and mL into L.
• Match objects with appropriate units.
• Estimate and compare weights and capacities.
• Solve simple word problems based on weight and capacity.

Practical Assessment

• Weigh fruits and vegetables.
• Measure water using bottles and measuring cups.
• Estimate and verify the capacity of different containers.
• Compare weights using a balance.

Observation Checklist

Teacher observes whether the learner—

✔ Selects the correct unit.

✔ Uses measuring tools correctly.

✔ Estimates reasonably.

✔ Records measurements accurately.

✔ Participates actively in practical activities.

 

8. Resources (Digital / Physical)

Physical Resources

• Weighing balance
• Standard weights (100 g, 250 g, 500 g, 1 kg)
• Measuring cups
• Measuring jars
• Water bottles
• Buckets
• Fruits and vegetables
• Grocery packets
• Worksheets
• Flash cards

Digital Resources

• DIKSHA videos
• NCERT e-book
• Smart Board
• Interactive weight and capacity simulations
• Virtual weighing scale
• Animated videos on measurement
• Educational Maths Apps
• PowerPoint Presentation

 

9. Competency-Based Assessment

Competency 1

Estimate and verify the weight of classroom objects.

Competency 2

Choose the correct unit (kg, g, L or mL) for different objects.

Competency 3

Perform simple kg–g and L–mL conversions.

Competency 4

Measure the capacity of different containers using standard measuring tools.

Competency 5

Solve real-life shopping and cooking problems involving weight and capacity.

Competency 6

Estimate daily water usage and suggest methods to reduce wastage.

Competency 7

Compare the weights or capacities of different objects and justify the answer.

 

10. Homework

• List five objects measured in kilograms and five measured in grams.
• List five liquids measured in litres and five measured in millilitres.
• Measure the capacity of your water bottle and write it in litres or millilitres.
• Observe grocery packets at home and note their weights.
• Solve five unit conversion questions (kg–g and L–mL).
• Estimate and then measure the weight of three household objects.
• Write three ways to save water at home.

 

11. Planning for Remedial Teaching

For Slow Learners

• Begin with real objects before introducing standard units.
• Demonstrate weighing using fruits, vegetables and grocery packets.
• Practise measuring liquids with bottles and measuring cups.
• Use picture-based worksheets and matching activities.
• Repeat unit conversions through hands-on activities.
• Pair learners with supportive peers.
• Reinforce concepts through daily-life examples.

For Average Learners

• Additional practice on unit conversions.
• Estimation and verification activities.
• Real-life shopping and cooking tasks.
• Capacity comparison exercises.

For Advanced Learners

• Solve multi-step problems involving weight and capacity.
• Compare different measuring strategies.
• Conduct a classroom survey on daily water consumption.
• Design a poster on water conservation using measurement data.
• Explore different types of weighing machines and their uses.

 

 

_________________________________________________________________

 Chapter 9: Equal Groups

 

1. Concept / Curricular Goals (CG)

CG-1

Understands numbers, carries out arithmetic operations on whole numbers and recognises number patterns.

Related Competencies

• C-1.3 – Understands multiplication and division as related operations, recalls multiplication tables up to 10 × 10, and applies multiplication and division to solve daily-life problems.
• C-1.4 – Recognises, explains and extends number patterns formed through multiplication and division.

 

CG-4

Develops problem-solving skills with procedural fluency and computational thinking.

Related Competencies

• C-4.1 – Solves multiplication and division puzzles and daily-life mathematical situations.
• C-4.3 – Selects appropriate methods such as repeated addition, equal grouping, equal sharing, mental mathematics and estimation according to the context.

 

2. Competencies / Learning Outcomes (NCERT)

At the end of the lesson, learners are able to—

• Understand multiplication as repeated addition and equal groups.
• Understand division as equal sharing and equal grouping.
• Recall multiplication tables up to 10 × 10 accurately.
• Multiply 2-digit and 3-digit numbers by a single-digit number.
• Divide numbers using equal sharing and repeated subtraction methods.
• Identify and explain patterns in multiplication and division.
• Understand the inverse relationship between multiplication and division.
• Solve one-step and two-step word problems confidently.
• Select appropriate operations for different mathematical situations.
• Explain mathematical reasoning using correct mathematical vocabulary.

 

3. Integration with Other Subjects

EVS

• Counting passengers in buses, autos and boats.
• Packing products into equal groups.
• Community transport and public services.

Language

• Reading and interpreting mathematical word problems.
• Explaining solutions orally and in writing.

Art Education

• Making multiplication arrays using coloured paper.
• Designing equal-group charts.
• Preparing multiplication flash cards.

Social Science

• Calculating travel distances and transport data.
• Understanding community occupations such as potters and drivers.

ICT

• Interactive multiplication and division games.
• Digital multiplication tables.
• Smart Board activities.
• DIKSHA learning videos.

 

4. Real-Life Application / Joyful Learning

• Counting passengers travelling in autorickshaws and buses.
• Packing cups, fruits and grocery items into equal groups.
• Sharing sweets equally among friends.
• Calculating the number of pencils, books and notebooks required for a class.
• Dividing classroom materials equally among groups.
• Calculating travel distances during school trips.
• Finding the total cost while shopping.
• Organising students into equal teams for sports.
• Multiplication Bingo and Equal Group Race.
• Shopkeeper–Customer role play using multiplication and division.

 

5. 21st Century Skills / Value Education / Vocational Skills

Critical Thinking

• Analyse situations and decide whether multiplication or division is required.

Problem Solving

• Solve real-life problems involving equal groups and equal sharing.

Communication

• Explain mathematical thinking clearly using appropriate vocabulary.

Collaboration

• Work cooperatively during group activities and mathematical games.

Creativity

• Create multiplication stories, puzzles and equal-group models.

Digital Literacy

• Use digital multiplication tools and educational apps effectively.

Value Education

• Cooperation during group work.
• Fairness while sharing materials equally.
• Responsibility in completing assigned tasks.
• Accuracy in calculations.
• Respect for others' ideas and solutions.

Vocational Skills

• Billing and accounting.
• Inventory and stock management.
• Packaging and distribution.
• Retail business calculations.
• Transport and logistics planning.

 

6. Pedagogical Strategies

Story Telling

Introduce multiplication and division through the stories of electric autorickshaws carrying passengers, potters packing kulhads, boats ferrying people, and school buses carrying children.

Experiential Learning

Students make equal groups using counters, beads, bottle caps, sticks and classroom materials.

Toy-Based Learning

Use Dienes Blocks, counters, linking cubes and play money to demonstrate multiplication and division.

Activity-Based Learning

Students prepare equal groups of objects and represent them through repeated addition and multiplication sentences.

Inquiry-Based Learning

Teacher asks—

• Why is multiplication faster than repeated addition?
• Can every multiplication problem be written as repeated addition?
• How are multiplication and division related?
• When should we use multiplication and when should we use division?

Collaborative Learning

Groups solve real-life multiplication and division tasks using classroom materials.

Game-Based Learning

• Equal Group Challenge
• Multiplication Relay Race
• Division Bingo
• Flash Card Quiz
• Missing Factor Game
• Build the Array
• Multiplication Wheel

Demonstration Method

Teacher demonstrates multiplication through arrays, equal groups, repeated addition and division using sharing activities.

 

7. Assessment (Item Format)

Oral Assessment

• What is an equal group?
• Which operation is used to find the total number of objects in equal groups?
• Explain division using an example.
• Recite multiplication tables.

Written Assessment

• Complete multiplication and division patterns.
• Solve multiplication sums.
• Solve division sums.
• Complete missing numbers.
• Solve word problems.
• Match multiplication with repeated addition.

Practical Assessment

• Make equal groups using counters.
• Demonstrate equal sharing using classroom objects.
• Build multiplication arrays.
• Solve practical sharing activities.

Observation Checklist

Teacher observes whether the learner—

✔ Understands equal grouping.

✔ Performs multiplication correctly.

✔ Solves division accurately.

✔ Identifies number patterns.

✔ Explains reasoning confidently.

 

8. Resources (Digital / Physical)

Physical Resources

• Counters
• Bottle caps
• Beads
• Linking cubes
• Dienes Blocks
• Flash cards
• Multiplication chart
• Number cards
• Worksheets
• Play money

Digital Resources

• DIKSHA videos
• NCERT e-book
• Smart Board
• Interactive multiplication simulator
• Virtual arrays
• Educational Maths Apps
• Animated multiplication and division videos
• PowerPoint Presentation

 

9. Competency-Based Assessment

Competency 1

Represent multiplication using equal groups and repeated addition.

Competency 2

Represent division through equal sharing.

Competency 3

Complete multiplication and division patterns.

Competency 4

Solve daily-life word problems involving multiplication and division.

Competency 5

Choose the correct operation and justify the answer.

Competency 6

Identify the relationship between multiplication and division using fact families.

Competency 7

Create your own real-life multiplication or division story problem and solve it.

 

10. Homework

• Draw five examples of equal groups from your home.
• Write multiplication sentences for each equal group.
• Solve five multiplication and five division questions.
• Learn multiplication tables from 2 to 10.
• Observe one real-life situation where equal sharing is used.
• Create one multiplication and one division word problem.
• Complete one multiplication pattern and one division pattern.

 

11. Planning for Remedial Teaching

For Slow Learners

• Begin with concrete objects before introducing symbols.
• Use repeated addition before formal multiplication.
• Demonstrate equal sharing using fruits, pencils and counters.
• Revise multiplication tables regularly through songs and games.
• Use picture-based worksheets and arrays.
• Pair learners with supportive peers for guided practice.
• Provide daily oral practice using simple real-life examples.

For Average Learners

• Practise multiplication and division fact families.
• Solve additional word problems.
• Complete pattern-based worksheets.
• Strengthen mental mathematics through daily drills.

For Advanced Learners

• Solve multi-step multiplication and division problems.
• Explore larger numbers and different solution strategies.
• Create multiplication and division puzzles for classmates.
• Investigate number patterns and mathematical shortcuts.
• Design and present a real-life project involving equal groups and sharing.

_________________________________________________________________

 

Chapter 10 : Elephants, Tigers, and Leopards

 

1. Concept / Curricular Goals

Concept

• Large Numbers
• Indian Place Value System
• Addition and Subtraction with Regrouping
• Estimation
• Number Patterns
• Mental Mathematics
• Logical Thinking
• Word Problems
• Problem Solving Strategies

Relevant Curricular Goals

CG-1

Learners understand large numbers, apply the Indian Place Value System, perform addition and subtraction accurately, identify number patterns and solve daily-life mathematical situations.

• C-1.1 Place Value & Large Numbers
• C-1.3 Four Operations & Daily Life Problems
• C-1.4 Number Patterns

 

CG-4

Learners develop mathematical reasoning and computational thinking through puzzles, estimation, logical strategies and real-life mathematical problems.

• C-4.1 Mathematical Puzzles & Word Problems
• C-4.3 Mental Computation, Estimation and Appropriate Methods

 

2. Competencies / Learning Outcomes (NCERT)

After completing the lesson, learners are able to:

• Read, write and compare 4-digit and larger numbers confidently.
• Apply the Indian Place Value System while solving problems.
• Perform addition and subtraction with regrouping accurately.
• Estimate answers before actual calculation.
• Recognise and explain simple number patterns.
• Solve mathematical puzzles using logical reasoning.
• Choose suitable methods such as mental maths, estimation or written calculation.
• Solve real-life word problems related to population, visitors, banking and daily transactions.
• Explain their reasoning while solving mathematical situations.
• Check the correctness of answers using inverse operations.

 

3. Integration with Other Subjects

EVS

• Population of elephants, tigers and leopards in different Indian states.
• Wildlife conservation and biodiversity.

English

• Reading mathematical word problems.
• Identifying important information.
• Speaking and explaining mathematical reasoning.

Social Science

• Locating Karnataka, Kerala, Assam, Gujarat, Madhya Pradesh and Uttarakhand on the map of India.
• Understanding state-wise wildlife distribution.

ICT

• Digital number games.
• Interactive place value activities.
• Online estimation quizzes.

Art

• Designing number pattern posters.
• Wildlife data charts and pictographs.

 

4. Real Life Application / Joyful Learning

• Reading bank deposit slips.
• Calculating shopping bills.
• Estimating total expenses while purchasing items.
• Counting visitors in parks or museums.
• Understanding wildlife population reports.
• Playing the NIM Game to develop strategic thinking.
• Solving family budget calculations.
• Mental addition during daily shopping.
• Classroom number pattern treasure hunt.
• Pair-based estimation challenges.

 

5. 21st Century Skills / Value Education / Vocational Skills

21st Century Skills

• Critical Thinking
• Problem Solving
• Communication
• Collaboration
• Logical Reasoning
• Decision Making
• Computational Thinking

Value Education

• Care for wildlife.
• Respect for nature.
• Honesty during mathematical work.
• Patience while solving problems.
• Teamwork during games.
• Confidence in expressing ideas.

Vocational Skills

• Basic banking awareness.
• Financial literacy.
• Data interpretation.
• Record keeping.
• Estimation used in business and daily transactions.

 

6. Pedagogical Strategies

Storytelling

Introduce the lesson through a story about a forest officer collecting information on elephants and tigers from different states.

Theatre / Role Play

Students act as forest officers, bank clerks and tourists solving mathematical situations.

Toy-Based Learning

Use Dienes blocks, place value charts, number cards and tokens to demonstrate regrouping.

Experiential Learning

Students estimate classroom objects, visitors or collected items before actual counting.

Activity-Based Learning

Play the NIM Game in pairs and discuss winning strategies.

Collaborative Learning

Group activities on solving wildlife data and word problems.

Inquiry-Based Learning

Encourage learners to identify patterns in the addition chart and explain their observations.

 

7. Assessment (Item Format)

Oral Assessment

• Read the given number.
• Explain regrouping.
• Estimate the answer.
• Identify odd/even patterns.
• Explain the method used.

Written Assessment

• Addition sums.
• Subtraction sums.
• Fill in the blanks.
• Number patterns.
• Word problems.
• Compare numbers.
• Mental maths questions.

Observation Checklist

Teacher observes whether learners

✔ Participate actively

✔ Use mathematical vocabulary

✔ Apply logical reasoning

✔ Work cooperatively

✔ Explain strategies confidently

Item Formats

• MCQs
• Fill in the blanks
• True/False
• Match the following
• Short Answer Questions
• Long Word Problems
• Puzzle-based Questions
• Estimation Tasks

 

8. Resources (Digital / Physical)

Physical Resources

• Place value chart
• Number cards
• Dienes blocks
• Base-ten blocks
• Counters
• Flash cards
• Bank deposit slip samples
• Worksheets
• Dice
• Math notebook

Digital Resources

• DIKSHA Mathematics Resources
• ePathshala
• GeoGebra Classroom (number activities)
• Interactive Place Value Games
• Addition and Subtraction Animation Videos
• Smart Board Activities
• YouTube videos on regrouping and estimation

 

9. Competency-Based Assessment

Competency	Assessment Activity
Place Value	Read and write large numbers
Addition	Solve wildlife population problems
Subtraction	Solve visitor and vehicle data questions
Estimation	Estimate before calculating
Pattern Recognition	Complete number sequences
Problem Solving	Solve real-life mathematical situations
Mental Maths	Quick oral computation
Logical Thinking	NIM Game strategy explanation

 

10. Homework

• Solve five addition and five subtraction problems.
• Prepare a place value chart for any five large numbers.
• Collect population data of any three animals and compare them.
• Create two number patterns and ask family members to complete them.
• Estimate the total cost of five household items before calculating the exact amount.
• Fill a sample bank deposit slip using any amount.
• Solve one self-created word problem based on addition or subtraction.

 

11. Planning for Remedial Teaching

For Learners Needing Support

• Revise place value using concrete materials.
• Use Dienes blocks for regrouping.
• Practise two-digit operations before moving to four-digit numbers.
• Solve one-step word problems first.
• Provide number line support.
• Pair weak learners with peer buddies.
• Use picture-based mathematical problems.
• Conduct daily 10-minute mental maths practice.
• Give additional worksheets with guided examples.
• Offer immediate feedback and individual support.

_________________________________________________________________

Chapter 11: Fun with Symmetry

 

1. Concept / Curricular Goals (CG)

Concept

• Symmetry
• Line of Symmetry
• Reflection (Mirror Image)
• Rotational Symmetry (Introduction)
• Symmetrical and Asymmetrical Shapes
• Patterns and Tessellations (Tiles)
• Observation of Symmetry in Nature and Daily Life

Relevant Curricular Goals

CG-2

Learners analyse the characteristics of two-dimensional shapes, describe spatial relationships, and recognise as well as create symmetrical shapes and patterns.

Relevant Competencies under CG-2

• C-2.1 Identifies and compares properties of 2D shapes.
• C-2.3 Recognises and creates symmetry (reflection and simple rotation).
• C-2.4 Identifies, creates and extends patterns using 2D shapes.

 

2. Competencies / Learning Outcomes (NCERT)

After completing this lesson, learners will be able to:

• Identify symmetrical and asymmetrical objects.
• Draw the line(s) of symmetry in simple figures.
• Explain symmetry using folding and mirror activities.
• Recognise mirror images in letters, numbers and designs.
• Create symmetrical patterns using paper folding, ink printing and dot grids.
• Identify symmetry in common objects, rangoli, leaves, flowers, butterflies and buildings.
• Extend repeating tile patterns without gaps or overlaps.
• Differentiate between reflection symmetry and non-symmetrical figures.
• Use appropriate mathematical vocabulary such as line of symmetry, reflection, mirror line, pattern and tile.
• Appreciate symmetry in art, architecture and nature.

 

3. Integration with Other Subjects

Art Education

• Rangoli making
• Paper folding
• Ink painting
• Tile designing
• Greeting card making
• Mandala and pattern creation

EVS

• Observe butterflies, flowers, leaves and insects showing symmetry.
• Nature walk to identify symmetrical objects.

English

• Learn and use vocabulary such as symmetry, reflection, mirror image and pattern.
• Describe observations orally.

ICT

• Interactive symmetry games
• Digital mirror drawing tools
• Smartboard activities
• Online pattern generators

Physical Education

• Mirror movement activities in pairs.
• Body symmetry through yoga poses.

 

4. Real Life Application / Joyful Learning

• Finding symmetry in butterflies, flowers and leaves.
• Identifying symmetry in logos and traffic signs.
• Making paper airplanes and comparing symmetrical and asymmetrical designs.
• Designing rangoli and greeting cards.
• Creating ink blot designs.
• Playing mirror drawing games.
• Decorating classrooms using symmetrical patterns.
• Designing floor tiles and wall patterns.
• Observing mirror images in daily life.
• Nature walk to collect symmetrical leaves and flowers.

 

5. 21st Century Skills / Value Education / Vocational Skills

21st Century Skills

• Observation Skills
• Creativity
• Critical Thinking
• Spatial Reasoning
• Collaboration
• Communication
• Problem Solving

Value Education

• Appreciation of beauty in nature.
• Patience while creating designs.
• Teamwork during activities.
• Respect for others' creativity.
• Care for the environment.

Vocational Skills

• Tile designing
• Textile and fabric pattern designing
• Interior decoration
• Graphic designing
• Architecture
• Craft and paper art
• Logo designing

 

6. Pedagogical Strategies

Storytelling

Begin with a story of a butterfly searching for its identical wings to introduce symmetry.

Theatre / Role Play

Students act as "Mirror and Object." One child performs an action while the other copies it exactly like a reflection.

Toy-Based Learning

Use mirrors, shape cut-outs, tangrams, pattern blocks, folding papers and geometric tiles.

Experiential Learning

Learners fold paper, create ink designs and observe symmetry after unfolding.

Activity-Based Learning

• Ink symmetry activity
• Paper airplane making
• Paper cutting challenges
• Tile designing
• Mirror games

Collaborative Learning

Small groups create symmetrical rangolis, floor patterns and wall designs.

Inquiry-Based Learning

Ask learners:

• Why do butterflies look balanced?
• Why are ambulance letters written in mirror form?
• Why do floor tiles fit without gaps?

These questions encourage exploration and reasoning.

 

7. Assessment (Item Format)

Oral Assessment

• What is symmetry?
• Name three symmetrical objects.
• How many lines of symmetry does a square have?
• Which shape is asymmetrical?
• Explain how folding helps identify symmetry.

Written Assessment

• Draw lines of symmetry.
• Complete half figures.
• Identify symmetrical shapes.
• Match shapes with their mirror images.
• Complete repeating tile patterns.
• Draw mirror images on a grid.

Observation Checklist

Teacher observes whether learners:

✔ Fold paper correctly.

✔ Use mirrors properly.

✔ Draw correct symmetry lines.

✔ Participate in discussions.

✔ Complete designs accurately.

✔ Work cooperatively.

Item Formats

• MCQ
• Fill in the blanks
• True/False
• Match the following
• Draw and Label
• Observation Tasks
• Practical Activities
• Short Answer Questions
• Competency-based Worksheets

 

8. Resources (Digital / Physical)

Physical Resources

• Mirrors
• Paper sheets
• Water colours
• Dot grid sheets
• Geometry kit
• Shape cut-outs
• Rangometry kit
• Scissors
• Glue
• Colour pencils
• Pattern blocks
• Leaves and flowers

Digital Resources

• DIKSHA App
• ePathshala
• GeoGebra Geometry
• Interactive Symmetry Games
• Smart Board
• YouTube videos on symmetry
• Digital mirror drawing applications

 

9. Competency-Based Assessment

Competency	Assessment Activity
Identify symmetry	Circle symmetrical objects
Draw line of symmetry	Draw correct mirror line
Reflection	Complete half figure
Pattern recognition	Extend tile patterns
Observation	Identify symmetry in classroom
Creativity	Design a symmetrical rangoli
Spatial reasoning	Paper folding activity
Communication	Explain why an object is symmetrical

 

10. Homework

• Draw five symmetrical objects from your home.
• Find three asymmetrical objects.
• Draw one butterfly and mark its line of symmetry.
• Make one ink symmetry design.
• Fold paper and create a symmetrical cut-out.
• Observe your school or home and list ten symmetrical objects.
• Design your own floor tile pattern.
• Collect two symmetrical and two asymmetrical leaves.
• Complete one mirror drawing.
• Create a greeting card using symmetrical patterns.

 

11. Planning for Remedial Teaching

For learners needing additional support:

• Start with body symmetry using hands and face.
• Use mirrors to identify reflections.
• Demonstrate symmetry through paper folding before drawing.
• Provide simple shapes (square, rectangle, circle) before moving to complex figures.
• Give dotted worksheets for guided practice.
• Pair struggling learners with supportive peers.
• Use large colourful cut-outs for easier identification.
• Conduct short daily mirror activities.
• Reinforce concepts using real-life examples such as butterflies, leaves and flowers.
• Provide additional one-to-one practice in drawing lines of symmetry.

 

_________________________________________________________________

 

Chapter 12: Ticking Clocks and Turning Calendar

 

1. Concept / Curricular Goals (CG)

Concept

• Calendar
• Leap Year
• Days, Weeks and Months
• Reading Dates
• Time (AM/PM)
• 12-hour and 24-hour Clock
• Hours and Minutes
• Duration of Time
• Daily Time Schedule
• Time Measurement

Relevant Curricular Goals

CG-3

Learners understand measurable attributes related to time, use standard units of measurement, and apply them to solve daily-life situations.

Relevant Competencies

• C-3.1 Measures using standard units and understands the need for standard units.
• C-3.2 Uses appropriate units and tools to measure time.
• C-3.5 Estimates and verifies time in daily-life situations.
• C-3.7 Solves daily-life problems related to time.

 

2. Competencies / Learning Outcomes (NCERT)

After completing the lesson, learners will be able to:

• Identify leap years and explain why they have 366 days.
• Read and interpret calendars correctly.
• Identify days, weeks, months and important dates.
• Read and write dates in DD/MM/YYYY format.
• Calculate age using birth dates.
• Find the day before, after and between given dates.
• Read analogue and digital clocks accurately.
• Differentiate between AM and PM.
• Convert time between the 12-hour and 24-hour clock systems.
• Calculate elapsed time in hours and minutes.
• Understand the relationship between 1 hour = 60 minutes, half hour and quarter hour.
• Solve simple real-life problems involving calendars and time.

 

3. Integration with Other Subjects

EVS

• Daily routine and time management.
• Seasons, festivals and important national days.
• Community calendars (Hindu, Islamic, Sikh etc.).

English

• Reading calendars and timetables.
• Using vocabulary such as leap year, month, minute, duration, AM and PM.

Social Science

• National festivals and historical dates.
• Understanding different calendar systems.

ICT

• Digital calendars.
• Mobile calendar applications.
• Digital clocks.
• Interactive online time games.

Health & Physical Education

• Daily timetable.
• Importance of sleeping, eating and exercising on time.

 

4. Real Life Application / Joyful Learning

• Reading school timetables.
• Celebrating birthdays using calendars.
• Identifying festival dates.
• Reading railway, bus and flight timings.
• Calculating travelling time.
• Reading manufacturing and expiry dates on products.
• Using digital clocks and watches.
• Planning daily study schedules.
• Managing time during examinations.
• Playing "Guess the Time" and "Calendar Challenge" games.

 

5. 21st Century Skills / Value Education / Vocational Skills

21st Century Skills

• Time Management
• Critical Thinking
• Logical Reasoning
• Problem Solving
• Observation Skills
• Communication
• Decision Making

Value Education

• Punctuality
• Discipline
• Responsibility
• Respect for time
• Planning daily work effectively
• Healthy daily routine

Vocational Skills

• Time scheduling
• Office diary management
• Digital calendar usage
• Record maintenance
• Banking and appointment management
• Travel scheduling

 

6. Pedagogical Strategies

Storytelling

Begin with a story about Parv, who celebrates his birthday on 29 February, to introduce leap years and calendars.

Theatre / Role Play

Students role-play as a doctor, bus driver, teacher and shopkeeper, explaining their daily schedules using clocks and calendars.

Toy-Based Learning

Use model clocks, calendar cards, flashcards, digital clock models and time wheels.

Experiential Learning

Students prepare their own daily timetable, observe clocks at home and calculate the time taken for routine activities.

Activity-Based Learning

• Calendar Hunt
• Birthday Month Survey
• Time Relay Race
• Clock Making Activity
• Leap Year Quiz

Collaborative Learning

Students work in groups to solve calendar puzzles, read timetables and calculate elapsed time.

Inquiry-Based Learning

Ask learners:

• Why does February sometimes have 29 days?
• Why do we use AM and PM?
• Why is time important in daily life?
• Why do some products have expiry dates?

These questions help learners connect mathematical ideas with real life.

 

7. Assessment (Item Format)

Oral Assessment

• What is a leap year?
• How many days are there in February during a leap year?
• What is the difference between AM and PM?
• How many minutes are there in one hour?
• Read the given time aloud.

Written Assessment

• Fill in calendar dates.
• Solve elapsed-time questions.
• Convert AM/PM into the 24-hour format.
• Calculate ages.
• Solve word problems.
• Complete clock diagrams.

Observation Checklist

Teacher observes whether learners:

✔ Read clocks accurately.

✔ Read calendars confidently.

✔ Calculate time correctly.

✔ Use AM and PM appropriately.

✔ Participate actively.

✔ Explain their reasoning.

Item Formats

• MCQ
• Fill in the blanks
• Match the following
• Clock Reading
• Calendar-based Questions
• Short Answer Questions
• Word Problems
• Practical Activities

 

8. Resources (Digital / Physical)

Physical Resources

• Wall calendar
• Pocket calendar
• Analogue clock model
• Digital clock
• Time wheel
• Flash cards
• Calendar worksheets
• Daily timetable chart
• Product wrappers showing manufacturing and expiry dates
• Stop watch

Digital Resources

• DIKSHA Portal
• ePathshala
• Interactive Clock Games
• Google Calendar
• Smart Board
• Digital Clock Simulator
• YouTube videos on Time and Calendar

 

9. Competency-Based Assessment

Competency	Assessment Activity
Read calendar	Identify dates and days
Leap year	Find leap years from a list
Date format	Write dates correctly
Read clock	Show given time on a clock
AM/PM	Convert between AM/PM and 24-hour clock
Duration	Calculate time taken between two events
Daily routine	Prepare personal timetable
Problem solving	Solve real-life time-based situations

 

10. Homework

• Draw the calendar of your birthday month and mark your birthday.
• List five important festivals with their months.
• Observe your daily routine and prepare a timetable.
• Write five examples of AM time and five examples of PM time.
• Read the manufacturing and expiry dates of three household products.
• Measure the time taken to complete three daily activities.
• Practice converting ten timings into the 24-hour format.

 

11. Planning for Remedial Teaching

For learners needing additional support:

• Revise names of days and months using songs and flashcards.
• Use large demonstration clocks for repeated practice.
• Provide individual practice in reading hour and minute hands.
• Explain AM and PM through familiar daily activities.
• Use simple one-step elapsed-time questions before introducing complex problems.
• Pair struggling learners with peer buddies.
• Give daily five-minute clock-reading practice.
• Use real calendars for identifying dates and days.
• Provide pictorial worksheets with guided examples.
• Offer immediate feedback and extra practice using classroom timetables.

 _________________________________________________________________

 

Chapter 13: The Transport Museum

 

1. Concept / Curricular Goals (CG)

Concept

• Multiplication of 10, 100 and their multiples
• Construction of multiplication tables (11–20)
• Multiplication using splitting and distributive property
• Division with remainder
• Multiplication and division in real-life situations
• Multiples and patterns
• Mental computation and estimation
• Problem-solving using transport-based situations

Relevant Curricular Goals

CG-1

Learners understand multiplication as repeated addition and grouping, apply multiplication facts, identify number patterns and solve daily-life mathematical problems.

Relevant Competencies

• C-1.3 Understands multiplication and division, recalls multiplication tables and applies four basic operations in daily-life situations.
• C-1.4 Recognises and extends number patterns in multiplication tables and multiples.

CG-4

Learners develop procedural fluency, logical reasoning and computational thinking through mathematical strategies and real-life problem solving.

Relevant Competencies

• C-4.1 Solves puzzles and daily-life problems involving one or more operations.
• C-4.3 Selects suitable strategies such as mental computation, estimation and written methods for solving mathematical problems.

 

2. Competencies / Learning Outcomes (NCERT)

After completing the lesson, learners will be able to:

• Recall and construct multiplication tables from 11 to 20.
• Multiply numbers by 10, 20, 50, 100 and their multiples.
• Apply the distributive property by splitting numbers for easier multiplication.
• Perform multiplication of two-digit and three-digit numbers confidently.
• Divide numbers and identify quotient and remainder correctly.
• Explain the meaning of remainder in real-life situations.
• Solve multiplication and division word problems related to transport, travel and daily life.
• Recognise number patterns in multiplication tables.
• Choose suitable strategies such as mental maths, estimation or written computation.
• Explain different methods used to solve the same mathematical problem.

 

3. Integration with Other Subjects

EVS

• Different modes of transport in India.
• Transport Museum and the evolution of vehicles.
• Capacity of buses, trains and aeroplanes.

Social Science

• Indian Railways and transport systems.
• Vande Bharat Mission.
• Snake boat races of Kerala.
• Punjab Mail and transport heritage.

English

• Reading and interpreting mathematical word problems.
• Using mathematical vocabulary such as product, quotient, remainder and multiples.

ICT

• Interactive multiplication games.
• Digital multiplication charts.
• Online quizzes.
• Smartboard demonstrations.

Art

• Designing transport posters.
• Creating multiplication pattern charts.
• Model making of vehicles.

 

4. Real Life Application / Joyful Learning

• Calculating passenger capacity of buses and trains.
• Estimating seating arrangements during school trips.
• Shopping using multiplication.
• Packing goods into equal groups.
• Dividing students into teams.
• Calculating ticket costs for excursions.
• Finding the number of sacks, bricks or vehicles required.
• Playing multiplication puzzles and Mystery Matrix activities.
• Multiplication relay race.
• Classroom Transport Museum role-play.

 

5. 21st Century Skills / Value Education / Vocational Skills

21st Century Skills

• Critical Thinking
• Computational Thinking
• Problem Solving
• Logical Reasoning
• Collaboration
• Communication
• Decision Making

Value Education

• Teamwork
• Respect for public property
• Responsible travel
• Patience while solving problems
• Appreciation of India's transport heritage
• Honesty in mathematical work

Vocational Skills

• Transport management
• Ticket booking and fare calculation
• Inventory management
• Logistics and delivery planning
• Banking and billing calculations
• Data handling and record keeping

 

6. Pedagogical Strategies

Storytelling

Introduce the lesson through a story of children visiting a Transport Museum, where they calculate seating capacities, ticket costs and travel arrangements using multiplication and division.

Theatre / Role Play

Students act as bus conductors, railway ticket examiners, museum guides and passengers while solving mathematical situations.

Toy-Based Learning

Use toy buses, trains, aeroplanes, counters, place-value blocks, multiplication grids and number cards to demonstrate grouping and multiplication.

Experiential Learning

Learners count classroom objects in equal groups, estimate seating capacity and calculate the total number of passengers using multiplication.

Activity-Based Learning

• Mystery Matrix Puzzle
• Build Times Tables (11–20)
• Transport Capacity Challenge
• Multiplication Card Game
• Division with Counters
• Remainder Hunt

Collaborative Learning

Students solve transport-related word problems in groups and compare different solution strategies.

Inquiry-Based Learning

Ask learners:

• Why is multiplication faster than repeated addition?
• Can one multiplication problem be solved in different ways?
• Why do some division problems have remainders?
• How can splitting numbers make multiplication easier?

These questions encourage reasoning and flexible thinking.

 

7. Assessment (Item Format)

Oral Assessment

• Recite multiplication tables (11–20).
• Explain the distributive method.
• What is a remainder?
• Which strategy did you use?
• Explain your answer using mathematical language.

Written Assessment

• Multiplication problems.
• Division with remainder.
• Complete multiplication tables.
• Fill in the blanks.
• Word problems.
• Pattern-based questions.
• Puzzle solving.

Observation Checklist

Teacher observes whether learners:

✔ Recall multiplication tables accurately.

✔ Apply suitable strategies.

✔ Solve word problems independently.

✔ Explain mathematical reasoning.

✔ Participate actively in activities.

✔ Work collaboratively.

Item Formats

• MCQs
• Fill in the blanks
• Match the following
• Short Answer Questions
• Long Word Problems
• Puzzle-based Questions
• Competency-based Worksheets
• Practical Activities

 

8. Resources (Digital / Physical)

Physical Resources

• Toy vehicles
• Number cards
• Multiplication charts
• Counters
• Place value blocks
• Dice
• Flash cards
• Worksheets
• Grid papers
• Transport picture cards

Digital Resources

• DIKSHA Portal
• ePathshala
• Interactive multiplication games
• GeoGebra Classroom
• Smart Board
• Digital multiplication simulators
• YouTube videos on multiplication strategies and division

 

9. Competency-Based Assessment

Competency	Assessment Activity
Multiplication facts	Recite and construct tables (11–20)
Multiplication strategies	Solve using splitting method
Multiples of 10 & 100	Complete multiplication exercises
Division	Solve quotient and remainder problems
Pattern recognition	Extend multiplication patterns
Problem solving	Transport-related word problems
Mental computation	Quick oral multiplication
Logical reasoning	Explain different solution methods

 

10. Homework

• Learn and write multiplication tables from 11 to 20.
• Solve five multiplication and five division problems.
• Observe a bus or school vehicle and calculate its seating capacity.
• Create five word problems based on multiplication.
• Collect information about any one famous mode of transport in India and write three mathematical questions based on it.
• Find five examples where multiplication by 10 and 100 is used in daily life.
• Practice two division sums involving remainders.

 

11. Planning for Remedial Teaching

For learners needing additional support:

• Revise multiplication tables from 2 to 10 before introducing 11–20.
• Use equal grouping with counters and concrete materials.
• Demonstrate multiplication through repeated addition.
• Teach splitting strategies using arrays and place-value blocks.
• Begin division with simple equal-sharing activities before introducing remainders.
• Pair struggling learners with peer buddies.
• Conduct daily 10-minute multiplication drills.
• Provide pictorial worksheets and guided practice.
• Reinforce concepts through transport-based games and role-play.
• Give immediate feedback and additional one-to-one support.

 _________________________________________________________________

Chapter 14: Data Handling

 

1. Concept / Curricular Goals (CG)

Concept

• Data Collection
• Asking Appropriate Questions
• Recording Data
• Organising Data
• Tally Marks
• Frequency Table
• Pictograph
• Reading and Interpreting Data
• Comparing Data
• Drawing Conclusions from Data

Relevant Curricular Goals

CG-4

Learners develop problem-solving skills and computational thinking by collecting, organising, analysing and interpreting data from real-life situations.

Relevant Competencies

• C-4.1 Solves real-life problems by collecting, organising and interpreting information.
• C-4.3 Selects appropriate methods and tools for organising, analysing and presenting data.

 

2. Competencies / Learning Outcomes (NCERT)

After completing the lesson, learners will be able to:

• Frame appropriate questions for collecting information.
• Collect data from classmates and surroundings.
• Record responses systematically using tally marks and tables.
• Organise data into frequency tables.
• Read and interpret pictographs correctly.
• Compare quantities using tables and pictographs.
• Identify the highest, lowest and equal values in a dataset.
• Draw conclusions from collected data.
• Present information clearly using mathematical vocabulary.
• Apply data handling skills in everyday life.

 

3. Integration with Other Subjects

English

• Framing meaningful survey questions.
• Reading and interpreting tables and pictographs.
• Presenting survey findings orally.

EVS

• Survey on favourite fruits, plants, animals, games and environmental habits.
• Data collection on water conservation and waste segregation.

Social Science

• Population comparison.
• Survey on transport and community resources.
• National festivals and public opinion.

ICT

• Microsoft Excel / Google Sheets for simple tables.
• Digital surveys (Google Forms).
• Smart Board data presentation.
• Online pictograph generators.

Art Education

• Colourful pictographs.
• Bar chart posters.
• Survey report charts.
• Creative classroom displays.

 

4. Real Life Application / Joyful Learning

• Conducting classroom surveys.
• Recording attendance.
• Voting for class monitor.
• Favourite subject survey.
• Favourite sports survey.
• Recording Bal Mela food sales using pictographs.
• Ice gola colour survey.
• School library book preference survey.
• Weather observation chart.
• Family shopping record.

 

5. 21st Century Skills / Value Education / Vocational Skills

21st Century Skills

• Critical Thinking
• Data Literacy
• Problem Solving
• Communication
• Collaboration
• Decision Making
• Analytical Thinking

Value Education

• Honesty while collecting data.
• Respect for others' opinions.
• Fairness in surveys.
• Teamwork.
• Responsible reporting of information.
• Appreciation of diversity in choices.

Vocational Skills

• Data entry
• Survey management
• Record keeping
• Office documentation
• Market research
• Business data analysis
• Basic statistics

 

6. Pedagogical Strategies

Storytelling

Begin with the story of Rohan and Anjali, who want to find out the favourite subject of their classmates by conducting a survey.

Theatre / Role Play

Students act as surveyors, interviewers and reporters. One group asks questions while another records and presents the collected data.

Toy-Based Learning

Use coloured counters, cubes, ice-cream sticks, smiley cards and flashcards to represent data physically before converting it into tables.

Experiential Learning

Students conduct a real classroom survey on favourite fruits, games or colours, organise the data and present it using tally marks and pictographs.

Activity-Based Learning

• Favourite Subject Survey
• Colourful Gola Survey
• Chess or Cricket Survey
• Bal Mela Sales Record
• Class Attendance Chart
• Birthday Month Graph

These activities encourage learners to collect and interpret real-life data.

Collaborative Learning

Learners work in groups to collect information, prepare frequency tables and compare results before presenting their findings.

Inquiry-Based Learning

Ask learners:

• Why should a survey question be clear and specific?
• Why are tables easier to understand than long lists?
• Which representation helps compare information quickly?
• How can data help us make better decisions?

 

7. Assessment (Item Format)

Oral Assessment

• What is data?
• Why do we collect data?
• What is a tally mark?
• Which item has the highest frequency?
• What information does the pictograph show?

Written Assessment

• Complete tally tables.
• Draw pictographs.
• Interpret tables.
• Answer questions based on collected data.
• Compare frequencies.
• Frame suitable survey questions.

Observation Checklist

Teacher observes whether learners:

✔ Ask appropriate survey questions.

✔ Record responses accurately.

✔ Prepare tables correctly.

✔ Read pictographs confidently.

✔ Draw logical conclusions.

✔ Participate actively in group work.

Item Formats

• MCQs
• Fill in the blanks
• Match the following
• Short Answer Questions
• Survey-based Tasks
• Data Interpretation Questions
• Practical Activities
• Competency-based Worksheets

 

8. Resources (Digital / Physical)

Physical Resources

• Tally charts
• Flash cards
• Survey sheets
• Coloured counters
• Sticky notes
• Graph paper
• Picture cards
• Chart paper
• Markers
• Dice

Digital Resources

• DIKSHA Portal
• ePathshala
• Google Forms
• Microsoft Excel
• Google Sheets
• Smart Board
• Interactive graph-making websites
• Educational videos on Data Handling

 

9. Competency-Based Assessment

Competency	Assessment Activity
Frame questions	Prepare one suitable survey question
Data collection	Conduct a classroom survey
Recording data	Use tally marks correctly
Organising data	Prepare a frequency table
Data interpretation	Read and answer questions from a pictograph
Comparison	Identify highest and lowest values
Communication	Present survey findings orally
Problem solving	Draw conclusions from collected data

 

10. Homework

• Conduct a survey of five family members about their favourite fruit and prepare a tally table.
• Record the favourite colour of ten neighbours or friends and prepare a pictograph.
• Observe the weather for seven days and prepare a simple table.
• Count the number of vehicles passing your house in 15 minutes and organise the data.
• Prepare a table showing your weekly study hours.
• Draw one pictograph based on any survey of your choice.
• Write three conclusions from your collected data.

 

11. Planning for Remedial Teaching

For learners needing additional support:

• Begin with small datasets (5–10 responses).
• Demonstrate tally marks using concrete objects.
• Use picture cards before introducing tables.
• Practise reading simple pictographs with one-to-one correspondence.
• Conduct teacher-guided surveys before independent work.
• Pair struggling learners with peer buddies.
• Provide partially completed tables for practice.
• Use colourful visual aids to improve understanding.
• Give repeated practice in comparing frequencies.
• Offer immediate feedback and additional individual support.

 _________________________________________________________________