Name: Aamir Habib Class: 5th

Subject: English No. of Students: 40

Duration of the Lesson: 35 min Date: 02/08/2021

Topic of the Lesson: “GREETINGS AND SOCIAL COURTESIES

General Objectives: At the end of this lesson, students would be able to:

i. Identity, demonstrates, and practice previously learnt and more formulaic expressions for
greetings and routine social courtesies according to the age, gender, and status of the
addressee.

Specific Objectives: At the end of this class students would be able to:

i. Say appropriate greetings in a conversation

ii. Determine the appropriate greeting while reading a conversation
iii. Use appropriate greetings in writing

Teaching Method: Lecture Method.

AV Aids: Chalks/markers, writing board, greetings/courtesies chart, textbook, etc.

Previous Knowledge:

i. How do you introduce yourself to a new colleague at work?

ii. How do you greet your colleagues when you meet them?
a. at home?
b. at a party?
c. at a get-together?
d. in a formal meeting?

Announcing the Topic: Today we are going to learn about “Greetings & Social Courtesies”

Presentation:

1) Introduction:
i. Greet the students by saying “Assalam-o-Alaikum”, “Hello” or “Good morning”. Encourage
those students who respond to the greeting and motivate others.
 ii. Ask the students, “When you meet a person for the first time, what do you say?”
iii. The students would probably answer, we say “Assalam-o- Alaikum” or “Good morning”
“How do you do?” etc.
iv. Tell students that we use various phrases to greet others politely and respectably. For
example: Assalam-o-Alaikum, Good morning, Good day, Hi, Hello, Nice to meet you, etc.

2) Activity:
i. Explain to the students that when you meet someone, you greet them according to their
age, gender, and status.
ii. Show a greetings chart or write on the board the following expressions for greetings:
• “Assalam-o-Alaikum”, / “How are you, Sir/Ma’am?”/ Welcome sir/Ma’am.

(When you greet a newcomer/stranger)

• “What’s going on?” / “What’s new? / What’s up?

(When you greet a friend/ classmate/younger brother etc.)

• “Hello, Mr. Ahmad?” /Good morning dear/Nice to see you, Aslam, etc.

(When you greet a junior/ co-worker)

iii. Read aloud the greetings, paying attention to correct intonation patterns.
iv. Ask the students to repeat after you.
v. Further, tell them that when someone greets them, they should respond to the greetings
politely. For example, they can say: It’s a pleasure to meet you. / Nice to see you, too. / I’m
doing well, etc.
vi. Ask students to practice the greetings in pairs.

Review:

i. Tell students: we have learnt how to offer greetings and courtesies in our daily
conversation.
ii. Tell them that we greet seniors and strangers in a more reserved and serious manner, i.e.,
formally, whereas friends and classmates informally.
iii. Say: “It’s important to show respect, good manners, and polite behaviour in both formal and
informal conversations”.

Recapitulation:

i. Copy the following table on a chart or writing board, and ask students to match the
responses with greetings:
 ii. Tell students they have 4 minutes to complete this task. After 4 minutes, randomly review
students’ responses.

Homework:

i. Practice using polite expressions with your parents/siblings at home, relatives, friends, and
teachers, and class fellows at school.
ii. Do relevant activities/ exercises from the textbook as homework.

Name: Aamir Habib Class: 4th

Subject: English No. of Students: 24

Duration of the Lesson: 35 min Date: 02/08/2021

Topic of the Lesson: “DIGRAPHS, TRIGRAPHS, AND SILENT LETTERS”

General Objectives: At the end of this lesson, students would be able to:

• Articulate, practice, and syllabify words containing digraphs, tri-graphs, and silent letters.

Specific Objectives: At the end of this topic, students would be able to:

• Articulate words containing digraphs, trigraphs and silent letter.

Teaching Method: Lecture Method

AV Aids:

Flashcards of graphs, chart or poster of words with digraphs in the initial, middle and final order,
draw these pictures on chart or make separate flashcards. Don’t cut these out. Bring some of these
objects to class.

Previous Knowledge:

• Do you know about the words that are made of two or three letters but sounds like a single
letter?
• Do you know about Consonant cluster?

Announcing the Topic:

Today we are going to learn about “DIGRAPHS, TRIGRAPHS, AND SILENT LETTERS”.

Presentation:

1) Introduction:
i. Invite a few students to the writing board and dictate to them English words like:

picnic, seven, perfect, happy, party, beautiful

ii. Encourage them and make corrections if required.

iii. Tell them that ‘syllables’ help us pronounce and spell words by breaking them into
smaller chunks.
iv. Now, read aloud the given words focusing on syllable division.

2) Activity:
i. Display a chart or write the given words on the board:

For example: fish, switch, thunder, chair, shoulder, knowledge

ii. Ask a few students to read aloud the words with correct pronunciation and identify
which letters do not produce a sound in these words. Tell them that silent letters are
written (spelt) but not pronounced.
iii. Help them identify the silent letters in the given words.
iv. Now ask students to point out ‘digraphs’ in the given words. Explain to students that ‘a
digraph’ is combination of two consonant or vowel letters having one sound and ‘a
trigraph’ is combination of three letters with one sound.
 v. Next, write the following words on the board (bold letters are for your reference only)
and ask students to identify digraphs and trigraphs in these words: true, food, crew,
slow, day, rain, they, sigh, bore, fair, dear, dare
vi. Finally, challenge them to divide these words into syllables: thunder, alarming, shoulder,
knowledge, butterfly, scenic, concrete, strike
vii. Encourage student’s responses and help them by reinforcing the syllabic division
concept if they feel difficulty.

Review:

We have learnt how to pronounce and syllabify digraphs, trigraphs, and silent letters.

Recapitulation:

i. Dictate the following words:

Catch, bridge, chocolate, ship, knife, rough etc.

ii. Identify silent letters, digraphs, and trigraphs in these words.

Homework:

i. Read newspaper articles/magazines/stories/signboards/wrappers and note five words with

digraphs/trigraphs and silent letters ‘h’ and ‘g’ in their notebooks.
ii. Do relevant activities/ exercises from the textbook as homework.

Name: Aamir Habib Class: 5th

Subject: English No. of Students: 40

Duration of the Lesson: 35 min Date: 03/08/2021

Topic of the Lesson: “SCANNING A TEXT TO ANSWER SHORT QUESTIONS”

General Objectives: At the end of this lesson, the students would be able to:

• Scan a text and answers the short questions about that text.

Specific Objectives:
 • Apply while reading strategies to interact with the text to locate/ scan specific information
to answer short questions.

Teaching Method: Lecture Method

AV Aids: Chalks/markers, writing board, textbook, etc.

Previous Knowledge:

• Do you know about Short questions?

• What is meant by scanning?

Announcing the Topic:

Today we are going to learn about “SCANNING A TEXT TO ANSWER SHORT QUESTIONS”.

Presentation:

1) Introduction:
i. Write ‘Skimming’ and ‘Scanning’ on the top of the writing board.
ii. Copy the following table on the writing board or a chart:

iii. Work in pairs, read the information given in both columns, and choose the right title for
each column – point to the words already written on the top of the writing board i.e.,
‘Skimming’ and ‘Scanning’.
iv. Give them 2 minutes to read, discuss, and decide on the title. Then ask 2 – 3 students to
share their responses with the whole group.
v. Ask other pairs if they have the same answers or different.
vi. Tell them that the left-hand column lists steps of ‘skimming a text for main ideas’
whereas the right-hand column mentions the steps of ‘scanning a text for details. Write
the titles for each column.
vii. Tell them these are two important processes used in reading – they help us read quickly
and with understanding.
 viii. Say: “Today, we are going to practice ’scanning for particular details in a text in order to
answer short questions.”

2) Activity:
i. Choose an informational text i.e., news report, instructional/procedural text, timetable,
recipes, etc. You can use the following text as well:
Firstly, take a kettle, a stove, half a cup of water, one tablespoon of tea, one cup of milk,
and two teaspoons of sugar. Next, pour half a cup of water into the kettle and let the
water boil. Then, add 2 teaspoons of sugar and 1 tablespoon of tea to the boiling water.
After that, add 1 cup of milk to the mixture. Finally, cook it for three minutes and the tea
is ready. Enjoy it with snacks!
ii. Write a few short questions requiring scanning of the text. For example:
• How long does the water need to boil?
• What do we add first: sugar or milk?
iii. Ask students to locate answers to the given questions by reading the recipe silently on
their own within 4-5 minutes.
iv. Allow 2 – 3 students to share their answers with the whole class.

Review:

i. Tell students that we have learnt how to scan a text and locate specific information given in
it within the required time in order to answer short questions.
ii. Reinforce the following points:
• Scanning is a useful technique for finding certain details within a text quickly. It means
letting your eyes move quickly through the text until you find exactly what you are
looking for.
• While scanning, read to find the information only or answers to questions you are
looking for – ignore the unrelated information.
• Look for clues to the answers/ information.
• Use headings and any other aids, such as numbers, underlined or bold words, dates,
etc. to help you locate your required information within a text.

Recapitulation:

i. Refer to the relevant textbook unit requiring scanning of the text or write the following text

on the board and proceed with the second step:

 ii. Ask students the following questions:
• Which award did she get at the age of nine years?
• At what age did she fly her first aircraft?
• When did she die?

Homework:

i. Read Rasoollallah S.A.W visit given in their textbook and try to locate answers to the given
questions:
• Who accompanied Rasoolallah S.A.W on his visit to Taif?
• How long did Rasoolallah S.A.W stay in Taif?

Name: Aamir Habib Class: 4th

Subject: English No. of Students: 24

Duration of the Lesson: 35 min Date: 03/08/2021

Topic of the Lesson: “WORDS BEGINNING WITH VOWEL SOUNDS”

General Objectives: At the end of this lesson, the students would be able to:

i. Know vowels.
ii. Learn about vowel sounds.

Specific Objectives: At the end of this topic, students would be able to:

i. Know about how to pronounce words starting from vowels.

ii. Identify and classify words that begin with vowel sounds.

Teaching Method: Lecture Method

AV Aids: Chalks/markers, writing board, duster, chalk, textbook, etc.

Previous Knowledge:

i. What is the difference between Vowels and Consonants?

ii. Do you know how to say these words? A, E, I, O, U

Announcing the Topic:

Today we are going to learn about “WORDS BEGINNING WITH VOWEL SOUNDS”.

Presentation:

1) Introduction:
i. Greet the class and say: Good morning! How are you? (Expected responses: “Fine, thank
you”/ “very well”, “thank you”).
ii. Point to the English alphabet chart in the class and ask the students individually to
pronounce the letters randomly.
iii. Focus on the sounds of letters – not the names of letters.
iv. Tell them about the difference between vowel and consonant sounds.
v. Have some students identified the vowel letters on the chart?
vi. Quickly practice sounds of vowel letters with the whole class.

2) Activity No.1:
i. Say the word ‘ant’ and elicit from students if the word begins with a vowel sound.
Next, say the word ‘book’ and repeat the process. Continue with two more words:
‘insect’ and ‘kite’.
ii. Write the following words on the writing board:

Car, apple, ball, net, igloo, egg, hat, orange, pen, yolk, umbrella

iii. Randomly pick a few students. Select a word from the list above and ask a student
whether it begins with a vowel sound or consonant sound. Continue until the list
exhausts.

3) Activity No.2:
i. Using the textbook, select 10 words that begin with vowel sounds and 10 that begin
with consonant sounds.
ii. Write these words randomly on a chart – so that words beginning with vowels and
consonants are mixed up.
iii. Divide the class in two groups and elect a leader for each group.
 iv. Ask the groups to discuss and identify words that begin with vowel sounds.
v. Tell them that they have 5 minutes for this task.
vi. Ask the leaders of each group to loudly pronounce their identified words.
vii. Tell the students to listen to the words and raise their hands if the word begins with
a vowel sound.
viii. The group with more accurate words is declared to be the winner.

Review:

Conclude the lesson by telling the students that there is an obvious difference between
vowel and consonant sounds. Some words begin with vowel sounds whereas some begin
with consonant sounds. Tell them that an easy way of identifying the initial sound of a
word is to look at the first letter of the word in its written form.

Recapitulation:

i. Write different words on the top of writing board.

ii. Make two columns below the words.
iii. Mark the columns with vowel sounds and consonant sounds.
iv. Pronounce a word loudly and ask a student to write it in the relevant column.
v. Appreciate the students for correct responses.

Homework:

Ask the students to observe different things in their homes when they go back home. Tell
them to prepare a list of household items that begin with vowel sounds.

Name: Aamir Habib Class: 5th

Subject: English No. of Students: 40

Duration of the Lesson: 35 min Date: 04/08/2021

Topic of the Lesson: “PARAGRAPH”

General Objectives: At the end of this lesson, the students will be able to learn;
 • Read a paragraph as a larger meaningful unit of expression to recognize that the main
idea in a paragraph is carried in a sentence called the topic sentence, and other
sentences in the paragraph support the topic sentence.

Specific Objectives: At the end of this topic the students would be able to know;

• How to write the paragraph?

• Parts of a Paragraph?

Teaching Method: Lecture Method

AV Aids: Chalks/markers, writing board, duster, chalk, textbook, etc.

Previous Knowledge:

• What is a sentence?
• When two or more sentences combined what will be form?

Announcing the Topic:

Today we are going to learn about “PARAGRAPH”.

Presentation:

1) Introduction:
• Ask students, ‘What season do you like the most?’
• Encourage them to respond and write their responses on the board. (i.e., summer,
winter, autumn, or spring)
• Next, ask them to write the name of their favorite season on the top of a page.
• Then, ask them, ‘Why do you like this season?’
• Tell them to mention a few reasons briefly in the form of short phrases or words, e.g.,
due to flowers/ snow/ fruit, activities/ sports/ events, weather is good, etc.
• Help students with vocabulary if they feel difficulty expressing themselves.
• Say: “Now, turn to a partner and briefly share which season you like the most and why”.
Tell them to use the points they have written about their favorite season.
• Once they have shared with each other, conclude the activity by telling the students that
they just practiced talking about one topic and providing supporting details about it.
 When we do this in writing, it results in a unit of writing called a ‘paragraph’. Tell them
today they will learn more about the concept and structure of a paragraph.

2) Activity:
• Write the following paragraph on the board and then read it to students:

“I love summers because I can play with water and eat my favorite fruits. During the
summer holidays, my cousins come to stay with us, and we have a lot of fun having water
fights and playing hide and seek. In addition to this, the summer season brings with it a
variety of fruits, especially mangoes and peaches which I love to eat. My cousins and I
usually put the sweet and juicy mangoes in a bucket of ice-cold water and then eat them
once they are nice and cold. Summer has always been my favorite season due to the fun I
have during the season with my cousins, the games we play together, and the fruit we enjoy
eating.

• Ask students to work in pairs to compare the writer’s choice of season and reasons for it
given in the paragraph.
• Share with students the details regarding paragraph, topic sentence, supporting
sentences, and concluding sentence simplifying the ‘Information for Teacher’ section.
• Now, ask them to identify the topic sentence, supporting sentences, and concluding
sentence in the paragraph they just read.
• Help them in the identification of the different elements of a paragraph. (For your
convenience, the topic sentence is written in bold, supporting sentences are italicized
and the concluding sentence is underlined).

Review:

1. Tell students that we have learnt that a paragraph is a single unit of expression, dealing with a single
idea or theme. A paragraph has a topic sentence, supporting sentences, and a concluding sentence.

Recapitulation:

Write the following paragraph on the board and ask students to identify the topic

sentence, supporting sentences, and concluding sentence:

Family is the first school in a person’s life, and family values and traditions are the first
and most valued assets. In the eastern culture, most families enjoy a joint family status
and are close-knit. Disciplining and developing values and habits in eastern families is
 considered the responsibility of the entire family, not just the parents. A child grows up
learning about social norms, respect for the elders, and consideration for the young in a
family setup that nurtures good habits and fosters values such as, listening, patience,
collaboration, and compassion.

Homework:

2. Ask students to read a paragraph from a chapter of their choice from their textbook and
copy a topic sentence, a few supporting sentences, and a concluding sentence in their
notebooks.

Name: Aamir Habib Class: 4th

Subject: English No. of Students: 26

Duration of the Lesson: 35 min Date: 04/08/2021

Topic of the Lesson: “COUNTABLE, UNCOUNTABLE AND COLLECTIVE NOUNS”

General Objectives: After completing this lesson, the students would be able to;

3. Recognize some naming words as collective nouns.

Specific Objectives: At the end of this topic the students would be able to learn about;

4. Different types of nouns.

5. About names of some collective nouns.

Teaching Method: Lecture Method

AV Aids:

Pictures (cut from newspapers, magazines) of crowd of people, students in a class, cricket team,
herd of sheep/goats, bunch of flowers, a family etc. chalk/marker, writing board, worksheets. You
can even draw these on flashcards to show.

Previous Knowledge:

• What is Noun?
• Do you understand the word Countable and Uncountable?
 • What are the other types of noun?

Announcing the Topic:

Today we are going to learn about “COUNTABLE, UNCOUNTABLE AND COLLECTIVE NOUN”.

Presentation:

1) Introduction:
• Definition of countable, uncountable nouns should be repeated. This topic is very
minute that require repeated practice. In the grade, they should also be taught over the
multiply use of count, uncounted nouns.
• Help students recall the concepts if they have difficulty recalling.
• Show the students a picture (see materials above) and ask what they see in the picture.
• Repeat with all the pictures.
• Tell the students that they are seeing a new type of noun. Teach the students collective
nouns (see information for teachers above).
• Write ten examples of collective nouns on the writing board. Go through each collective
noun with students and teach pronunciation.

2) Activity No.1:
• Write the definition of collective nouns on the writing board with examples. (Definition
is given in information for teachers above).
• Ask students to write the definition and examples of collective nouns in their notebooks.
3) Activity No.2:
• Give the students worksheets. Give clear instructions (see the sample worksheet at the
end of the lesson plan.) (If photocopying of worksheets is not possible, then students
can write the sentences in notebooks and draw pictures if they get time in class or do as
homework).
• For students’ understanding, write on the writing board one sentence using a collective
noun. (for example: I saw a fleet of ships in the sea)
• Help students if they have difficulty in constructing a sentence.

Review:

Give students a quick recap by asking them:

• What are collective nouns?

 • What are some examples of collective noun?

Recapitulation:

• Assess students’ ability to recall and demonstrate use of common, countable and
uncountable nouns through the correct responses given in the introduction activity.
• Assess students’ ability to use collective nouns through the sentences made in activity
• Assess students’ understanding of collective nouns through their response in the sum up
session.
• Assess students’ ability to identify collective noun through the correct selection of
collective nouns in the follow up activity.
• Arrange a written quiz / activity to assess students’ understanding of common, proper
countable, uncountable and collective nouns.
• Keep assessing and reinforcing whenever a collective noun is found in subsequent
reading lessons.
• Involve the students in solving the exercise at the end of unit/chapter.

Homework:

1) Ask the students to write in their notebooks all the collective nouns they find in the chapter
they are currently reading. Give this activity as homework.
Name: Aamir Habib Class: 5th

Subject: English No. of Students: 40

Duration of the Lesson: 35 min Date: 05/08/2021

Topic of the Lesson: “NAMING, ACTION, AND DESCRIBING WORDS”

General Objectives: After completing this lesson, the students would be able to;

6. Noun, verb, and Adjective.

Specific Objectives: At the end of this topic the students would be able to learn about;

7. Noun, Verb and Adjectives.

8. Different uses of Grammar in sentences.

Teaching Method: Lecture Method

AV Aids: Chalks/markers, writing board, duster, charts, textbook, etc.

Previous Knowledge:

• What is a sentence?
• What are different parts of a sentence?
• What is meant by naming?

Announcing the Topic:

Today we are going to learn about “NAMING, ACTION, AND DESCRIBING WORDS”.

Presentation:

1) Introduction:
1. Point to the picture of Quaid-e-Azam in the class and ask the following questions:
• Whose picture is this?
• Who was he?
• What is the color of his cap?
• What is the color of his dress?
• What did he do for us?
 2. Encourage students to respond and write a few of their responses for each question on
the writing board.

Activity:

1. Display or refer to a picture from the textbook showing a few people, children, and
animals.
2. Divide the class into pairs.
3. Ask students to look at the picture attentively and answer the following questions:
• What do you see in the picture?
• How many girls and boys/ women and men are there in it?
• What are they doing?
• Name the animals you see in the picture.
• What are the animals doing?
• What colors do you see in the picture? Write color of a few things along with their
names.
4. Give them 4-5 minutes for discussion and ask them to write the answers.
5. Help and guide them while writing the answers.
6. Once they are done, ask some pairs to come to the front and share their answers with
the whole class.
7. Now, review brief definitions of naming, action, and describing words (please see the
‘information for teachers’ section above). Help students identify examples from their
own responses they just shared.

Review:

Wrap up the lesson by reviewing the definitions of naming words, action words, and describing
words from the classroom. Provide examples, such as:

• students, chairs, books, etc.

• read, sit, walk, etc.
• white walls, brown fan, happy boy, etc.

Recapitulation:

Ask students to search for a few naming words, action words, and describing words, from the
school/ classroom environment and write them on a page.
Homework:

1. Assign students to do the relevant activities/ exercises from their textbooks as

homework.
2. Ask them to look at any signboards/ billboards on their way back home and note any
naming, action, and describing words they see on the boards.
3. Also, ask them to observe people on their way back home and notice what they are
doing. Note down the words for their actions. Also write who they are, e.g., farmer,
driver, policeman, etc.
4. Tell them to share their findings with a few class fellows the next day.

Name: Aamir Habib Class: 4th

Subject: English No. of Students: 26

Duration of the Lesson: 35 min Date: 05/08/2021

Topic of the Lesson: “ARTICLES ‘A’ AND ‘AN’”

General Objectives: After completing this lesson, the students would be able to know about;

9. Articles
10. Uses of Articles.

Specific Objectives: At the end of this topic the students would be able to learn about;

11. Correct use of A and AN.

12. Examples of the Sentences in which A and AN are properly used.
13. Different rules to use A and AN.

Teaching Method: Lecture Method

AV Aids: Chalks/markers, writing board, duster, textbook, etc.

Previous Knowledge:

• What are different Parts of a sentence?

• Why we focus on Sentence structure?

Announcing the Topic:

 Today we are going to learn about “Articles A and AN”.

Presentation:

1) Introduction:
1. Start the lesson by asking students: What are the two articles we learned in grade 3? Do
the articles and an (ask after students have given the answer of the first question) used
before singular nouns or plural nouns? The words which start with consonant letters
take a or an? What are the consonant letters? What are the vowel letters? Do words
which start with vowel letters take a or an?
2. Divide the class into two teams; Team A and Team B (you can also give some name to
3. each team).
4. Draw two columns on the writing board. Write a on top of one column. Write an on top
of another column.
5. The team A gives words that take the article a before them. The team B gives words that
take the article a before them. If the number of students is less, every member of the
teams comes to the blackboard to write the noun. If the number of students is large, you
call the name of the students to come to the writing board to write the nouns.
6. If any member of both teams writes a plural noun, the team loses a point.
7. Play the game for 5-8 minutes. The team which scores more points wins. The members
of the winning team get colored stars on their notebooks.
8. Tekke the class that the article and is also used before the words that start with a
consonant letter, but the consonant letter is not spoken; it is silent or mute. The next
letter in such words is a vowel so the word starts with a vowel sound.
9. Write and pronounce examples of the words that start with mute consonant letters. Say
the words so that the students understand.
10. Tell the students that the article “a” is also used before words beginning with a vowel
that sounds as a consonant.
11. Write the examples of such words on the blackboard and pronounce them.

2) Activity:
1. Write 15 words on the writing board. (See the worksheet at the end of the lesson plan).
2. Tell the students that they must add ‘a’ or ‘an’ before the words depending on the
sound of the first letter of each word.
 3. Remind the students that a word may start with a consonant letter, but it can be mute.
A word may start with a vowel letter but sound like a consonant.
4. Ask the students to pronounce each word slowly to themselves to know the sound of
the first letter.
5. Repeat instructions if necessary. Provide necessary support to the students while they
are doing their work.
6. Give the students some more words (a little difficult) if they finish the work early.

Review:

Quickly review the lesson by asking the students questions: What are ‘a’ and ‘an’ called? Which
article is used when a word starts with a vowel? Which article is used when a word starts with a
vowel, but the vowel sounds like a consonant? etc.

Recapitulation:

1. Assess students’ ability to recall the rules for the use of articles (a, an) through their
correct responses during introduction.
2. Assess student’s ability to choose between a or a through the answers written in the
activity.
3. Assess student’s ability to choose between a or a before words that start with mute
consonant letters through the activity.
4. Arrange an oral or written quiz after few days to further assess student’s ability to use
the articles A and An.
5. Involve the students in solving the exercise at the end of unit/chapter.

Homework:

Write eight sentences on the blackboard and ask students to copy in their notebooks. Explain the
task to the students. Give this activity as homework.
Name: Aamir Habib Class: 5th

Subject: English No. of Students: 41

Duration of the Lesson: 35 min Date: 07/08/2021

Topic of the Lesson: “USE OF NOUNS’”

General Objectives: After completing this lesson, the students would be able to know about;

14. Nouns
15. Uses of Nouns.

Specific Objectives: At the end of this topic the students would be able to learn about;

16. Naming words.

17. Examples of Nouns.
18. Different uses of Nouns.

Teaching Method: Lecture Method

AV Aids: Chalks/markers, writing board, newspaper/magazine cuttings (showing a crowd, team of

players, platoon of soldiers, herd of sheep), textbook, etc.

Previous Knowledge:

• What are different types of Nouns?

• Write some names of Collective Nouns in your notebooks.

Announcing the Topic:

Today we are going to learn about “USE OF NOUNS”.

Presentation:

1) Introduction:
1. Help students recall their learning about nouns from previous lessons by asking the
following short questions:
• What is a noun?
• What are a few examples of nouns?
• How many types of nouns you are familiar with?
2. If students are struggling, provide them hints.
3. Write a few examples of each noun type on the writing board.
4. Tell students that today they will practice using a few more nouns including common
and proper nouns, countable and uncountable nouns, and collective nouns.

2) Activity:
1. Tell your class to imagine they are going to the grocery store with their mother/ father
and need to make a list of things to buy. They must first think about what they already
have at their home and then make a list of what they need more to buy.
2. To get them thinking, ask them a few questions, for example:
• How many eggs do you have at home?
• How much sugar do you have?
• How much milk do you have?
• Do you have any matchboxes/ biscuits/ chocolates/ eggs?
• Do you have salt/ cooking oil/ porridge?
• Do you have bananas/ oranges/ grapes?
3. Write a few of their responses on the board:
• I have a dozen eggs.
• I have a little/a lot of sugar.
• I have a little/a lot of milk.
 • I have three matchboxes.
• I have a bunch of bananas.
4. Explain to students that we use words like some, a lot of, a little, much, etc. with
uncountable nouns, whereas words like a few, many, several, etc., numbers (e.g., one,
two, three, etc.), and indefinite articles (e.g., a dozen, a pair, an egg) with countable
nouns.
5. Ask students to look for countable/uncountable nouns in the class/school and write a
sentence about each noun in their notebooks.

Review:

• Review the key points of the lesson using the information given in the ‘information for
teachers’ section of this lesson plan.

Recapitulation:

1. Ask students to separate countable and uncountable nouns from the following list: car,
bread, orange, rice, coffee, tree, money, man, juice
2. Write the following collective nouns on the board and ask a few students to make use of
these collective nouns in sentences.
Fleet, bunch, bundle, pack, set

Homework:

1. Assign students to do the relevant activities/ exercises from their textbook as

homework.
2. Ask students to paste in their notebooks 2-3 newspaper/magazine cuttings showing
collective nouns.
3. Observe different articles/ items in their home, identify which ones are countable,
uncountable, or collective nouns. Write their names in three columns.
4. Ask them to share their work with the whole class the next day
Name: Aamir Habib Class: 4th

Subject: English No. of Students: 26

Duration of the Lesson: 35 min Date: 09/08/2021

Topic of the Lesson: “ADJECTIVES’”

General Objectives: After completing this lesson, the students would be able to know about;

19. Describing words.

20. Types of Adjectives.

Specific Objectives: At the end of this topic the students would be able to learn about;

21. Adjectives.
22. Use of Adjectives.
23. Examples of Adjectives.

Teaching Method: Lecture Method

AV Aids: Chalk/marker, writing board, flashcards.

Previous Knowledge:

• What are different types of Nouns?

• Write some names of Collective Nouns in your notebooks.

Announcing the Topic:

Today we are going to learn about “Adjectives”.

Presentation:

1) Introduction:
1. Ask the students about adjectives as they are already familiar with the term
“adjectives”.
2. Write the students responses on the board and then define “adjective” by sharing some
sentence with them. Examples are given. Now ask them to identify adjectives their
Examples.
 • I saw a beautiful butterfly.
• I have some sweets in my bag.
• It is a big/small room.
• I am Pakistani.
• Do you have a narrow-line sheet?

2) Activity No.1:
1. Tell the students that adjectives can be classified into following categories.

2. Write some more examples on the board with students’ help and then ask them to
identify the category in which the adjective could be placed.

3) Activity No.2:
1. Select from students’ books six sentences containing the adjectives of quality, quantity,
size, shape, color and origin.
2. Ask the students to point out the adjectives and then classify them into the given
categories.

Review:

1. We have learnt adjectives and their classification today.

2. Ask students to make a shopping list using some of the newly learnt adjectives for
example: big oranges.
• white tissues.
• A beautiful carpet.

Recapitulation:

1. Give them the following adjectives and ask them to insert them in the given sentences.
 • I have___________ books at home.
2. Ahmad is a _____________ soldier.
3. I like _________ food.
4. Hassan is a __________ boy.
5. He has a __________ face.
6. Saadia is wearing a ___________ dress.

Involve the students in solving the exercise at the end of unit/chapter.

Homework:

1. Give them the following sentences and ask them to choose the appropriate adjective.
• People wear __________ clothes in winter. (warm/cold)
• It was a ________ hall. (big/few)
• A __________ can of Pepsi was lying on the table. (cube shaped / cylindrical)
• I can buy a ___________ books today. (few / more)

Name: Aamir Habib Class: 5th

Subject: English No. of Students: 40

Duration of the Lesson: 35 min Date: 11/08/2021

Topic of the Lesson: “USE OF ‘A’, ‘AN’ AND ‘THE’’

General Objectives: After completing this lesson, the students would be able to know about;

24. Different Articles.

25. Uses of the Articles.

Specific Objectives: At the end of this topic the students would be able to learn about;

26. Uses of ‘A’, ‘An’, and ‘The’ in a sentence.

Teaching Method: Lecture Method

AV Aids: Chalk/marker, writing board, flashcards.

Previous Knowledge:
 • What are different types of Nouns?
• Write some names of Collective Nouns in your notebooks.

Announcing the Topic:

Today we are going to learn about “Use of A, An and the”.

Presentation:

1) Introduction:
1. Write the following sentences on the writing board:
Give me the blanket. Give me a blanket.
2. Ask students to turn to a partner and discuss the difference between the two sentences.
3. Now invite a few students to share their thinking.
4. Explain to students that “the” is a definite article because it refers to a specific/
particular noun while “a” and “an” are indefinite articles because they refer to a more
general sense of the noun.

In the given example, the first sentence asks for a specific blanket while the second
sentence is requesting ‘any’ blanket.

2) Activity No.1:
1. Write the following words on the board and ask students to discuss in pairs and use ‘a’
or ‘an’ for each word: book, ant, car, orange, hat, igloo, hour
2. Give them two minutes for this task. After two minutes, allow 2 – 3 students to share
their responses with the whole class.
3. Appreciate students for their responses.
4. Explain to students that the indefinite article “an” is used before words that start with a
vowel sound (not the letter).
5. Point out that we must use “an” with words spelled with a consonant but pronounced
with a vowel sound (i.e., an hour late, or an honorable person, etc.).
6. Tell students that nouns beginning with a vowel letter but pronounced with a consonant
sound use the indefinite article “a” (i.e., a university or a European which both start with
a /y/ sound).
7. Also tell students that we use ‘a’, ‘an’, and ‘the’ before adjectives beginning with a vowel
or consonant sound accordingly. (i.e., an ugly duckling, a thirsty crow, the best player,
the man-of-the-match, etc.)
Review: Tell students that we have learnt the use of a, ‘an’, and ‘the’ before the nouns/adjectives

pronounced with vowel/consonant sounds.

Recapitulation:

1. 1. Read the following sentences (one at a time) and have students supply the article
they think should be placed in the blank:
• Sara asked to borrow ____ black dress I wore on Eid-ul-Fitr.
• It’s starting to rain; did you bring ____ umbrella?
• She is ____ tallest girl/boy in the class.
• My father is ____ university teacher.
• There is ____ spider on ____ wall.

Homework:

• Ask students to read their favorite story from the textbook and circle the articles.

Name: Aamir Habib Class: 4th

Subject: English No. of Students: 24

Duration of the Lesson: 35 min Date: 11/08/2021

Topic of the Lesson: “CAPITALISATION’’

General Objectives: After completing this lesson, the students would be able to know about;

27. Capitalization.
28. Rules for Capitalization.

Specific Objectives: At the end of this topic the students would be able to learn about;

29. Capitalization of the first word in a sentence

30. Why Capitalization?

Teaching Method: Lecture Method

AV Aids: Cuttings from newspapers any old magazine or old posters, writing board, chalks/marker,

and textbook.
Previous Knowledge:

• What are describing words?

• What is Adjective?
• Write some examples of Adjectives.

Announcing the Topic:

Today we are going to learn about “Capitalization”.

Presentation:

1) Introduction:
1. (Instructions): Tell the following story with proper intonation. Change names which are
more interesting and linked to the students.
Hamza loved animals. Every day he went to help his Aunt Samina feed her two pet
chickens, Chunnu and Munnu. Chunnu was red and Munnu was white. Aunty Samina
bought these hens from her village.
Today Aunt Samina has a surprise for Hamza. “Guess what, Hamza? I have a new pet. Do
you want to see it?”
“Wow! Do you have a pet like Chunnu and Munnu?” Hamza asked.
Aunt Samina shook her head. “This one is very small”.
Hamza looked everywhere.
“Where is your new pet, Aunt Samina?”
“Right here”. Aunt Samina pointed at a round box.: See the tiny holes in the top and
sides.
The new pet needs fresh air”.
Aunt Samina opened the box. “This chick is for you Hamza! Hold it with care”
“Thank you, Aunt, it is so beautiful!”
2. Now draw 2 columns on the board for person, place and pet.
3. Ask some students for the names of person, place and pets they heard in the story.
4. Call the students who give correct answers to write on the board in the relevant column.
5. Ask other students to make corrections if they write the names with first letter small.
2) Activity No.1:
 1. Explain that the students need to draw their pet in the
notebook and rewrite the given sentences using rules
of capitalization and proper nouns in the blanks.
2. Encourage students to imagine having a pet and write
about that pet if they don’t have a real one.

Review:

1. Ask the following question from the students to check their understanding.
2. When do we use a capital letter?

Recapitulation:

1. Assess the students by the following questions. You can add more sentences from class
4 English book if the students need more practice. Ask the students to capitalize the first
letter of each sentence, pet’s name, person’s name and place’s name.

2. Involve the students in solving problems given in the exercise at the end of unit/chapter.

Homework:

1. Ask the students to choose a part of any one newspaper/magazine/poster and circle the
capital letters.
2. Share and discuss with the class. (Paste students’ work in their notebooks or put it up on
soft boards).
Name: Aamir Habib Class: 5th

Subject: English No. of Students: 40

Duration of the Lesson: 35 min Date: 12/08/2021

Topic of the Lesson: “CLASSIFICATION OF ADJECTIVES’’

General Objectives: After completing this lesson, the students would be able to know about;

31. Different types of Adjectives.

32. Different uses of Adjectives.

Specific Objectives: At the end of this topic the students would be able to learn about;

33. How to Describe words.

34. What are the various types of describing words?

Teaching Method: Lecture Method

AV Aids: Chalks/markers, writing board, greetings/courtesies chart, textbook, etc.

Previous Knowledge:

• What are Articles?

• What are the uses of different types of Articles?

Announcing the Topic:

Today we are going to learn about “Classification of Adjectives”.

Presentation:

1) Introduction:
1. Greet students by saying “Assalam-o-Alaikum”, “Hello” or “Good morning”. Encourage
those students who respond to the greeting and motivate others.
2. Show a chart or write the letters ‘OPSHACOM’ on the board.
3. Ask students to guess what ‘OPSHACOM’ stands for.
4. Tell them that ‘OPSHACOM’ stands for ‘Opinion, Shape, Age, Color, Material, and
Origin’. These are different types of information adjectives add to nouns.
 5. Tell them it is a clue to remember the order of adjectives in a sentence.

2) Activity No.1:
1. Ask students to recall the definition of an adjective.
2. If they are struggling with it, help them by giving a few examples.
3. Encourage the students to think of different adjectives besides familiar ones, such as
color or size.
4. Make a list of these adjectives on the board.
5. Explain to students that when more than one adjective come before a noun, the
adjectives are placed in a particular order.
6. Explain to them that adjectives that describe opinions or attitudes (e.g., good, amazing,
beautiful) usually come first, followed by size (e.g., big, small, tall), quality (e.g., soft,
thin, rough), shape (e.g., round, oval, square), age (e.g., old, young, new), color, (e.g.,
red, golden, pink), the origin of the noun (e.g., Pakistani, Chinese, French), and finally
the material (wooden, glass, etc.).
7. Write the following sequence of examples on the writing board:
a table.
a beautiful table.
a beautiful, big table.
a beautiful, big, heavy table.
a beautiful, big, heavy, square table.
a beautiful, big, heavy, square, old table.
a beautiful, big, heavy, square, old, brown table.
a beautiful, big, heavy, square, old, brown, Chinioti table.
a beautiful, big, heavy, square, old, brown, Chinioti, wooden table.
8. Tell students that we can use the clue word (OPSHACOM) to remind the order of
adjectives in a sentence as mentioned in the introduction section and shown in the
example above.

Review:

Tell students that we have learnt when more than one adjective comes before a noun, the
adjectives are normally placed in a particular order i.e., opinion, size, quality, shape, age, color,
origin, and material respectively.

Recapitulation:
 1. Write the following sentence on the writing board:
• My father bought me an Italian, pink, big, round pizza.
2. Ask students to rewrite the sentence with the correct order of adjectives.

Homework:

1. Ask students to select any two objects at home and write a few sentences about them
using more than three adjectives for each object.
2. Assign students to do the relevant activities/ exercises from their textbook as
homework.

Name: Aamir Habib Class: 5th

Subject: General Science No. of Students: 40

Duration of the Lesson: 35 min Date: 13/08/2021

Topic of the Lesson: “CLASSIFICATION OF ORGANISMS’’

General Objectives: After completing this lesson, the students would be able to know about;

35. Classification od Organisms.

36. Living and Non-Living things.

Specific Objectives: At the end of this topic the students would be able to learn about;

37. Organisms.
38. Importance of Classification of Organisms.

Teaching Method: Activity Method, Demonstration.

AV Aids: Writing board, marker, chalks, duster, charts of animals and plants, General Science

Textbook Grade – 5.

Previous Knowledge:

• What are living things?

• Are vehicles living?
• Why all moving objects are can’t classified as living?
Announcing the Topic:

Today we are going to learn about “Classification of ORGANISMS”.

Presentation:

1) Introduction:
1. Ask students to name living and nonliving things present in the surroundings.
2. Show the pictures of some animals, plants, and nonliving things in class.
3. Make a table on the writing board with two columns and ask the students to place the
names of animals, plants in the living column and nonliving things in the respective
column.

4. After discussing living and nonliving things, announce the topic as “Classification of
Organisms”.

2) Activity No.1:
1. Perform activity 1.1 on page 2 of the General Science textbook for Grade 5.
2. For explanation perform the following activity.

3) Activity No.2:
1. Show charts having pictures of plants (small and large plants) given below.
 2. Ask students to classify plants, based on their sizes, whether they are small or large.
3. Ask questions like;
• What is on the chart?
• How did you classify or group plants? (Discuss based on sizes)
4. Explain to students that putting organisms into separate groups based on similarities
and differences is called the classification of organisms.
5. Ask the students to classify the different items in their school bag.
6. How did you classify different items in your school bag?
7. Similar items are placed in one group and those items which are not similar are placed in
another group.
8. Do you find any benefit of this classification?
9. Explain the importance of classification;
• Based on classification, we can determine the similarities and differences
among organisms.
• We can identify organisms easily.
• Know the relationship among organisms.
• When we study the characteristics of one organism, the same characteristics may be
given to a similar organism.

Review:

• Ask the following questions from students:

1. Dafne classification?
2. Why classification is important?
3. Name some characteristics of plants and animals that are important for classification.

Recapitulation:

1. Ask the students to write down any three characteristics of plants and animals in the
notebook.

Homework:

1. Ask the students to collect pictures of 5 animals and 5 plants and name them and paste
them in their notebook.
Name: Aamir Habib Class: 4th

Subject: General Science No. of Students: 24

Duration of the Lesson: 35 min Date: 13/08/2021

Topic of the Lesson: “CHARACTERISTICS OF LIVING THINGS’’

General Objectives: After completing this lesson, the students would be able to know about;

39. Living Organisms.

40. Differentiate between Living and Non-Living things.

Specific Objectives: At the end of this topic the students would be able to learn about;

41. Organisms.
42. Characteristics of Living things.
43. Compare and contrast characteristics that distinguish major groups of living things
(plants, animals).

Teaching Method: Lecture Method and Demonstration.

AV Aids:

• Charts of animals and plants pictures

• Flashcards having pictures of animals and plants and new vocabulary of key terms.

Previous Knowledge:

• What are Living Organisms?

• What are Non-Living things?

Announcing the Topic:

Today we are going to learn about “Characteristics of Living Organisms”.

Presentation:

1) Introduction:

Display the charts of animals and plants and ask the following questions.
 1. Can you tell the names of animals and plants in the given chart?
2. Can you tell only one characteristic of each animal and plant in the given chart?
3. Can animals and plants increase their numbers?
4. How are plants and animals different from each other?
2) Activity No.1:

Having some possible and correct answers from students, the given charts will be divided into
animals and plant groups. The students will be asked to identify and count the similarities and
differences of the given groups.

1. Draw the Venn diagram on the board and refer to the diagram and Activity 1.1 on page 3
of the textbook. Explain the similarities of plants and animals in Activity 1.1 using a Venn
diagram.
3) Activity No.2:

Discuss the activity “Do You Know” given on page 4 of the textbook. To emphasize and

recapitulate the Characteristics of Living things, the Needs of Plants, Animals, and Plants

providing oxygen.

Review:

1. Summarize the lesson:

2. Living things are divided into two main groups (animals and plants).
• The animals and plants have characteristics due to which they are different from
• non-living things. These include,
• All animals can move freely while plants can move upwards or downwards standing
in one place.
• They can reproduce young ones of their own.
• They can both grow.
• They can both breathe.
• ◊ Plants are usually of green color while animals have different colors.
3. Conclude the lesson with the first three key points given at the end of the chapter on
page 16 of the textbook.
Recapitulation:

Ask the students about their observations on plants and animals in their environment.

1. While coming to school what animals have you seen? Give names.
2. What kind of plants are there on your way to school? Give names. (Develop a chart for
these animals and plants)

Homework:

Prepare a chart of animals and plants present in your home and neighborhood to compare it based
on similarities with animals and plants given in the textbook.

Follow up: An additional period will be required by the teacher for discussing the Point to Ponder
given on page 2 of the textbook. This is a thinking question for all students to participate in Practice
for Venn diagram to be carried out in class under the supervision of the teacher.

Name: Aamir Habib Class: 5th

Subject: General Science No. of Students: 40

Duration of the Lesson: 35 min Date: 16/08/2021

Topic of the Lesson: “CLASSIFICATION AND CHARACTERISTICS OF

FLOWERING PLANTS’’

General Objectives: After completing this lesson, the students would be able to know about;

44. Flowering Plants.

45. Characteristics of Flowering Plants.

Specific Objectives: At the end of this topic the students would be able to learn about;

46. Fruity Plants.

47. Types of Flowering Plants.

Teaching Method: Lecture Method and Demonstration.

AV Aids:
 Writing board, marker, chalks, leaves of plants, seeds of plants, etc. General Science Textbook
Grade - 5.

Previous Knowledge:

• What is an Organism?
• What are the Characteristics of Organisms?

Announcing the Topic:

Today we are going to learn about “Classification and Characteristics of Flowering Plants”.

Presentation:

1) Introduction:
1. To create an environment suitable for teaching/ learning ask few questions like:
• What is classification?
• Why we divide organisms into different groups?
• What do you think; can plants be divided into different groups?
2. Announce the topic that today we will discuss the “classification and characteristics of
flowering plants”.

2) Activity No.1:
1. Divide the class into two groups and give them pictures of different plants and ask them
to observe the characteristics and structure of plants.
2. Assign to Group-1 the flowering plants and to group-2 the non- flowering plants.
3. Now ask both the groups to present their observations one by one in front of the class
and complete the table and record the observations on the board.

4. Ask questions to explain the main characteristics of plants

▪ How do plants differ from one another?
▪ (They may be different based on their sizes, structure, some bear flowers and some
do not bear flowers).
▪ How did you classify plants?
 ▪ What are flowering plants?
5. Assign activity 1.3 on page # 6 of G.S textbook Grade-5 to the students. Provide help and
instructions to the students while performing the activity.

Review:

1. To check the students learning ask the following questions.

o Dafne flowering plants
o What is cotyledon?
o Which plants bear flowers?
o What do you think are all plants like one another?
o Why we classify plants?

Recapitulation:

2. Ask few questions to check the understanding of the students.

o What is a monocot seed?
o What is a dicot seed?
o Classify the given dicot and monocot plants based on seeds, leaves, and flowers. Sugarcane, Mango,
Guava, Wheat, Rice, Rose, Pea, Maize, and bamboo.

Homework:

Collect different leaves of monocot and dicot plants from your surroundings, classify and paste
them in your notebooks.

Name: Aamir Habib Class: 4th

Subject: General Science No. of Students: 24

Duration of the Lesson: 35 min Date: 16/08/2021

Topic of the Lesson: “CLASSIFICATION OF ANIMALS”

General Objectives: After completing this lesson, the students would be able to know about;

48. Animals.
49. Characteristics of Animals.
50. Types of Animals.
Specific Objectives: At the end of this topic the students would be able to learn about;

51. Vertebrates and Invertebrates.

52. Characteristics of Vertebrates and Invertebrates.

Teaching Method: Lecture Method and Demonstration.

AV Aids: Charts and flashcards with pictures of vertebrates and invertebrates

Previous Knowledge:

• What is an Organism?
• What are the Characteristics of Organisms?
• What are movable Organisms?

Announcing the Topic:

Today we are going to learn about “Classification of Animals”.

Presentation:

1) Introduction:
1. Have you seen an old man placing /putting his hand on his back while walking? Why he
does so (to support his backbone)
2. Ask each student to move their hand on their back and feel their backbone. Can you
name some animals having backbone?
3. Do all animals have backbones?
4. Can you think of some animals which have no backbone?

2) Activity No.1:
• Paste the charts having the pictures of vertebrate and invertebrate.
• Also, tell the students to look at page 4 of their textbook for vertebrates and
invertebrates.
• Ask the students to name the animals on the charts.
1. Display a chart having various kinds of animals.
2. Ask the students to separate vertebrates and invertebrates.
3. Write vertebrates and invertebrates in two columns on the writing board with the help
of students.

3) Activity No.2:
 1. Divide the class into two groups and give them blank flashcards.
2. Direct them that one group will write the name of vertebrates, and the other group will
write the names of invertebrates. As a result, students will get familiar with a variety of
vertebrates and invertebrates.

Review:

1. Tell the students that animals have two major groups based on the backbone.
• Vertebrates: the animals which have backbones are called vertebrates:
For example, man, cat, dog, horse.
• Invertebrates: the animals which have no backbone are called invertebrates, for
• example, honeybee, butterfly, and mosquito.
2. Sum up the lesson with the key points of the lesson on page 16 of the textbook.

Recapitulation:

1. Separate vertebrate and invertebrate from the following animals and write it in two

columns in your textbook.

Snake, sheep, goat, cow, mouse, starfish, snail, butterfly.

Homework:

Ask the students to prepare a chart of five vertebrate and five invertebrate animals present in their
surroundings, home, school, and community by writing their names.

Name: Aamir Habib Class: 5th

Subject: General Science No. of Students: 40

Duration of the Lesson: 35 min Date: 17/08/2021

Topic of the Lesson: “CLASSIFICATION OF VERTEBRATES”

General Objectives: After completing this lesson, the students would be able to know about;

53. Animals.
54. Characteristics of Animals.
55. Classification of Animals into groups.
Specific Objectives: At the end of this topic the students would be able to learn about;

56. Vertebrates.
57. Characteristics of Fishes, Amphibians, reptiles, birds and Mammals.
58. Classify vertebrates into fish, amphibians, reptiles, birds and mammals based on
their characteristics.

Teaching Method: Lecture Method and Demonstration.

AV Aids: Writing boards, marker, chalks, duster, charts, pictures of animals, G.S textbook grade 5.

Previous Knowledge:

• What is an Organism?
• What are the Characteristics of Animals?
• What are movable Organisms?

Announcing the Topic:

Today we are going to learn about “Classification of Vertebrates”.

Presentation:

1) Introduction:
1. To make the environment conducive for the teaching and learning process and to
develop the interest, ask a few questions:
• What are the main groups of animals, mention their names?
• What are vertebrates and invertebrates?
• What are the characteristics of vertebrates?
• Name some common vertebrates and invertebrates.
• Do you think that on basis of their characteristics, vertebrates can be further
classified?
• Why do we need to classify organisms?
2. Now introduce the topic that today our lesson is “Classification of Vertebrates”.

2) Activity No.1:
1. Divide the class into five groups and give them a picture of one vertebrate e.g., fish, frog,
snake, sparrow and horse.
 2. Now ask students to observe the picture given to each group and point out their major
characteristics and make a table on the board and record responses and guide.
3. Make corrections accordingly if the responses are not appropriate.

3) Activity No.2:
1. Based on activity 1, divide the class into five groups. Assign the characteristics of
different groups of vertebrates to each group.
2. Assign one group of vertebrates to each group.
3. Ask one group member to present it in the class.
4. The teacher will help the student during the presentation of the group.

Review:

➢ To conclude the day’s lesson, ask questions to check the students learning and discuss the
main points of vertebrates. In the end, ask the following questions.
• Name five groups of vertebrates?
• What are amphibians?
• What are reptiles?
• What do you think the body temperature of mammals does not depend on the
environment?
• Name the vertebrate which changes body temperature with the environment.

Recapitulation:

1. What is the difference between frog and toad (ref: points to ponder page # 8 General

Science textbook Grade - 5)?

2. What are the main characteristics of vertebrates?

3. Why could amphibians not flourish in the whole world?

Homework:
 Ask to collect pictures of five different vertebrates belongs to different groups of animals and paste them in your
notebooks, and record observations in notebooks like
Name of animal __________________
Group of vertebrates __________________
Three characteristics__________________

Name: Aamir Habib Class: 4th

Subject: General Science No. of Students: 24

Duration of the Lesson: 35 min Date: 20/08/2021

Topic of the Lesson: “CLASSIFICATION OF PLANTS”

General Objectives: After completing this lesson, the students would be able to know about;

59. Plants.
60. Characteristics of Flowering and Non-Flowering Plants.
61. Classification of Plants into groups.

Specific Objectives: At the end of this topic the students would be able to learn about;

62. Classify plants in terms of flowering and non-flowering with examples and analyze the
differences and similarities in flowering and non-flowering plants.

Teaching Method: Lecture Method and Demonstration.

AV Aids: Besides, the existing material present in the classroom teacher should prepare a chart with
pictures of various plants. If possible, obtain some plants from the surrounding environment
to motivate the students towards the topic.

Previous Knowledge:

• What are a Non-Movable Organisms?

• What do you understand by Flowering and Non-Flowering?
• What are Invertebrates?

Announcing the Topic:

Today we are going to learn about “Classification of Plants”.

Presentation:

1) Introduction:
1. Ask the students to place flowers on their desks. Ask the students:
• Do all flowers have the same color?
• Do the flowers look alike, or they are different?
• What is their favorite flower colour?
• Where does the flower grow?
• Do all plants have flowers?
2. Display a chart having flowers of various colors. Ask each student to write his/her
favorite flowers name and color on flashcards.

Display the chart having pictures of various plants (flowering and non-flowering plants)

2) Activity No.1:
1. Show the plants collected from the surrounding and ask the students about the names
and some features of these plants.
2. As guided practice:
• Mix all the samples of the plants that have been collected from the surroundings.
• Ask the students, to separate flowering plants from non-flowering.
• If plants are not available, the teacher can make use of pictures of flowering and
nonflowering plants

Review:

1. Explain that Plants are of two types:

• Flowering plants: plants on which flowers grow are called flowering plants e.g.,
rose, sunflower, guava, and tulip these flowers are of various colors.
• Non-flowering plants on which flowers do not grow are said to be non-flowering
plants for example pine, juniper, ferns, etc.
2. Sum up the lesson with the key points given at the end of the chapter.

Recapitulation:

1. Have you seen roses of different colour?

 2. List a single benefit we get from non-flowering plants
3. Which flowering plants grow in your school?
4. Discuss question 1(part iv and v) from the exercise at the end of the chapter.

Homework:

1. Draw a neat diagram of flowering plants from your neighborhood.

1. Also, write the names of non-flowering plants given on page 6
2. Write the similarities and differences of flowering and non-flowering plants Activity 1.4
3. Venn diagram given on page 6 of the textbook.

Name: Aamir Habib Class: 5th

Subject: General Science No. of Students: 40

Duration of the Lesson: 35 min Date: 21/08/2021

Topic of the Lesson: “CLASSIFICATION OF INVERTEBRATES”

General Objectives: After completing this lesson, the students would be able to know about;

63. Animals without backbone/Vertebral Column.

64. Characteristics of Invertebrates.
65. Classification of Invertebrates into sponges, worms, insects, mollusks and echinoderms.

Specific Objectives: At the end of this topic the students would be able to learn about;

66. Classify invertebrates into some major groups (sponges, worms, insects, mollusks and
echinoderms) based on their characteristics.

Teaching Method: Lecture Method and Demonstration.

AV Aids:

• Writing boards, markers, charts, Flashcards with animals’ pictures, glue, Paper pens, etc.
• General Science textbook Grade-5

Previous Knowledge:

• What are vertebrates?

 • What is Vertebral Column?

Announcing the Topic:

Today we are going to learn about “Classification of Invertebrates”.

Presentation:

1) Introduction:
Ask some questions to build the interest of students on the topic like:
1. Mention the names of some common animals, you see in your daily life.
2. Do you think that all animals are of the same size?
3. Name the insects you see at home/school?
4. What are invertebrates?
5. Name some invertebrates.
6. What are your observations about the structure of invertebrates?
7. What is the purpose of classifying invertebrates?
After discussing these questions, the topic will be announced as “Classification of
Invertebrates”.

2) Activity No.1:
1. Divide the class into two groups.
2. Give group-1 cards having pictures of sponges, worms, insects, mollusks, and
echinoderms.
3. Now the group-1 will show cards to group-2, and group-2 will describe their
characteristics. After discussing all major groups of invertebrates, the observations will
be recorded on the writing board as;

Give some more information about the structure and mode of life which will help to clarify the

topic further.
 3) Guided Practice:

Paste the chart on the writing board having some pictures of invertebrates and record the
responses. Facilitate students in getting their responses.

Review:

1. What are the main groups of invertebrates?

2. What is the name of the group of starfish?
3. What are the characteristics of mollusks?

Recapitulation:

1. What are invertebrates?

2. What are the characteristics of sponges?
3. What is an exoskeleton?

Homework:

Tell students to make a chart of the following invertebrates and write their characteristics
 in their notebooks.

• Earthworm
• Honeybee
• Octopus
• Brittle star
• Sponges

Name: Aamir Habib Class: 4th

Subject: General Science No. of Students: 24

Duration of the Lesson: 35 min Date: 23/08/2021

Topic of the Lesson: “BIO-DIVERSITY”

General Objectives: After completing this lesson, the students would be able to know about;

67. Diversity.
68. Changes in Plants and Animals with the passage of time and in different environments.

Specific Objectives: At the end of this topic the students would be able to learn about;

69. Recognize and appreciate diversity in life (both plants and animals) and identify ways to
protect diversity

Teaching Method: Lecture Method and Demonstration.

AV Aids: Charts of various animals and plants. Flashcards: (blank).

Previous Knowledge:

• What are vertebrates?

• What are Invertebrates?
• What are Flowering and Non-Flowering Plants?

Announcing the Topic:

Today we are going to learn about “BIO-DIVERSITY”.

Presentation:
 1) Introduction:
1. Start the class by writing the word diversity on the board.
2. The students will repeat the word and learn the spelling.
3. Discuss diversity and its meaning through examples. The importance of diversity will also
be discussed by asking questions given below:
• Do all of you look alike?
• What would happen if all the people looked the same?
• Have you seen any two people exactly like one another in your community/
village?
• What is the name of the place where animals or plants live?
• Do animals and plants depend on each other?
2) Activity No.1:
1. Display a chart having pictures of plants and animals about their structure and functions.
2. Students will be asked to observe and describe their structures and function in the
environment or community.
3. Explain that the diversity of life is called biodiversity.
4. Ask the students
• What elements are necessary for the life of the animals and plants?
• Why is Biodiversity necessary?
5. Biodiversity is necessary for the existence and protection of living things. Therefore,
each animal and plant should be provided with suitable habitat, climate, air, water, and
all other conditions necessary for their life.
6. Further explain that various living things have become extinct due to many factors like
the destruction of habitat, change of climate, increase in temperature of the
environment and shortage of water, etc.

Review:

• Ask the following questions:

• Do all living things look alike?
• Do all animals and plants have the same structure and functions?
• Why do some animals disappear from their habitat?
• Why is domestic animal diversity being lost at an alarming rate?
• Sum up the lesson with the key points given at the end of the chapter
Recapitulation:

1. Biodiversity has a role to play in the stability of the ecosystem and global climate.
• What will happen to the ecosystem by deforestation?
• How is biodiversity affected by deforestation?
2. Students may be allowed to take help from one another.

Homework:

Read page 7 of your textbook and write a few lines on the government project about plants,
Billion Tree Tsunami. The project will be useful to stop climate change.

Name: Aamir Habib Class: 5th

Subject: General Science No. of Students: 40

Duration of the Lesson: 35 min Date: 24/08/2021

Topic of the Lesson: “MICROORGANISMS”

General Objectives: After completing this lesson, the students would be able to know about;

70. Microorganisms/Microscopic Organisms.

71. Various types of Microscopic Organisms (Both Plants and Animals)

Specific Objectives: At the end of this topic the students would be able to learn about;

72. Dafne and describe microorganisms.

73. Identify the main groups of microorganisms and give examples for each.

Teaching Method: Lecture Method and Demonstration.

AV Aids:

Writing board, marker, chalks, duster, KP Textbook General Science, Grade – 5. Chart of

different microorganisms, original microscope (if possible).

Previous Knowledge:
 • What are Invertebrates?
• What are Flowering and Non-Flowering Plants?

Announcing the Topic:

Today we are going to learn about “MICROORGANISMS”.

Presentation:

1) Introduction:
1. To create interest among the students, ask the following questions.
• What is COVID – 19?
• What are the symptoms of COVID – 19?
• What causes COVID – 19?
2. Facilitate students while getting the responses to the above questions.
3. After creating curiosity in students about the current pandemic COVID-19, tell the
students that today we will discuss microorganisms and recognize some common
diseases caused by microorganisms of each group.

2) Activity No.1:
1. Display the charts showing the pictures of microorganisms and microscope.
2. Let the students observe these charts.
3. Ask the students,
What is this? (Pointing towards microscope on charts or actual apparatus)
(Facilitate students in getting their responses)
4. After taking the responses from the students,
Summarize the activity that, microorganisms are those organisms that cannot be seen
through naked eyes and can only be seen through a microscope. Microorganisms are
present everywhere in the surroundings.
5. Ask the following questions to revise the topic,
• What is a microorganism?
• What instrument is used to see microorganisms?

Review:

• Now conclude the activity that “Microorganisms consist of three main groups i.e., virus,
bacteria and fungi”.
 Virus:

• Very tiny infectious particles

• The link between the living and nonliving organisms.
• Very harmful
• Cause diseases like COVID-19, polio, hepatitis, flu, etc.

Bacteria:

• Single-celled organisms.
• Found everywhere in the environment.
• They are beneficial as well as harmful.
• Cause diseases like tuberculosis, diarrhea, etc.

Fungi:

• Simple organisms
• Neither like plants nor animals
• They decompose dead matter,
• Ringworm, athlete’s feet are diseases caused by fungi.

Example: yeasts, penicillin etc.

Recapitulation:

• For what purpose, is the microscope used?

• Name two diseases caused by the virus.
• Why is the virus a link between the living and nonliving organisms?

Homework:

1. Give Q No. 1 of exercise on page # 30 of the textbook as homework.

2. Tell students to write the key points of virus, bacteria, and virus in their notebooks.
Name: Aamir Habib Class: 4th

Subject: General Science No. of Students: 24

Duration of the Lesson: 35 min Date: 27/08/2021

Topic of the Lesson: “MAJOR BODY PARTS AND THEIR FUNCTION’S PART I”

General Objectives: After completing this lesson, the students would be able to know about;

74. Body and Body Parts.

75. Anatomy and Physiology

Specific Objectives: At the end of this topic the students would be able to learn about;

76. Identify major parts/organs in animals (teeth, bones, lungs, heart, stomach, muscles,
brain)
77. Relate the parts/organs of the body of animals to their functions (e.g., teeth, breakdown
food, bones support the body lungs take in air, the heart circulate blood, the stomach
helps to digest food, muscles move the body)

Teaching Method: Lecture Method and Demonstration.

AV Aids: Human body charts and models of body parts.

Previous Knowledge:

• What is the Difference Between vertebrates and invertebrates?

• What is meant by Biodiversity?

Announcing the Topic:

Today we are going to learn about “MAJOR BODY PARTS AND THEIR FUNCTIONS”.

Presentation:

1) Introduction:
1. Introduce the body organs display a chart of the human body.
2. As a warm-up activity teacher may ask questions like
• Name your body parts; write the answers on the board.
 • How many organs do you have in pairs, give their names (hands, feet, eyes, ear?)
• Count the organs which are not in pair in your body (Nose, tongue, head.)
• How do you eat your food? (With teeth)
2) Activity No.1:
1. This part contains the main teaching activities. On finding the possible answer to the
above questions, announce the topic.
• Major body parts and their functions
2. Display a labeled chart of the human body. He will ask the students to show in their own
body the same organs which you see in the chart.
3. Thus, with the interaction with students, the following organs will be pointed out
4. Teeth, Bones, Lungs, heart, stomach, brain, muscles, hands, feet, head, liver, kidney,
small intestine, large intestine, windpipe, blood vessel.
5. All these organs have specific structures and functions which you can see in the chart
and can observe their functions from your body organs.

Review:

1. Tell students that in this period, we have learned about the different parts of the body.
2. Name the different parts of the body?
3. Can you tell four organs found in pairs in a human body?

Recapitulation:

1. Point towards different parts of his/her body and ask students the following question.
• What is this (Pointing towards eyes, nose, ear, etc.)

Homework:

Draw the diagram of the human body and label it, which is given on page 8 of your textbook
Name: Aamir Habib Class: 4th

Subject: General Science No. of Students: 24

Duration of the Lesson: 35 min Date: 27/08/2021

Topic of the Lesson: “MAJOR BODY PARTS AND THEIR FUNCTION’S PART II”

General Objectives: After completing this lesson, the students would be able to know about;

78. Body and Body Parts.

79. Anatomy and Physiology

Specific Objectives: At the end of this topic the students would be able to learn about;

80. Identify major parts/organs in animals (teeth, bones, lungs, heart, stomach, muscles,
brain)
81. Relate the parts/organs of the body of animals to their functions (e.g., teeth, breakdown
food, bones support the body lungs take in air, the heart circulate blood, the stomach
helps to digest food, muscles move the body)

Teaching Method: Lecture Method and Demonstration.

AV Aids: Human body charts and models of body parts.

Previous Knowledge:

• What is the Difference Between vertebrates and invertebrates?

• What is meant by Biodiversity?

Announcing the Topic:

Today we are going to learn about “MAJOR BODY PARTS AND THEIR FUNCTIONS”.

Presentation:

1) Introduction:
1. Recall to students that in the last period we have learned about the parts of the body
and today will discuss different functions of human organs.
 2. Display a chart of human organs with their relative functions the teacher can ask some
questions which can help the students to know the functions of some organs like:
• What do you do with your eyes and ears?
• What do you do with your arms and hands?
• What do you do with your teeth?
• What do you do with your legs and feet?
• What do you do with your lungs?
• What makes the skeleton?
3. Prepare a precise chart having the names of organs and their functions.

2) Activity No.1:
1. Show the picture of a human body given on page 8 of the textbook and point out the
cage around the lungs to show the ribs of the body.
2. The students may be asked to feel their own ribs also. Students will draw the structure
of ribs as shown in the book.

3) Activity No.2:
1. Ask the students, how do we breathe?
2. Now ask to breathe and observe the parts of the body involved in breathing. They may
look at each other to observe, the chest expands, and they can see air coming in and
out.
3. The teacher may ask where the air is stored in the body and show them on the chart
that the lungs store air. They expand and contract. Refer to the diagram given on page
11.
4. Show the rib cage that protects the soft lungs in the body.
5. In the same way function of the heart, stomach, muscles, and brain can be explained
6. The heartbeats and circulates blood in the body.
 7. The stomach is a sac that secretes juices and helps in digestion.

Muscles: Bones are covered by muscles that protect the bones and they support bones to
perform various functions.

Brain: It is present within our skull and controls all the functions of our body. It collects
information and decides what types of response our body should show.

Review:

1. Ask them questions like:

• Where is the brain placed?
• Where air goes when we inhale?
• How skeleton is formed?
4. Sum up the lesson with the key points given at the end of the chapter.

Recapitulation:

1. Complete the activity 1.6 given on page 11 of the textbook

Homework:

1. Write the functions of various teeth given on page 9 of your textbook

2. Also, draw a labeled diagram of the human skeleton given on page 10 of textbook
Name: Aamir Habib Class: 5th

Subject: General Science No. of Students: 40

Duration of the Lesson: 35 min Date: 28/08/2021

Topic of the Lesson: “ROLE OF MICROORGANISMS AS DECOMPOSERS”

General Objectives: After completing this lesson, the students would be able to know about;

82. Microorganisms and their role in the world.

Specific Objectives: At the end of this topic the students would be able to learn about;

83. Highlight the role of microorganisms in decomposition and discuss its harmful and
beneficial effects.

Teaching Method: Lecture Method and Demonstration.

AV Aids: Writing board, marker, chalks, duster and General Science Textbook Grade – 5.

Previous Knowledge:

• What are Organisms which can’t be seen through naked eyes?

• What is the difference between virus and Bacteria?
• COVID-19 is spread through virus or Bacteria.

Announcing the Topic:

Today we are going to learn about “ROLE OF MICROORGANISMS AS DECOMPOSERS”.

Presentation:

1) Introduction:
1. Check the previous knowledge of students and motivate them by asking the following
questions.
• What are the various viral diseases?
• What are fungal diseases?
• What are the harmful effects of microorganisms?
• Do you know that microorganisms are beneficial?
 2. Facilitate the students in getting their responses.

2) Activity No.1:
1. Divide the whole class into two groups.
2. Assign group-1 the topic, ‘Useful effects of decomposition’.
3. Assign group-2 the topic, ‘Harmful effects of decompositions.
4. Ask students to open their textbook of grade 5 on page # 24.
5. Note key points of their assigned topic on their notebooks and charts.
6. Ask both the groups to present the key points of their assigned topics to the rest of the
class.
7. Summarize the topic with the key points.

Review:

• Sum up the topic that microorganisms act as decomposers.

• These decomposers by microorganisms are both beneficial and harmful.
• The harmful effect of microorganisms is damaging food and wood.
• Similarly, the beneficial effect of microorganisms is the conversion of dead bodies of
living organisms into simple products.

Recapitulation:

1. To judge the level of comprehension of students about the topic, ask the following
questions.
▪ What is the decomposition process?
▪ How is the decomposition process beneficial?
▪ List the disadvantages of the decomposition process

Homework:

1. Write the answer to Q3 and Q4 part (i) in your notebooks.

Name: Aamir Habib Class: 4th

Subject: General Science No. of Students: 24

Duration of the Lesson: 35 min Date: 30/08/2021

Topic of the Lesson: “MAJOR BODY PARTS AND THEIR FUNCTIONS PART III”

General Objectives: After completing this lesson, the students would be able to know about;

84. Parts of Plant Body.

85. Leaves, Stem, Roots etc.

Specific Objectives: At the end of this topic the students would be able to learn about;

1. Identify parts of the plant’s body (Leaves, stems flowers, seeds, roots)
2. Relate the structure of plants to their functions (i.e., roots absorb water and nutrients
and anchor the plants, leaves make food, the stem transports water and food, flowers
produce seeds and seeds produce new plants)

Teaching Method: Lecture and Demonstration.

AV Aids: Besides classroom materials a chart of plants and their parts should be prepared by the
teacher some plants brought by students will be placed on a table for demonstration.

Previous Knowledge:

• What are major parts of the Animals bodies?

• What is the difference between Microorganisms and Macroorganisms?

Announcing the Topic:

Today we are going to learn about “MAJOR BODY PARTS AND THEIR FUNCTIONS”.

Presentation:

1) Introduction:
1. 1. Before starting the lesson, appreciate the students’ effort in bringing some plants. He
will ask:
• What is the colour of the leaves of plants? (Green)
 • What is the name of the colorful part of a plant (Flower)?
• Name part of a plant that stands erect (stem?)?
• Part of a plant that grows downward (root)?
2. After answering the questions by students, announce the topic, Parts of a plant.
2) Activity No.1:

At this stage, display the chart with a labeled diagram of the plant and its parts and some actual
plants already placed on a table before students. explain all the five parts of a plant i.e., Root,
stem leaf, flower, seeds with the help of the chart or real plants present in the classroom. The
root is usually present under the ground. The stem grows above the ground. A leaf is the green
part of a plant and the flower is the reproductive part of the plant.

Review:

1. Count those plants, whose fruits have only one seed.

2. Name the fruits which have more than one seed.
3. Which is the non-vegetative part of plants?
4. Which is the non-vegetative part of a peanut?

Recapitulation:

Make pairs of students and ask them to write five characters of flowering plants in flashcards or
piece of paper and show/display it before the class.

Homework:

Take an additional period to solve Q3 and Q4 from the exercise at the end of the chapter in class.
These are thinking questions and students will discuss their reasoning with their answers.

Name: Aamir Habib Class: 4th

Subject: Mathematics No. of Students: 24

Duration of the Lesson: 35 min Date: 31/08/2021

Topic of the Lesson: “WHOLE NUMBERS”

General Objectives: After completing this lesson, the students would be able to know about;
 86. Numbers
87. Numbers including “0”

Specific Objectives: At the end of this topic the students would be able to learn about;

3. Identify place values of digits up to one hundred thousand (100,000).

Teaching Method: Lecture and Activity Method.

AV Aids: Board, Marker, Notebooks, Textbooks, Pencils

Previous Knowledge:

• What are numbers/digits?

• How many zeros are there in Ten thousand?

Announcing the Topic:

Today we are going to learn about “WHOLE NUMBERS”.

Presentation:

1) Introduction:
1. The teacher should write the number “143” on the board.
2. The teacher should ask students if they can write the number in expanded form. Let
students raise their hands and answer.
3. Show students the expanded form as 143 = 100 + 40 + 3 on the board.
4. Ask students, “How many ones does the number 143 have? How many tens and how
many hundreds?”
5. Give students a few minutes to think and answer.
6. Tell students that 143 has 3 ones, 4 tens and 1 hundreds.
7. The teacher should draw a place value chart on the board, like the one shown below:

8. Write the following numbers on the board.

 Randomly select students to come to the board and write the place value of each circled
number on the place value chart.

2) Activity No.1:
1. The teacher writes the number 187654 on the board.
2. Ask students to write the place value of 4,5,6,7 and 8 in their notebooks and share their
answers with the class.
3. Fill the place value chart for the students on the board.
4. Ask the students to think what the place value of 1 is? Give them some time to discuss in
pairs.
5. Tell the students that the place value of 1 is hundred thousand and fill the place value
chart as well.

3) Activity 2:
1. Divide the class into pairs.
2. Give each pair a flash card with a 6-digit number.
3. Ensure that none of the digits are repeated for e.g., 526893.
4. Ask students, in their pairs, to write the place value of each digit given on their flash
card.
5. Show students an example of what is expected by giving the example of 786124 on the
board.

6. Conduct a class walk though and guide each pair

Review:

1. Recap how each digit in a number has a different place value.

• The digit to the extreme right of any number has a place value of one.
• The digit to the left of the right most digit has a place value ten and so on.
2. A place value chart may be used to align digits with their place values.

Recapitulation:

Ask the students to copy and match the boxes on the left with the correct answers on the right.

Homework: Assign the relevant questions from the textbook on page 5.

Name: Aamir Habib Class: 5th

Subject: Mathematics No. of Students: 40

Duration of the Lesson: 35 min Date: 01/09/2021

Topic of the Lesson: “NUMBERS UP TO 1 MILLION”

General Objectives: After completing this lesson, the students would be able to know about;

88. Numbers
89. Numbers including “0”

Specific Objectives: At the end of this topic the students would be able to learn about;

4. Read numbers up to 1,000,000 (one million) in numerals and words.

5. Write numbers up to 1,000,000 (one million) in numerals and words.

Teaching Method: Lecture and Activity Method.

AV Aids: Board, Marker, Notebooks, Textbooks, Pencils, Flashcards.

Previous Knowledge:
 • What are numbers/digits?
• How many zeros are there in Hundred thousand?

Announcing the Topic:

Today we are going to learn about “NUMBERS UP TO 1 MILLION”.

Presentation:

1) Introduction:
1. Ask the students to write down the number in numerals which the teacher will be
speaking out loud.
2. Draw a place value chart on the board and ask students to do the same in their
notebooks.
3. Say out loud “One Million Six Hundred and Forty-Seven thousand, Three hundred and
Twenty-One”. Repeat it slowly so the students can follow.
4. Randomly select a student to come up to the board and fill in the place value chart as
the teacher says the number out loud once again. See the example below:

5. Other students should do the same in their notebooks after they have attempted the
question on their own.
6. Divide students into pairs and distribute flashcards among them. On the flashcards, the
following numbers in words should be written. Ask the students to write the following
numbers in numerals in their notebooks.
• Four million, five hundred thousand, nine hundred and fifty-six
• Nine hundred twenty-nine thousand one hundred eleven
• Five million, six hundred thousand eight hundred
• Four Million Three Hundred and Sixteen Thousand Seven Hundred and Twenty-Three
• One Million Five Hundred and Sixty-Three Thousand Two Hundred and Sixteen
• Two Million Seven Hundred and Eighty-Three Thousand Nine Hundred and Sixty-Five
• Seven Million Nine Hundred and Twenty-Four Thousand
7. Ask a few students to write their answers on the board and let the rest of the class help.
 2) Activity No.1:
1. Make the following chart on the writing board

2. Divide the class into pairs.

3. Ask each pair to discuss and write the above numbers in words in their notebooks.
4. Guide them where necessary.
5. Write the correct answers on the board and ask students to make corrections.

Review:

1. Read and write numbers up to 1,000,000 they should use a place value chart.
2. For reading and writing a number, we start from the extreme left digit or the digit with
the highest place value.

Recapitulation:

1. Write 3,253,800 on board and ask the students to write it in words.

2. Write four million four hundred seven thousand one hundred and nine on the board and
ask students to write the number in numerals.
3. After a few minutes of students attempting individually, write the correct answers on
the board.

Homework: Assign questions from Exercise1 from the textbook on pages 5 and 6.

Name: Aamir Habib Class: 4th

Subject: Mathematics No. of Students: 24

Duration of the Lesson: 35 min Date: 01/09/2021

Topic of the Lesson: “COMPARING AND ORDERING NUMBERS”

General Objectives: After completing this lesson, the students would be able to know about;
 90. Ordering of Numbers
91. Increasing and Decreasing order.

Specific Objectives: At the end of this topic the students would be able to learn about;

6. Compare and order numbers up to 5 - digit

Teaching Method: Lecture and Activity Method.

AV Aids: Board, Marker, Notebooks, Textbooks, Pencils, Flashcards.

Previous Knowledge:

• What are numbers/digits?

• How many zeros are there in Hundred thousand?
• How to write 56789 in words?

Announcing the Topic:

Today we are going to learn about “COMPARING AND ORDERING NUMBERS”.

Presentation:

1) Introduction:
1. Ask students the following questions. Students will raise their hands to answer.
2. Write examples given by the students, in 4 columns, on the board.
• Which is the smallest 1-digit number? Which is the largest 1-digit number?
• Which is the smallest 2-digit number? Which is the largest 2-digit number?
• Which is the smallest 3-digit number? Which is the largest 3-digit number?
• Which is the smallest 4-digit number? Which is the largest 4-digit number?
• Which number comes after the largest 4-digit number? Guide students to arrive at
10000.

2) Activity No.1:
1. Draw the following table on the board:
 2. Ask 5 different students to write a digit from 1-9 in each of the empty boxes.
3. Let’s say the number is 2 1 5 4 7.
4. Choose a second number such that the Ten Thousand, Thousands and Hundreds of digits
are the same for both numbers and the Tens and Ones are smaller.
5. Let’s say the 2nd number is 2 1 5 3 8. Write the number in the second row of the table.
6. Ask the students which number is bigger/greater and why. Give students a few minutes
to discuss their answers in pairs.
7. Explain to the students that in order to determine which number is bigger, we start the
comparison with the digit with the greatest place value i.e., the Ten Thousand digit. If
both the digits are the same, we move to the digit with the second largest place value
i.e., the thousands digit and so on until one number is larger / smaller than the other.
8. In other words, to compare numbers, compare digits from left to right until you find two
different digits.
9. Therefore 2 1 5 4 7 is bigger/greater than 2 1 5 3 8 because 4 is greater than 3.

Review:

1. Recap that in order to decide which number is greater or smaller we first look at the
digits with the largest place value. If those digits are the same, then we move to the digit
with the second largest place value until we get to the digit with the unit place value
which is not the same for e.g., 5 7 1 2 3 is larger than 5 7 1 2 2 because 3 is larger than 2.

Recapitulation:

1. Copy and complete the following table.

2. Briefly explain students that ‘greater than’ means ‘bigger than’ and ‘less than’ means
‘smaller than’.

Homework: Assign the relevant questions from the textbook on page 8.

Name: Aamir Habib Class: 5th

Subject: Mathematics No. of Students: 40

Duration of the Lesson: 35 min Date: 02/09/2021

Topic of the Lesson: “ADDITION AND SUBTRACTION PART I”

General Objectives: After completing this lesson, the students would be able to know about;

92. Mathematical Operations

93. Addition and Subtraction.

Specific Objectives: At the end of this topic the students would be able to learn about;

7. Add numbers up to 6-digit numbers.

Teaching Method: Lecture and Activity Method.

AV Aids: Board, Marker, Notebooks, Textbooks, Pencils, Flashcards with 6-digit numbers.

Previous Knowledge:

• What are numbers/digits?

• What is Ordering of numbers?

Announcing the Topic:

Today we are going to learn about “ADDITION AND SUBTRACTION”.

Presentation:

1) Introduction:
1. Write the following question on the board:
Add 567,098 and 381,940.
2. Ask students to work in pairs and attempt the question in their notebooks.
3. After students have discussed and attempted the question in pairs, the teacher should
draw a grid like the one shown below. Ask one of the students to volunteer to write
567,098 correctly in the place value chart.
 4. Ask another student to volunteer to write 381,940 below the first number. The set-up of
the addition should look like:

5. Randomly select a student to carry out addition starting with the ones-digit and moving
to the tens-digit, hundreds-digit, thousands-digit, ten thousand-digit, and then the
hundred thousand-digit.
6. Guide the student that in the addition of a 6-digit number we add ones with ones, tens
with tens, hundreds with hundreds, thousands with thousands, ten thousand with ten
thousand and hundred thousand with hundred thousand.
7. Pay special attention while adding the tens, hundreds, and ten thousand digits as
carrying should be done during addition here.
8. Discuss with students how after addition the total amount is Rs. 949,038 with the
following working:

2) Activity No.1:
1. Divide the students into groups of 5.
2. Write the following questions on different flashcards:
• 425036+537238
• 562830+337456
• 732821+186790
• 485621+214837
• 571143+286249
3. Students should work in groups of 5 and solve one question and pass it on to the next
4. student in their group. When each student has solved all questions, the students can
5. compare their answers.
6. Ask students from different groups to come to the board and share their solutions.
7. Ask other students to give their input as well.
 8. After students have attempted the question, solve and show the correct solutions on
the writing board.

Review:

1. Ask students how we carry out the addition of 6-digit numbers with 6-digit numbers.
Students should highlight that in addition, we add ones with ones, tens with tens,
hundreds with hundreds, thousands with thousands, ten thousand with ten thousands
and hundred thousand with hundred thousand.

Recapitulation:

1. Give two different flashcards to each student.

2. Each flashcard should have a 6-digit number on it.
3. Tell them to add the two numbers written on their flashcards and show their work to
the student sitting next to them for peer review.
4. Walk through the class and observe if students are adding correctly.
5. Provide guidance where needed.

Homework: Assign the relevant questions from Exercise 2 on page 10.

Name: Aamir Habib Class: 5th

Subject: Mathematics No. of Students: 40

Duration of the Lesson: 35 min Date: 03/09/2021

Topic of the Lesson: “ADDITION AND SUBTRACTION PART II”

General Objectives: After completing this lesson, the students would be able to know about;

94. Mathematical Operations

95. Addition and Subtraction.

Specific Objectives: At the end of this topic the students would be able to learn about;
 8. Subtract numbers up to 6-digits.

Teaching Method: Lecture and Activity Method.

AV Aids: Board, Marker, Notebooks, Textbooks, Pencils, Flashcards with 6-digit numbers.

Previous Knowledge:

• What are numbers/digits?

• What is Ordering of numbers?
• What is Addition and How to add 6-digit numbers?

Announcing the Topic:

Today we are going to learn about “ADDITION AND SUBTRACTION”.

Presentation:

1) Introduction:
1. Ask students to work in pairs and solve 769452 – 247673 in their notebooks.
2. Encourage pairs to come to the board and share their solutions.
3. Write the solution on the board as shown below. Explain each step to the students and
highlight why we need to borrow.
 2) Activity No.1:
1. Prepare flashcards for the class with 6-digit numbers written on them e.g., 405671,
293649, 879502, 687481, 42798, 37089, 49898, 325789, etc. Put these flashcards into a
basket.
2. Divide the class into pairs and ask each pair to pick two flashcards from the basket.
3. Ask each pair to find the difference between the two numbers.
4. Remind students that for subtraction it is important to place the bigger number on the
top and the smaller number at the bottom.
5. Students who finish early should come to the basket and pick two more flashcards.
6. Walk around the class to provide guidance and give feedback to students as they carry
out subtraction.

Review:

1. Conclude the lesson by asking students to explain the steps involved in the subtraction
of 6-digit numbers. The key points to look for are:
• alignment of digits
• writing the larger number on top
• carrying out borrowing where necessary
2. Reinforce the concept of borrowing if needed.

Recapitulation:

1. Write the following questions on the writing board and ask students to solve these
questions in their notebooks.
• 657038 – 456291
 • 684932 – 597460
2. Walkthrough the class and assist students where necessary.

Homework: Assign the relevant questions from Exercise 2 on page 10.

Name: Aamir Habib Class: 4th

Subject: Mathematics No. of Students: 24

Duration of the Lesson: 35 min Date: 16/09/2021

Topic of the Lesson: “ADDITION OF REAL-LIFE NUMBER STORIES”

General Objectives: After completing this lesson, the students would be able to learn;

1. Addition.
2. Addition of real-life questions.

Specific Objectives: At the end of this topic the students would be able to learn about;

1. Add numbers up to 5-digit.

2. Solve real life number stories involving addition of numbers up to 5-digit.

Teaching Method: Lecture and Activity Method.

AV Aids: Board, Marker, Notebooks, Textbooks, Pencils, Flashcards with 6-digit numbers.

Previous Knowledge:

• What are whole numbers?

• How to add 4-digit numbers?

Announcing the Topic:

Today we are going to learn about “ADDITION OF REAL-LIFE NUMBER STORIES”.

Presentation:

1) Introduction:
1. Write the following question on the board:
 The electricity bill for this month was Rs. 12,820 and the gas bill was Rs. 10,357. How
much money is needed to pay both bills?
2. Draw a grid like the one shown below. Ask one of the students to write 12,820 with
correct placement in the place value chart.
3. Ask another student to write 10,357 below the first number.

4. Ask a student to carry out addition starting with the ones-digit, the tens-digit, hundreds
digit, thousands-digit and then ten thousand-digit.
5. Guide the students that in addition we add ones with ones, tens with tens, hundreds
with hundreds, thousands with thousands and ten thousand with ten thousand.
6. Pay special attention while adding the hundreds and thousands digits as carrying must
be done during addition here.
7. Discuss with students how after addition the total amount is Rs. 23,177 with the
following working. See below:

2) Activity No.1:
1. Ask students to work in pairs
2. Copy and complete the following question.
• Adnan purchased a refrigerator for Rs. 36,510 and a television for Rs. 23,430.
How much does Adnan have to pay?
3. Ask pairs to come to the board and share their solutions.
4. Ask other students to give their input as well.
 5. After all students have attempted the question, show the correct solution as shown
below:

Review:

1. Ask students how we carry out the addition of 5-digit numbers with 5-digit numbers.
Students should highlight that in addition we add ones with ones, tens with tens,
hundreds with hundreds, thousands with thousands and ten thousand with ten
thousands.

Recapitulation:

1. Ask students to copy and complete the following questions in their notebooks:

2. At the end of January, Amjad made a deposit of Rs. 60,724 in his bank account. At the
end of February Amjad deposited Rs. 11,637 more in his account. What was the total
amount that he deposited?
Homework: Assign the relevant questions from the textbook on page 16.

Name: Aamir Habib Class: 5th

Subject: Mathematics No. of Students: 40

Duration of the Lesson: 35 min Date: 17/09/2021

Topic of the Lesson: “MULTIPLICATION AND DIVISION PART I”

General Objectives: After completing this lesson, the students would be able to learn;

1. Mathematical Operations

Specific Objectives: At the end of this topic the students would be able to learn about;

1. Multiply numbers up to 5 digits by 10,100, and 1000.

2. Divide numbers up to 5 digits by 10, 100, and 1000.

Teaching Method: Lecture and Activity Method.

AV Aids: Board, Marker, Notebooks, Textbooks, Pencils, Flashcards with 6-digit numbers.

Previous Knowledge:

• How to add 4-digit numbers?

• Subtract 5678 from 7890.

Announcing the Topic:

Today we are going to learn about “MULTIPLICATION AND DIVISION”.

Presentation:

1) Introduction:
1. Write the following questions on the writing board:
6 x 10 = ?
7 x 10 = ?
2 x 100 = ?
15 x 100 = ?
 17 x 1000 = ?
2. Divide the class into pairs.
3. Give students a few minutes to discuss and attempt the questions in pairs.
4. After completing the task, the teacher will discuss it with the whole class.
5. The teacher will tell the class:
6. When we multiply a whole number by 10 we put one zero to the right of the number.
Therefore,
6 x 10 = 60
7 x 10 = 70
When we multiply a whole number by 100, we put two zeroes to the right of the
number.
Therefore,
2 x 100 = 200
15 x 100 = 1500
And when we multiply a whole number by 1000, we put three zeroes to the right of the
number.
Therefore,
17 x 1000 = 17000

2) Activity No.1:
1. Divide the class into groups.
2. Distribute flashcards with the following questions (or similar) written on them to each
group.
i. 79 × 10
ii. 82 × 100
iii. 54 × 1000
iv. 31 × 100
v. 68 × 10
3. Ask the groups to discuss and solve the questions.
4. Each group should do all questions assigned to them.
5. After completing the task, a representative from each group will write their answer, to
one question, on the board and the teacher will discuss it with the whole class.
3) Activity No.2:
1. Write the following questions on the board:
4900 ÷ 10
 530000 ÷ 100
62000 ÷ 1000
2. Divide the class into pairs.
3. Give students a few minutes to discuss and attempt the questions in pairs.
4. After completing the task, the teacher will take student responses and discuss the
solutions with the whole class.
5. The teacher will tell the class:
When we divide a whole number by 10 that has 0 at its one’s place, we remove one zero
from the right of the whole number. Therefore,
4900 ÷ 10 = 490
When we divide a whole number by 100 that has 0s at its ones and tens place, we
remove two zeroes from the right of the whole number. Therefore,
530000 ÷ 100 = 5300
When we divide a whole number by 1000 that has 0s at its ones, tens and hundreds
place, we remove three zeroes from the right of the whole number. Therefore,
62000 ÷ 1000 = 62
6. In multiplication the number of zeroes increases and in the division the number of
zeroes decreases

Review:

1. Ask students to summarize the rule of multiplying and dividing a whole number by 10,
100, or 1000.
2. Students should emphasize that in multiplication when we multiply a whole number by
10, 100 and 1000, the number of zeroes increases by 1, 2 and 3 respectively. In division,
the zeroes decrease from the right of the whole number.

Recapitulation:

1. Write the following questions on the writing board and ask students to solve them in
their notebook:
191 x 10
3950 x 100
1234 x 1000
890 ÷ 10
37000 ÷ 100
 87000÷1000
2. Guide students where needed.

Homework: Assign the relevant questions from Exercise 3 on page 18.

Name: Aamir Habib Class: 5th

Subject: Mathematics No. of Students: 40

Duration of the Lesson: 35 min Date: 18/09/2021

Topic of the Lesson: “MULTIPLICATION AND DIVISION PART II”

General Objectives: After completing this lesson, the students would be able to learn;

1. Mathematical Operations

Specific Objectives: At the end of this topic the students would be able to learn about;

1. Multiply numbers up to 5-digits by a number up to 3-digits

Teaching Method: Lecture and Activity Method.

AV Aids: Board, Marker, Notebooks, Textbooks, Pencils, Flashcards with 5-digit and 3-digit numbers
written on them

Previous Knowledge:

• How to add 4-digit numbers?

• Subtract 5678 from 7890.
• Multiply 35 by 76.

Announcing the Topic:

Today we are going to learn about “MULTIPLICATION AND DIVISION”.

Presentation:

1) Introduction:
1. Write the following word problem from a real-life situation on the writing board. A
shopkeeper bought 356 mobiles from a wholesale shop at Rs 12,590 each. How much
did he pay in total to buy the mobiles?
2. Ask students to think about this question and how they would go about answering it.
Give students a few minutes to brainstorm and then raise their hands and give their
input.
3. Record student responses on the board.
4. Ask students if the final answer will be a large number or a small number? Ask students
to explain their answers?
5. Encourage students to say, “multiply”, “times” and “product”.
6. Draw a place value chart on the board and write 12,590 in the first row and 356 in the
second row. Introduce the million-digit as the one which comes after hundred thousand.
7. Ask a student to come to the board and multiply 6 with 12,590 to reach the answer
below. Encourage other students to help when needed.

8. Ask another student to multiply 12,590 with 50. This is the same as multiplying 12,590
with 5 and then adding a 0 at the end of the number.

9. Ask another student to multiply 12,590 with 300. This is the same as multiplying 12,590
with 3 and then adding two 0s at the end of the number.
 10. Ask another student to add all three terms and share the answer with the class.

2) Activity No.1:
1. Write 5 3 6 2 4 x 3 6 9 on the writing board.
2. Ask students to work in pairs and solve the question.
3. Give students some time to discuss and share their answers with the class.
4. To guide students, write the numbers in the place value chart and multiply as shown
below:
 5. Tell students first multiply 53624 with 9. The expected answer is 482616.
6. Tell students to multiply 53624 with 60. The expected answer is 3217440.
7. Tell students to multiply 53624 with 300. The expected answer is 3217440.
8. Tell students to add up the 3 terms to get 19787256.

Review:

Ask students how we multiply 5-digit numbers by 3-digit numbers. Students should highlight the
importance of aligning and setting up multiplication questions. Students should also mention when
to add the zeroes at the end of the numbers during multiplication and when to carry them while
doing multiplication problems.

Recapitulation:

1. Ask the students to copy and complete the following questions in their notebooks:

2. After students have attempted the questions, share the correct solutions with them on
the writing board.

Homework: Assign students the relevant questions from Exercise 3 on page 18.
Name: Aamir Habib Class: 5th

Subject: Mathematics No. of Students: 40

Duration of the Lesson: 35 min Date: 20/09/2021

Topic of the Lesson: “MULTIPLICATION AND DIVISIONCOURTESIES”

General Objectives: After completing this lesson, the students would be able to learn;

1. Mathematical Operations

Specific Objectives: At the end of this topic the students would be able to learn about;

1. Divide numbers up to 5-digits by a number up to 2-digit

Teaching Method: Lecture and Activity Method.

AV Aids: Board, Marker, Notebooks, Textbooks, Pencils, Charts, Currency Notes and Coins.

Previous Knowledge:

• How to add 4-digit numbers?

• Subtract 5678 from 7890.
• Multiply 4568 by 54.

Announcing the Topic:

Today we are going to learn about “MULTIPLICATION AND DIVISION COURTESIES”.

Presentation:

1) Introduction:
1. Write the following word problem on the writing board:
Murtaza has Rs. 25380. He wants to distribute the money equally among 11 people.
• How much money will each person receive?
• How much money will be left with him?
2. Ask students to work in pairs and discuss how they will find the money to be distributed
to each person.
3. The teacher should solve the division problem (11 ÷ 4) written in the Information for
teachers’ section, in a margin on the writing board for students to understand and
remember.
4. Encourage students to use expressions like “divide equally”, “divide 25380 by 11”, “11
should be the divisor” etc.
5. Take student feedback.
6. Set up the question as shown below. Tell students that 25380 is the dividend and 11 is
the divisor.

7. Ask students, “Can 2 be divided by 11?”

8. Students should reason that 2 cannot be divided by 11 as 2 is smaller than 11. Tell
students, therefore we put a 0 (shown in blue).
9. Now ask students, “Can 25 be divided by 11?” Give students a few minutes to think
about this and ask students to recite the 11 times table to guide their thinking.
10. Students should say that 25 is divisible by 11 as 11 times 2 is 22. Write 2 and 22 in the
appropriate positions.

11. Tell students that the next step is to subtract 22 from 25 to get the remainder of 3.
12. The question is not yet solved. Ask students what the next step should be? Students
should say that the next step is to bring down the 3 as shown below and continue the
long division. This time there is no remainder. However, the question is not yet solved.

13. Students should further add that in the next step the 8 is brought down.
14. Ask students, “Can 8 be divided by 11?”
 15. Students should reason that 8 cannot be divided by 11 as 8 is smaller than 11. Tell
students, therefore we put a 0 (see below).
16. Now ask students, “Can 80 be divided by 11?” Give students a few minutes to think
about this and ask students to recite the 11 times table to guide their thinking.
17. Students should say that 80 is divisible by 11 as 11 times 7 is 77. Write 7 and 77 in the
correct places. See below:

18. Tell students when 25380 is divided by 11 the quotient is 2307 and the final remainder is
3.
19. Ask students once again how much will each person receive and how much will be
leftover with Murtaza?
20. Encourage students to answer. The correct answer is that each person receives Rs. 2307
and Murtaza will have Rs. 3 left with him.

2) Activity No.1:
1. Write the following questions on the board and ask the students to work in pairs.
2. Divide the following 5-digit numbers by 2-digit numbers.
• 57440 ÷ 16 Ans: Quotient – 3590 Remainder – 0
• 94380 ÷ 12 Ans: Quotient – 7865 Remainder – 0
• 13344 ÷ 24 Ans: Quotient – 556 Remainder – 0
• 81028 ÷ 40 Ans: Quotient – 2025 Remainder – 28
• 16768 ÷ 13 Ans: Quotient – 1289 Remainder – 11
3. Ask different pairs to share their answers. Let other students also give their feedback on
the solutions.
4. Share the correct answers with students.

Review:
 Conclude the activity by involving the students in recapping the steps in the division of 5-
digit numbers with 2-digit numbers.

1. It is important to recall that while dividing, the answer is the quotient or the number
written on top, and the leftover quantity is called the remainder which is written at the
bottom.
2. Tell students to pay special attention to which numbers must be brought down and
when to subtract while dividing.

Recapitulation:

1. Write the following questions on the board and tell students to copy and solve them in
their notebooks.
1) 15660 ÷ 15 Ans: Quotient – 1044 Reminder – 0
2) 23562 ÷ 28 Ans: Quotient – 841 Remainder – 14
3) 12390 ÷ 30 Ans: Quotient – 413 Remainder – 0
4) 25752 ÷ 24 Ans: Quotient – 1037 Remainder – 0
2. Guide students where necessary.
3. Share correct responses after students have answered the questions.

Homework: Assign the relevant questions from exercise 3 on page 19.

Name: Aamir Habib Class: 4th

Subject: Mathematics No. of Students: 24

Duration of the Lesson: 35 min Date: 21/09/2021

Topic of the Lesson: “REAL LIFE SITUATIONS – DMAS PART I”

General Objectives: After completing this lesson, the students would be able to learn;

1. Mathematical Operations
2. Order of Operations

Specific Objectives: At the end of this topic the students would be able to learn about;

1. Solve real life situations using appropriate operations of addition, subtraction,

multiplication and division of numbers up to 2-digit.
Teaching Method: Lecture and Activity Method.

AV Aids: Board, Marker, Notebooks, Textbooks, Pencils, Question Slips, Chart

Previous Knowledge:

• How to Solve real life situation Multiplication and division problems?

• Divide 1054 by 54

Announcing the Topic:

Today we are going to learn about “REAL LIFE SITUATIONS - DMAS”.

Presentation:

1) Introduction:
1. Write the following question on the board. One packet of kebabs has 7 pieces in it. The
price of one pack is Rs. 218. Ali buys 8 packs to cook at a barbeque lunch.
❖ How many total pieces of kebabs did Ali buy?
❖ What was the total cost of the kebabs?
❖ How much change does Ali get if he gives the shopkeeper Rs. 2,000?
2. Divide the class into small groups of 3 students each.
3. Ask each group to discuss the questions amongst themselves and then come up with the
answers.
4. Help the groups to arrive at the correct answers.
5. Ask a student from each group to come to the board and write their answer for the first
part.
6. Solve the first part of the question on the board.
7. Follow the same steps for the next parts. See the solution below.
❖ How many total pieces of kebabs did Ali buy? 7 × 8 = 56 pieces
❖ What was the total cost of the kebabs? 218 × 8 = Rs. 1,744

❖ How much change does Ali get if he gives the shop keeper Rs. 2,000? 2000 – 1744 =
256 Rupees
 2) Activity No.1:
1. Divide the class into groups of 4.
2. Give each student in the group a flashcard with one of the following 4 questions written
on it.
3. Ask students to attempt their question and then pass on the question slip to the next
student within their own group.
4. By the end of the rotation of slips, each student should have answered all 4 questions.
5. Student may discuss within their group.
❖ In February the gas bill for Faheem’s house was Rs. 6,457 and in March it was Rs.
4,923. What was the total bill for the two months? How much less was the bill for
March?
❖ The library in Peshawar has 875 Mathematics books and the library in Abbottabad
has 643 Mathematics books. What is total number of Mathematics books that both
libraries have? How many more Mathematics books does the Peshawar library have?
❖ In a camp, 345 students are divided into equal groups of 15 children each. What is
the total number of groups?
❖ An inspection officer notices that there are 25 students present in each classroom. If
there are 13 classrooms in that school. How many students are present in the
school?

Review:

1. Tell students to copy any unfinished questions in their notebooks and individually
complete all 4 questions and bring them to the next lesson.

Recapitulation:
 1. Asim receives Rs. 1500 from his baba and Rs. 570 from his dada. How much money does
he have in total? Correct answer: Add 1500 and 570
2. He goes to the sports shop to buy balls for cricket. Cricket balls come in packs of 3 and
cost Rs. 360. How much does each cricket ball cost? Correct answer: Divide 360 by 3.

Homework: Assign the relevant questions from the textbook on page 35.

Name: Aamir Habib Class: 4th

Subject: Mathematics No. of Students: 24

Duration of the Lesson: 35 min Date: 23/09/2021

Topic of the Lesson: “REAL LIFE SITUATIONS – DMAS PART II”

General Objectives: After completing this lesson, the students would be able to learn;

1. Mathematical Operations
2. Order of Operations

Specific Objectives: At the end of this topic the students would be able to learn about;

1. Solve real life situations using appropriate operations of addition, subtraction,

multiplication and division of numbers up to 2-digit.

Teaching Method: Lecture and Activity Method.

AV Aids: Board, Marker, Notebooks, Textbooks, Pencils, Question Slips, Chart

Previous Knowledge:

• How to Solve real life situation Multiplication and division problems?

• Divide 2108 by 27

Announcing the Topic:

Today we are going to learn about “REAL LIFE SITUATIONS - DMAS”.

Presentation:

1) Introduction:
 1. Ask students to voluntarily and come up to the writing board and solve each question.
Ask other students to also give their input.
2. Share the correct answers with the students by displaying the answers on a chart
prepared prior to lesson 2.

2) Activity:
1. Divide the class into groups of 4.
2. Give each student in the group a flashcard with one of the following 4 questions written
on it.
3. Ask students to attempt their question and then pass on the question slip to the next
student within their own group.
4. By the end of the rotation of slips, each student should have answered all 4 questions.
5. Student may discuss within their group.
❖ In February the gas bill for Faheem’s house was Rs. 6,457 and in March it was Rs.
4,923. What was the total bill for the two months? How much less was the bill for
March?
❖ The library in Peshawar has 875 Mathematics books and the library in Abbottabad
has 643 Mathematics books. What is total number of Mathematics books that both
libraries have? How many more Mathematics books does the Peshawar library have?
❖ In a camp, 345 students are divided into equal groups of 15 children each. What is
the total number of groups?
❖ An inspection officer notices that there are 25 students present in each classroom. If
there are 13 classrooms in that school. How many students are present in the
school?

Review:

1. Remind students that addition, subtraction, multiplication and division come up

frequently in everyday life.
2. Ask the students that it is important to read the question carefully in order to determine
which operation shall be used to solve the question.
3. Tell students that they must be careful while doing addition, subtraction, multiplication
and division. They must align ones with ones, tens with tens and so on. Students must
also practice when and how to borrow / carry while doing different operations.

Recapitulation:
 1. He also wants to buy insulation tape. Insulation tape costs Rs. 60. He wants to buy 5.
How much will this cost him? Correct Answer: Multiply 60 by 5.
2. What is the total cost to Asim if he buys 3 packs of cricket balls and 5 insulation tapes?
Correct answer: Multiply 360 by 3. Multiply 60 by 5. Add both answers (1080+300=1380)
3. How much money will Asim have after his purchases? Correct Answer: subtract 1380
from 2070.

Homework: Assign the relevant questions from the textbook on page 35.

Name: Aamir Habib Class: 5th

Subject: Mathematics No. of Students: 40

Duration of the Lesson: 35 min Date: 23/09/2021

Topic of the Lesson: “NUMBER PATTERNS PART I”

General Objectives: After completing this lesson, the students would be able to learn;

1. Ascending and Descending orders

2. Number Patterns.

Specific Objectives: At the end of this topic the students would be able to learn about;

1. Identify and apply a pattern rule to determine missing elements for a given pattern.
2. Identify the pattern rule of a given increasing and decreasing pattern and extend the
pattern for the next three terms.

Teaching Method: Lecture and Activity Method.

AV Aids: Board, Chalk, Marker, Textbook, Notebooks, Chart

Previous Knowledge:

• What is the total cost to Asim if he buys 3 packs of cricket balls and 5 insulation tapes?
Correct answer: Multiply 360 by 3. Multiply 60 by 5. Add both answers
(1080+300=1380)
• How much money will Asim have after his purchases? Correct Answer: subtract 1380
from 2070.
Announcing the Topic:

Today we are going to learn about “NUMBER PATTERNS”.

Presentation:

1) Introduction:
1. Write the following number sequence on the board.
1, 5, 9 ___, 17, 21, ___
2. Ask students which numbers would come in the blank spaces?
3. Give students a few minutes to discuss in pairs and share their answers.
4. Ask students to state the rule of the pattern or how the numbers are related to each
other.
Let students discuss in pairs for a few minutes and share their ideas.
5. Tell students that for 1, 5, 9, ___, 17, 21, ___ the rule of the pattern is “the next number
is 4 more than the previous number”. Show students the missing terms as shown below.
1, 5, 9, 13, 17, 21, 25
6. Now write the following number sequences on the board.
4 8 16 32 64 ? ? ?
7. Ask students which numbers would come next?
8. Give students a few minutes to discuss in pairs and share their answers.
9. Ask students to state the rule of the pattern or how the numbers are related to each
other. Let students discuss in pairs for a few minutes and share their ideas.
10. Tell students that for “4, 8, 16, 32, 64…” the rule of the pattern is “the next number is 2
times (x 2) the previous number”. Show students the next 3 terms as shown below.

11. Tell students that numbers in patterns can be related through addition, subtraction,
multiplication, or division, and today we will be identifying and applying pattern rules.

2) Activity:
1. Draw the following table on the board and ask the students to work in pairs to copy and
complete the table.
2. Explain that the students also have to write the rule of the pattern.
 3. Ask a few students to share their answers with the class.
4. Record student responses on the board.
5. Give students the correct answers and fill in the blanks.

Review:

1. How are items related to each other in a pattern?

2. How do we find the missing items in a pattern?
3. How do we make predictions about the next numbers in a pattern?

Recapitulation:

1. The chart shown below should be prepared and pasted on the wall/writing board before
the lesson. Use different colored chalks to draw this on the board if needed.
2. Ask the students to fill in the numbers in the relevant boxes / places.

3. What is the rule for the pattern in green if the first term is 1 (next term is 12)?
4. What is the rule for the pattern in blue if the first term is 91 (next term is 82)?
5. What is the rule for the pattern in red is the first term is 5 (next term is 16)?
 6. What is the rule for the pattern in yellow if the first term is 71 (next term is 62)?

Homework: Assign the relevant questions in exercise 4 from the textbook on page 25-26.

Name: Aamir Habib Class: 5th

Subject: Mathematics No. of Students: 40

Duration of the Lesson: 35 min Date: 24/09/2021

Topic of the Lesson: “NUMBER PATTERNS PART II”

General Objectives: After completing this lesson, the students would be able to learn;

1. Ascending and Descending orders

2. Number Patterns.

Specific Objectives: At the end of this topic the students would be able to learn about;

1. Describe the pattern found in a given table or chart.

Teaching Method: Lecture and Activity Method.

AV Aids: Board, Chalk, Marker, Textbook, Notebooks, Chart

Previous Knowledge:

• How do we find the missing items in a pattern?

• How do we make predictions about the next numbers in a pattern?

Announcing the Topic:

Today we are going to learn about “NUMBER PATTERNS”.

Presentation:

1) Introduction:
1. Paste the chart shown below on the writing board. The chart should be prepared and
pasted before the lesson begins.
Students should work in pairs. Ask students the following questions:

1. What is the pattern in green if the first term is 41? Predict the next term? What is the
rule for the pattern in green?
Correct Answer: 41, 32, 23, 14, 5. Each number is the previous minus 9 (-9)
2. What is the pattern in blue if the first term is 4? Predict the next term? What is the rule
for the pattern in blue?
Correct Answer: 4, 15, 26, 37, 48, 59, 70, 81. Each number is the previous plus 11 (+11)
3. What is the pattern in red if the first term is 10? Predict the next term? What is the rule
for the pattern in red?
Correct Answer: 10, 20, 30, 40 , 50, 60, 70. Each number is the previous plus 10 (+10)
4. What is the pattern in yellow if the first term is 91? Predict the next term? What is the
rule for the pattern in yellow?
5. Correct Answer: 91, 93, 95, 97, 99, 101. Each number is the previous plus 2 (+2)
6. Give students a few minutes to discuss in pairs and share their answers. Record student
responses.
7. Share the correct answers with students after all pairs have attempted the questions.

2) Activity:
1. Paste the chart shown below on the writing board. The chart should be prepared and
pasted on the wall before the lesson begins.
2. Students should work in pairs.
3. Ask the students to identify the pattern represented in the table and highlight the rule of
the pattern.
 4. Give students a few minutes to discuss in pairs and share their answers.
5. Tell students that the number pattern is 1, 12, 23, 34, 45, 56, 67, 78, 89, 100.
6. Discuss with the students that the pattern being made is obtained by adding 11 to the
previous number.

Review:

1. Ask students, “In a pattern how are items related to each other? How do we find the
missing items in a pattern? How do we make predictions as to the next items in a
pattern?”
2. Students should highlight that the pattern sequence is either increasing or decreasing
with a specific rule involving addition, subtraction, multiplication or division.

Recapitulation:

Paste on the following chart on the writing board. The chart should be prepared prior to the
lesson.
 1. Students should individually answer the questions below. From the table above:
❖ Identify the rule of the pattern if we start from 10 and end at 55
❖ Identify the rule of the pattern if we start from 5 and end at 60
2. Provide guidance where needed.

Homework: Assign the relevant questions in exercise 4 from the textbook on pages 25-26.

Name: Aamir Habib Class: 4th

Subject: Mathematics No. of Students: 24

Duration of the Lesson: 35 min Date: 25/09/2021

Topic of the Lesson: “DIVISIBILITY RULES”

General Objectives: After completing this lesson, the students would be able to learn;

1. Division
2. Rules for solving division problems.

Specific Objectives: At the end of this topic the students would be able to learn about;

1. Identify divisibility rules for 2, 3, 5, and 10.

2. Use divisibility tests for 2, 3, 5 and 10 on numbers up to 5 digits.

Teaching Method: Lecture and Activity Method.

AV Aids: Board, Marker, Notebooks, Textbooks, Pencils, Chart Paper with the divisibility rules of 2, 3,
5 and 10 displayed in class.
Previous Knowledge:

• He also wants to buy insulation tape. Insulation tape costs Rs. 60. He wants to buy 5.
How much will this cost him? Correct Answer: Multiply 60 by 5.
• What is the total cost to Asim if he buys 3 packs of cricket balls and 5 insulation tapes?
Correct answer: Multiply 360 by 3. Multiply 60 by 5. Add both answers
(1080+300=1380)
• How much money will Asim have after his purchases? Correct Answer: subtract 1380
from 2070.

Announcing the Topic:

Today we are going to learn about “DIVISIBILITY RULES”.

Presentation:

1) Introduction:
1. Tell students that there are 51 students in a class, and they have to make groups of 3
students each. Ask students, ‘’Will you be able to make complete groups with equal
number of students?”
2. Give students an opportunity to raise their hands and give an answer.
3. If students use long division and show that 51 ÷ 3 = 17 with 0 remainder then accept the
answer.
4. If the students are not able to answer, do the long division on the writing board.
5. Ask students “does anyone know of a shortcut to solve this without doing the long
division?”
6. After their responses, tell students the divisibility rule for 3 i.e., if the sum of all digits of
a number is divisible by 3 then the number is also divisible by 3.
7. In this case 5 + 1 = 6 and as 6 ÷ 3 then 51 ÷ 3 as well.

2) Activity:
1. Write the following real-life example on the writing board and read it out for students. 15
students who are present in a playground want to play a football match. Can they make 2 equal
teams?
2. Let students discuss the answer in pairs.
3. Ask a few pairs to share their answers with the class.
4. Do the long division on the board and show the remainder is 1.
 5. Explain to the students that the teams will be unequal as 15 is not equally divisible by 2 and
leaves 1 player without any group.
6. Ask students to think what the divisibility rule for 2 can be.
7. Tell students the divisibility rule for 2 i.e., if the digit in the ones place is 0, 2, 4, 6, or 8 then the
number is divisible by 2.
8. Draw the place value chart and write 15 in it to show that 5 lies in the Ones place and is not
divisible by 2. Hence 15 is also not divisible by 2.

Review:

Ask students to state the divisibility rule for 2 and 3. Students should highlight that if the digit in
the ones place is 0, 2, 4, 6, or 8 then the number is divisible by 2 and if the sum of all digits of a
number is divisible by 3 then the number is also divisible by 3.

Recapitulation:

1. Draw the following table on the writing board and ask students to copy and complete
using the divisibility rules.

Homework: Assign the relevant questions from the textbook on page 39 in exercise 1.