w

w
w
.e
as EA
to ST
nl
in
e.
co

Lesson Plan
m
.p
k
“Number Patterns” Chapter 1
Day 1: New Terminology

Explain the mathematical concepts and skills with the help of:

(a) Real Material: You can use beads, sticks, spoons, buttons or any
object to explain in class the basic mathematical concept of unit,
tens hundred and thousand.

Example:
4 beads in a string.

Each bead is unit of string.

k
.p
10 beads make one Ten.

m
There are 10 beads in a string.

co
to ST
e.
10 Tens makes one hundred.
Strings of ten beads each, make hundred beads in 10 strings.
as EA
in
10 strings of 100beads each i.e.
nl

10 Tens make one Hundred 100 Tens make one thousand 1000.
Example:
2135
.e

2 Thousand
w
w

1 hundred
w

3 tens

5 units

i.e TH H T U
2 1 3 5
Explain them with more and more examples to clear the concept of unit,
tens, hundred and thousand.

Day 2: New Terminology

Since the teacher had introduced the concept of thousand in class
now give them number sequence and recognization of numbers.
Example:
(1) 150, 160, ________, 180, ________, 200

Fill in the numbers.

150, 160, 170. 180, 190, 200

k
.p
(2) 30, 40, ___, 60, ______, _________ ,_________

m
30, 40, 50, 60, 70, 80, 90

co
to ST

(3) 13, 23, 33______,__________,_____________,_________

e.
as EA
in
13, 23,33,43,53,63,73
nl

(4) 2703, 3703, 4703, 5703, 6703

Place value.
.e

Th H T U
w

1) 563 5 6 3
w
w

2) 7129 7 1 2 9

3) 3010 3 0 1 0

4) 6293 6 2 9 3

5) 1700 1 7 0 0
Circle the thousand in the numbers

1) 3610 – 3 6 1 0

2) 5699 – 5 6 9 9

3) 7913 – 7 9 1 3

Circle the hundreds in the number

1) 5557 – 5 5 5 7

k
2) 2345 – 2 3 4 5

.p
Give them more and more exmples to clear their concept of number

m
patterns.

co
to ST
Common core skill - Understand Place Value
e.
Day 3: Reading
as EA
in
Reading pg 2, 3, 4 Explain and discuss in class.
nl

Day 4 and 5 : End of chapter Exercise (Verbal)

The teacher had explained the number patterns i.e concept of unit, tens,
hundred and thousand. now move to the exercises given in the book.
.e

Page 5:Look how the following numbers are being repeated. Guess the
w

pattern and fill in the blank spaces provided.

w
w

i 204 206 208 210

205 207 209 211

ii ) 2788, 3788, 4788, 5788,

6788, 7788, 8788

Repeate the same method with the remaining number patterns given
Explain : Circle the numbers that are more than 50. Cross the number that
are less than 50.

Pg 6:Numbers: this is a chart showing how many breads a bkery sold in

the past four days

Pg 7
Days breads Sold
Thursday 46
Friday 82
Saturday 30

k
Sunday 104

.p
1. On which day did the bakery sell the msot breads?

m
Ans On Sunday most breads were sold.

co
Solve the remaining questions and take their answers.
to ST

Write the numbers in ascending and descending order

e.
1) From lowest to highest
as EA
in
26 31 64 83
nl

2) From highest to lowest

83 64 31 26

Place value pg 8
.e

Write the digits in each number in their correct place values.

w

Numbers Th H T U
w

1) 106 1 0 6
w

2) 4208 4 2 0 8
Ask the students the remaining numbers in the same way.
Count the blocks, bars charts and cubes. Then write down the numbers
in the blanks. Pg 9
1)

k
Th H T U

.p
2) 2 0 3 0

m
co
to ST

Ask the students the remaining numbers place value.

e.
Practice: Write the place values of the bold digits pg 9
as EA
in
nl

1) 5235 Tens

2) 4648 Thousands.

Ask the place values of numbers in the same way.

.e

Thinking : Can you tell the place values of the following numbers? Pg 10
w

Place value game.

In 254, what digit is in hundreds place?
w

2
w

What are the place values of the bold digits?

1) 6000 Hundred

Ask the place values of the numbers in the same way.

Before, After and in Between pg 10.
What comes before and after these numbers?
1) 4 5 6

2) 63 64 65

What comes between these numbers?

1) 77 78 79

2) 45 46 47

Ask the remaining place value numbers in the same way.

k
Practice the number patterns, place value of the numbers again and

.p
again so that the children have clear concept.

m
Day 6 and 7 End of the Chapter Exercise (Written)

co
to ST

The teacher had explained a lot in the verbal part, practiced the concept
e.
of number patterns, place value in detail.
as EA
in
Now open the books and do the method, guide them and help them in
books.
nl

Day 8: Project.
Page 6.
.e

1) Note the ages of family members.

2) Now arrange numbers in descending order.
w

3) Find out who is the youngest of all.

w

4) Discuss in class and see how much they learned from this activity
w

5) Did they enjoy and find it interesting?

“Number Spellings” Chapter 2

Day 1 & 2: New Terminology.

Explain the mathematical concept and skills with the help of.

1) FlashCards: Use the flash card method to introduce the number

spellings in your class.

First prepare the number spelling group i.e from 13 to 19 which ends
with”Tens”

E.g 13 - Thirteen
14 - fourteen

k
15 - fifteen

.p
16 - Sixteen
17 - Seventeen

m
18 - Eighteen

co
19 - Nineteen
to ST
e.
Second group are the numbers having zero in their end. i.e Their ending
as EA

spelling is ty.
in
nl

E.g 20 - Twenty
30 - thirty
40 - forty
50 - fifty
.e

60 - Sixty
70 - Seventy
w

80 - Eighty
w

90 - Ninety.
w

Then make flash cards of hundred and thousand spelling

By grouping you can make them easily learn the spellings by heart.
Then introduce a number
E.g
575

Write the place value of the number i.e

H T U
5 7 5
Write the place value and then write in words. It will be
Th H T U
6 1 3 9

Six thousand one hundred and thirty nine

E.g 3 4 7 0

Write the place value and then write in words. It will be

Th H T U
3 4 7 0

Three thousand four hundred and seventy.

k
Give them many more e.gs and then repeat the method of writing the

.p
place value and then writing the spelling word of the number.

m
Core Skill ___ Understand place value

co
to ST

___ Spellings
e.
as EA
in
Day 3: Reading
Read and explain in class pg 12 and 13
nl

Day 4 and 5 : End of chapter exercise (Verbal)

The teacher will work on the exercise given in book.
Explain with examples the concept of number spellings , place value and
.e

writing numbers in words.

w

Understand: Unscramble the following words, then the correct spellings

w

pg 14
w

1) 6000 x-s-i d-h-o-n-u-s-a-t

Six Thousand

2) 500 i-v-e-f d-r-h-u-e-n-d

Five hundred
Ask the students the remaining correct spellings in the class.

Fill out the missing spaces to spell the numbers. Pg 14

· T w o h u n d r e d and e i g h t e e n
· F i v e h u n d r e d and t w e n t y
Ask the students the remaining missing spaces to spell the numbers
Practice: Solve the following Number Name crossword puzzle pg 15

Across 1 Down
4=17 Seventeen e 1=18 Eighteen

k
5=12 Twelve i 2=11 Eleven

.p
6=19 Nineteen g 3=16 Sixteen

m
h

co
3 t
to ST

4 s e v e n t e e n
e.
i 2 e
as EA
in
x e n
nl

5 t w e l v e
e e
e v
6 n i n e t e e n
.e

n
w

Write the following number in words pg 15

w
w

1) 1850 = One thousand Eight hundred and fifty

2) 7495 = Seven thousand four hundred and ninety five

Ask the students the remaining number in words in class.
Explore: Complete the diagram by following the steps. Pg 16

Step 1: write the number in the boxes, in order, from 1st to 9th

1
Step 2: Draw a line from.

1st to 8th 9 2
8th to 6th
6th to 4th 8 3
4th to 2nd
9th to 7th

k
7th to 5th 7 4

.p
5th to 3rd
5

m
3rd to 1st 6

co
Step 3 : Colour the diagram.
to ST
e.
Whats written in the stars? To find out match the given numbers with their
as EA
in
first letters. Then fill in the stars with those hints and find the hidden word
nl

Pg 17

T E N
.e

3001 18 94
w

S E
w

600 89
w

Three thousand and one =T

Eighteen =E
Ninety four =N
Six hundred =S
Eighty nine =E
A Poem is written on pg 18 Sing it with class and point the numbers in the
poem.
· How many students are there in your class? Pg 18
Step 1: Count the number of students and write in the box For Example 35
Step 2: Write the numbers in words
Thirty five

Ask the remaining questions and take their answers.

Make a Survey. Pg 19
Step 1= Take a paper and pencil
Step 2 = Go outside your class and go to classes 1,2 and3
Step 3 = Count all the student

k
Step 4 = Write how many students were there in the classes altogether

.p
Step 5 = Now write the number and words.

m
E.g = 24 in class 1
30 in class 2
24 in class 3
co
to ST
e.
There are 78 students altogether in words = seventy eight.
as EA
in
nl

Count the bars of tens and blocks of units. Then write the number in the
boxes pg 19

3 tens+ 1 UNIT = 31
.e
w
w
w

Ask the students the remaining questions and take their answers.

Day 6 and 7: end of chapter exercise (Written)

The teacher had practiced and explained a lot in verbal part in class, the
concept of number spelling, place value and writing numbers in words.

Now open the book and read, Guide and explain the class the method.
Help them if necessary. Let them do it in books.
Day 8: Project pg 17
Lets play spelling Bee game.
1. Ask the class to stand up.
2. Tell them that they will be playing a game of spelling bee.
3. Call out numbers, ask the children one by one to spell them out correctly
4. If a child answer wrong , he/she is out and has to be seated down
5. The last child standing wins the game.
6. Enjoy with the class the spelling bee game.
7. Learn with fun is the main idea behind this activity.
8. Clap for the winner. Appreciate him / her.

k
.p
m
co
to ST
e.
as EA
in
nl
.e
w
w
w
Even and Odd Chapter 3

Day 1: New Terminology

Explain the mathematical concepts and skill with the help of
1) Real Materials:
The objectives and things available E.g Numbers of chairs in class –
Number of students in class straws, buttons, plastic cup, spoons, small toy
cars etc.

Put them in different numbers

E.g 11 buttons
25 Straws
12 Spoons

k
20 Cups

.p
10 toy cars
36 chairs

m
32 students.

co
to ST

Now ask them to put each number in pairs Even numbers are always in
e.
pairs or you can say it comes in 2 times table E.g. 12 Spoons can be paired
as EA
in
into 6 pairs of spoons.
25 Straws cannot be paired
nl

We can make pair of 12 straws i.e 24.

E.g. 11 buttons
5 pair of buttons makes 10, 1 is left over so 11 is an odd number.
E.g. 7 eggs.
.e

3 pair of eggs makes 6 , 1 is left over so 7 is an odd number.

E.g. Your Name is Ali
w
w

There are 3 letters in Ali it means it is an odd number.

w

Give them more and more examples of simple numbers become it is class
2) The concepts of odd and even numbers should be clear..
Core Skill –Number and number sequence. Recognize odd and even
numbers.

Day2: Reading
Read and explain pg. 20,21 Discuss in class

Day 3:4 End of chap Exercise (Verbal)

The teacher had explained the number patterns i.e concept of odd and
even numbers. Now move to the exercise given in book.
Understand circle all the even numbers in the box below pg. 22

10 1 6 3 8

k
.p
2 5 4 9 7

m
Practice:Fill up the even hand with the missing even numbers and the

co
odd hand with the odd numbers pg. 23
to ST
e.
as EA
in
3 8
2 4 7 9
nl

5 6
.e

1 10
w

Even Odd
w
w
Fill up the petals of the flowers with numbers in sequence then colors
The flowers that have odd numbers of petals pg. 23,

3 8

1 5
1
11
3

k
1

.p
3 4 9
5

m
9 7

co
5
1
7
to ST
e.
as EA
in
nl

Practice: Place the following numbers in their correct bags pg. 24

1 2 3 4 5 6 7 8 9 10 11 12 13
14 15 16 17 18 19 20

Eve Od
.e

n d
w
w

2 4 1 3
w

6 8 5 7

10 12 9 11

14 16 13 15

18 20 17 19
1. Is ‘8’ an even number or an odd number? Tick beside the
Correct answer pg. 25
Even odd
When even number comes after 8? 10
Circle all the odd numbers.

2 (9) 4 6 (7) (5)

2. Count your right hand fingers how many fingers are there?
Is 5 an even or odd number?
It is an odd number

3.Count the students in the first row of your class.

k
.p
There are 5 children
5 is an odd number

m
co
4. I am a good student the word student has 7 alphabets.
to ST

7 is an odd number
e.
5. Step 1. Count the fingers on your hands and feet.
as EA
in

Step 2. Write the number in the box 20

nl

Step 3. 20 is an even number

6. Count the number bags in your classroom. There are 37 bags in my

classroom 37 is an odd number.
.e
w
w
w