LESSON PLAN - 2

Name of Topic Number of periods Timeline for teaching Any specific

the chapter required From To information
1.Introduction 1
2. Representation of 2 Club Activity
numbers on number line
NUMBERS
2. WHOLE

3. Properties of Whole 4 Remedial class

numbers
4. Patterns in Whole 3 Club activity
numbers
5. Unit exercise 2

Prior Concept / Skills:

1. Natural numbers. www.apteachers360.com

2. Four fundamental operations.
3. Basic geometrical concepts like point, line, line segment, triangle, square and rectangle.

Learning outcomes Number of Periods

Students are able to, 1

1. Describes the whole numbers.
2. Find out the differences between Natural numbers and Whole numbers. 1
3. Represent the whole numbers on number line. 1
4. Solve the problems related to addition, subtraction and multiplication on number line. 3
5. Verifies the properties of whole numbers. 4
6. Understand the importance of patterns in mathematics and tries to create new number 2
patterns.
 TEACHING LEARNING PROCESS

Induction/Introduction(Generating interest, informing

students about the outcomes and expectations for the
lesson)

What is the value of 6X3 and 3X6? Are they same?

You may have observed this while you are learning
multiplication tables. Have you ever asked anybody why
they are same?

Do you observe geometrical shapes in your surroundings?

What are the shapes you observed? Can you form any
geometrical shape without using pencil/pen and paper?
(Other than in notebook)

In this chapter you will find the answers to the above said questions.
Experience and Reflection(Task/question that helps students explore the concept and connect with their life)

Karthik wants to celebrate his birthday by distributing chocolates to his class mates. Total 40 students are there and 2 chocolates for
each. One chocolate cost 5 rupees. Charan and Varun are his friends and calculated the amount as follows.

Are they got the same result? Karthik is confused about who is correct? Do you know who is correct?
After completion of this chapter you will clearly understand about this.
(Associative property under multiplication is involved in this situation.)
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Explicit Teaching/Teacher Modelling Group Work (We Do) Independent Work Notes
(I Do) (You Do)
1. Introduction
 Recapitulation of Natural numbers  “All whole numbers are  Take any Whole  Zero is the only
Natural numbers “ Is it number and find difference when
 By adding zero (0) to Natural correct? Discuss it in the the successor and Whole numbers
numbers we get Whole numbers groups. predecessor of it. are compared
with Natural
 W = {0, 1, 2, 3, 4………..} numbers.

 Concept of successor and

predecessor.

2. Representation of numbers on
number line:  Let’s Explore  Exercise 2.1  Clear the confusion
 Mathematics is abstract in nature. Question No -2 on doing 3X2 and
But in some situations we can  Number line activity: 2X3 on number line.
overcome that. Addition, subtraction Draw a number line in class  Take two
and multiplication can be done in room/lab, temporarily by numbers on your  Club activity on
playway method by number line. chalk/permanently by own. Find number line.
 Addition on number line paint. Perform addition, addition,
subtraction and subtraction and  Number line helps
multiplication in Play-way multiplication on students to
method. number line. understand
ascending and
 Subtraction on number line
descending orders.

 Useful for slow

learners to do
 Multiplication on number line fundamental
operations..

3. Properties of whole numbers:  Grid paper cutting activity in .

 Explain the properties with different Page No-22 to understand
 examples. Distributive law.
 Fill up the table with ✔ or ✖  Exercise 2.2  Explain the use of
Question Nos 2 properties in
Addit Subtrac Multiplica Divi and 3 simplification.
ion tion tion sion
Closure
 Remedial class
Commuta
for slow learners.
tive
Associati
ve

 Identity under addition and

 Solving the problems which involve multiplication with
properties of whole numbers. examples.

4. Patterns in Whole numbers:

 Geometrical patterns: We can form  Fill up the box in Page No-24  Create a number  Club activity on
point, line, triangle, rectangle and pattern on your geometrical
square by using seeds/ marbles.  Activity: Take some own. patterns.
seeds/marbles to form
 Number patterns: Patterns follow a geometrical shapes and
predictable rule that allows us to tabulate the data.
predict the next step. Patterns are
useful to develop logical thinking and
create interest towards maths.

5.Unit Exercise:  Unit exercise  Points to

 Unit exercise Question nos 1,2 remember.
 Helping the students to solve Question nos 5 and 7 and 8.
problems by using properties.

 Conclude the chapter with the

importance of properties which
simplifies the calculation part.
 Check For Understanding Questions
1. Factual:
 Find the following on number line
(i) 3+6 (ii) 7-5 (iii) 3X4
 Explain in brief about associative property under addition.
 Create some more like given below (Distributive property)
4X(5+6)=(4X5) + (4X6)
 Subtraction is not commutative over whole number. (True/False)

(i) Open Ended / Critical Thinking:

 N= {1, 2, 3, 4, 5, 6, 7, 8, 9, 10,…….} By writing this karthik said “ zero is present in Natural numbers.” Do you accept it or not?
Explain.
 Find the value of 1+2+3+4+……..16+17+18+19 by using properties.
 Create a number pattern on your own.

Student Practice Questions & Activities (Exercises from workbook / textbooks/ blackboard)

 Represent smallest whole number on number line.

 Find the value of 20X31+ 20X69. Which property you have used to solve this?
 Collect 20 seeds/small stones. Now take numbers from 1 to 20 and form line, triangle, rectangle and square. List out which
numbers can form line, triangle, rectangle and square. Tabulate all the information. (Project)

Assessment (Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for
assessment).

 Prepare new questions for the topics you studied in this chapter and solve them.
 Homework and Unit exercise in Student’s notebook.

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