Mathematics - Handout (Online)

Trainee Handout
FY 2022-23
Subject Based Training

Mathematics Primary
Punjab Education Foundation

MATHEMATICS PRIMARY
Preface
Punjab Education Foundation was established under the Punjab Education Foundation Act
of 1991 as an autonomous statutory body to encourage and promote education on
noncommercial/ nonprofit basis. Since then, it has come a long way to arrange free quality
education for the deserving children at their doorsteps.
The Punjab Education Foundation has been restructured under the Punjab Education
Foundation Act-XII of 2004 for the promotion of education, especially encouraging and
supporting the efforts of the private sector in providing education to the poor, through
Public Private Partnership (PPP).
Continuous Professional Development Program (CPDP) was established in 2005 to
contribute towards the aim of PEF to promote quality education by providing technical
assistance in the form of trainings to the teachers and head teachers of PEF partner
schools.Quality Assurance and Improvement Department (QAID). QAID has played a major
role in the successful teacher development in different PEF programs. QAID provides
technical & professional assistance to FAS, EVS, and NSP.
QAID has started Teacher Development Program (TDP) which aims at not only improving the
pedagogical skills of PEF partner school teachers all over Punjab but also incentivize them
and lend them a hand so that they may continue to work with enthusiasm and dedication.
The special focus of this program is to support the QAT failure schools.
Third Party Validation (TPV) and PEF growth strategy reports inform that partner schools are
of the opinion that QAID opportunities have not only helped in polishing the skills of their
teaching staff but also improved the QAT results of the partner schools. In the new training
model, QAT failure schools are focused. Training and specially mentoring is planned for
improving QAT results of these schools. This manual has been developed by the QAID team.
Effective practices and theories have been picked up from research, teacher guide books
and websites.
The topics will be imparted through group work, pair work, demonstration, role play and
many other interactive strategies which will not only make it easier for participants to grasp
the topics but also make the participants realize the significance and utility of the usage of
student-centered activities. This manual is developed as a part of the attempt to shift
teacher training programs towards more experiential, participatory approaches for the
transformation of PEF schools; places where children are valued and nurtured.
The sections labeled Handouts are included in the handbook for trainees. The handouts/
activity sheets are cross-referenced to each session guide. The training manual consists the
of instructions for trainer under trainer activity. Each session to be conducted for trainees is
timed with a suggested methodology under participants‟ activity. Practical use of
indigenous learning material and examples are recommended.
Director
QAID 2022
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Quality Assurance and Improvement Department (QAID) Punjab Education Foundation(PEF)
MATHEMATICS PRIMARY
COPYRIGHT © 2022 PUNJAB EDUCATION FOUNDATION
ALL RIGHTS RESERVED
This content is the intellectual legal property of PEF and PEF has all rights reserved. No part
of this manual may be reproduced, stored in a retrieval system or transmitted in any form
by means mechanical, electronic, photocopying, recording or otherwise by any other
organization or individual, otherwise legal action may be taken against them.
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‫‪MATHEMATICS PRIMARY‬‬
‫سموگ آلودگی‬
‫ن‬ ‫خ‬ ‫ن کن‬ ‫صن ت‬ ‫ئ‬ ‫ت ن‬
‫ش‬
‫ق‬ ‫ش‬ ‫ت‬
‫ے واال ا فراج‪ ،‬ی ز‬
‫لن‬ ‫سے‬ ‫وں‬ ‫ع‬ ‫اور‬ ‫وں‬
‫ی پن‬ ‫گاڑ‬ ‫ے۔‬ ‫لہ‬
‫ک ی نم ہ‬ ‫س‬ ‫ن‬ ‫گ‬ ‫س‬ ‫ک‬ ‫ی‬‫ا‬ ‫موگ‬ ‫س‬ ‫ں‬ ‫ی‬ ‫م‬ ‫وں‬ ‫ڑے ہری عال‬ ‫ب‬ ‫ر‬ ‫لسمو گ زی ئ‬
‫ادہ‬
‫دی سبت ب ہ ی تں ج اب می ں ہ ر سال ومب ر اور روری‬ ‫س‬ ‫ب‬ ‫ن‬
‫ے۔ اہ م‪ ،‬ت‬ ‫اور س ی ل ب ی ا ن‬
‫حاالت کی‬ ‫ے ‪،‬ای دھن اور عض مو می‬
‫‪ 25‬دن ت ک د نھ ن د‪،‬‬
‫کڑی اور کو ل‬
‫حالی ہ ب رسوں می ں‪ ،‬صورت حا ل‬ ‫موگ کا سام ا ہ و انہ‬ ‫ن‬ ‫سے‬ ‫‪10‬‬ ‫ًا‬
‫ط‬ ‫س‬ ‫او‬‫کےخ درم ی ان ت‬
‫ے‪-‬‬‫ے یک و کہ اس سے آ کھوں می ں ج لن اور ب دب و آے کا احساس ہ و ا ہ‬ ‫مزی د راب ہ و ی ج ا رہ ی ہ‬
‫سموگ کی اہ م وج وہ ات‬
‫ن‬ ‫ت‬ ‫ئ‬
‫دھن خاس عمال کر ا۔‬ ‫ے کو ب طور ای ن ن‬
‫ل‬ ‫کو‬
‫ص ت‬ ‫‪‬‬
‫گاڑیوں اور ع ی ا راج۔‬
‫ض‬
‫‪‬‬
‫ک‬
‫آب ادی اور رورت فسے زی ادہ ھپ ت۔‬
‫ض‬
‫‪‬‬
‫ت رورت سے زی ادہ ض لہ کی پ ی داوار۔‬ ‫‪‬‬
‫آ ش ب ازی۔ ن‬ ‫‪‬‬
‫زرعی مواد کو ج ال ا۔‬ ‫‪‬‬
‫ث‬ ‫ن ن‬
‫سموگ کے ا سا وں پر ا رات‬
‫ن ن‬ ‫ن‬ ‫خ‬ ‫ن ن‬ ‫شت‬ ‫ف ئ‬
‫ے۔ ا سا ثی صحت کے‬ ‫س‬ ‫ف‬
‫طرے شمی ں ڈالک ن کت ا ہ‬ ‫ٹ‬
‫ے و ا سا پی صحت کو‬‫ج‬
‫ئ‬ ‫ہ‬
‫ن‬
‫م‬ ‫ئ‬ ‫م‬
‫کے مرکب پر ل‬ ‫ف‬
‫یم‬ ‫خسموگ ض ا ی آلودگی‬
‫ئ‬
‫ن‪ ،‬اور ی سر سموگ کے ا رات کی وج ہ‬‫ھڑوں کے ا ی کن ن‬ ‫ھ‬
‫دمہ‪ ،‬دا می ب رو نکا س‪ ،‬ی پ ن‬ ‫ے ا یسی ما‪ ،‬ت‬ ‫ل ج یس‬
‫م ت لف مسات‬
‫ج‬
‫ے کی لن جس کی وج ہ سے‬ ‫گ‬
‫ے‪ ،‬اک اور ت ل‬ ‫س‬ ‫ک‬ ‫ن‬ ‫ج‬ ‫ن‬ ‫ن‬
‫سے پ ی دا ہ وے ہ ی ں ی ا ب ڑھ ج اے ہ ی ں۔ ھا‬
‫ک‬ ‫ت‬
‫س‬ ‫سی‪ ،‬الر ی اور آ نھوں‪ ،‬ی ش‬ ‫س‬ ‫ہ‬ ‫گ‬
‫ے‬ ‫ے اوزون کی او چ ی طح سا س کے ظ ام کو پری ان کر ک ی ہ‬ ‫کھا سی اور ھب راہ ٹ و ی ہ‬
‫سموگ اور ماحولیاتی آلودگی حل کرنے کے لئے لیے عملی اقدام‬
‫فضائی آلودگی سب سے زیادہ سموگ کا باعث بنتی ہے۔ فضائی آلودگی کو کم کرنے کے لئے درج‬
‫‪:‬ذیل اقدام کرنے کی فوری ضرورت ہے‬
‫فصلوں کی باقیات کو نہ جالیا جائے۔‬ ‫‪‬‬
‫کوڑا کرکٹ کوآگ نہ لگائی جائے۔‬ ‫‪‬‬
‫فیکٹریوں سے نکلنے والے دھوئیں کا اخراج کم کیا جائے۔‬ ‫‪‬‬
‫گاڑیوں سے نکلنے والے دھوئیں کوبھی کم کیا جائے۔‬ ‫‪‬‬
‫زمینی آلودگی‬
‫کوڑا کرکٹ کومناسب طریقے سے تلف کیا جائے۔‬ ‫‪‬‬
‫گندے پانی کی نکاسی کا بندوبست کیا جائے۔‬ ‫‪‬‬
‫بچوں کو آگاہی دی جائے کہ گھروں میں بجلی اور پانی کا بے جااستعمال نہ کیا جائے۔‬ ‫‪‬‬
‫پانی کے نل وغیرہ کو کھال نہ چھوڑیں ۔‬ ‫‪‬‬
‫پالسٹک کی اشیاء کو کوڑا دان میں ڈالیں تا کہ ان کی بھی سائیکلنگ ہو سکے۔‬ ‫‪‬‬
‫گھروں میں دھواں پیدا کرنے والے اشیاء کو جالنے سے گریز کریں۔‬ ‫‪‬‬
‫‪3|Page‬‬
‫)‪Quality Assurance and Improvement Department (QAID‬‬ ‫)‪Punjab Education Foundation(PEF‬‬
MATHEMATICS PRIMARY
Table of Contents
Objectives of Day 1 6
Handout 1 – A 7
Handout 1 – B 8
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MATHEMATICS PRIMARY
Handout 1 – C 9
Handout 1 – D 10
Handout 1 – E 11
Handout 1 – F 12
Handout 1 – G 14
Handout 1 – H 17
Handout 2 – A 20
Handout 2 – B 22
Handout 2 – C 23
Handout 2 – D 24
Handout 2 – E 25
Handout 2 – F 26
Handout 2 – G 26
Handout 2 – H 27
Handout 2 – I 28
Handout 2 –J 29
Handout 2 – K 31
Handout 2 – L 32
Handout 3 – A 34
Handout 3 – B 35
Handout 3 – C 37
Handout 3 – D 38
Handout 3 – E 39
Handout 3 – F 40
Handout 3 – G 41
Handout 3 – H 43
Handout 3 – I 44
Objectives of day 4 45
Handout 4 – A 46
Handout 4 – B 48
Handout 4 – C 49
Handout 4 – D 50
Handout 4 – E 51
Handout 4 – F 53
Handout 4 – G 55
Handout 4 – H 56
Handout 4 – I 57
Handout 4 – J 59
Handout 5 – A 62
Handout 5 – B 63
Handout 5 – C 65
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MATHEMATICS PRIMARY
Handout 5 – D 67
Handout 5 – E 68
Handout 5 – F 69
Handout 5 – G 70
Handout 5 – H 71
Objectives Day 1
Students’ Learning Outcomes
After completing this session trainees will be able to
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MATHEMATICS PRIMARY
Introduction to Whole Numbers
 Introduction to whole numbers

 Ordering Numbers
 Before, After and Between
 Concept of Ten “10”, Hundred “100”, Place Value, Comparison of numbers and
Ordinal Numbers
Introduction to HCF and LCM
 Find H.C.F of two digits three numbers by prime factors and division.
 Find L.C.M of two digits three numbers by prime factors and division.
Handout 1-A
Participant Activity (Poem)
One, two,
Buckle my shoe;
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MATHEMATICS PRIMARY
Three, four,
Knock at the door;
Five, six,
Pickup sticks;
Seven, eight,
Lay them straight:
Nine, ten,
A big fat hen;
Concept of Zero in Whole Number
Group-Work
1-Place 5 baskets and 4 balls on the table

2-Then put a ball in each basket
3-Ask the students how many baskets have balls and how many baskets are empty.
4-Let them know that baskets have balls and 1 is empty. The empty basket shows that there
is no ball in it.
5-It means there is zero “0” ball
Follow up:
1-Hang a number wall chart (0 to 9) in the classroom.

2-Ask the students to read aloud
3-Explain to the students about whole number from Zero 0
Handout 1-B
 Ordering Numbers
 Ascending order
 Descending order
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MATHEMATICS PRIMARY
Key Facts:
In an Ascending order, numbers are arranged from the smallest to the greatest.
In Descending order, numbers are arranged from the greatest to smallest.
Ordering numbers starts simply, for example with 1,2,3,4… However, this is just the start,
and there are numerous ways of putting numbers into a sequence.
How do you begin to teach children this skill?
What comes before it? Read on to find the answers to these questions, and more.
 Ordering Numbers
Group Task:
• Write more than two numbers (start from three numbers) on the writing board
• Ask the students which number is the greatest or the smallest.
• Ask them to arrange these numbers in an ascending and descending order.
 Forward Counting and Backward Counting
Class Demonstration Activity:
• Place Number Cards (0 to 9) on the table.

• Ask the student (randomly selected) to put the number cards in order on the
table.
• Ask the students to count forward (0 to 9) and count backward (9 to 0)
 Before, After and Between
Formative Assessment:
• Place some number cards upside down on the table.
• Ask student (Randomly Selected) to pick up any number card.
• Ask which numbers come before and after number.
Handout 1-C
 Concept of Ten “10”
Key Fact:
• 0 is the smallest 1-digit number
• 9 is the largest 1-digit number
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MATHEMATICS PRIMARY
• 10 is the first smallest 2-digit number

• 99 is the largest 2-digit number
• 2-Digit number consists of ones and tens.
 Concept of Ten “10”
Introductory Activity:
• Place pencils or ice-cream sticks on the table.

• Ask any student to count 10 pencils or ice-cream sticks.
• Give him/her a rubber band
• Ask him/her to make a bundle of 10 pencils or ice-cream sticks.
 Concept of Place Value (Tens and Ones)
Group-Work
• Place 25 beads and two glasses on the table.

• Ask students to make groups of tens using a glass.
• There are two glasses of ten and 5 beads separately.
• Explain to the students that 2 tens represent number 20 and each separate
bead represent ones
• So 2 tens and 5 ones make 25.
Handout 1-D
 Place Value of Digits up to 3-Digits
What are the place values in a 3-digit number?

 Composing a 3-Digit Number
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H T O
4 6 5
 Decomposing a 3-Digit Number
4 6 5
4 hundreds 6 tens 5 ones
4x100s’ 6x10s’ 5x1s’
Decomposing a 3-digit number:

In a three-digit number, there are three place values used – hundreds, tens, and ones.
Illustration of Place Value of 3-Digit Numbers
Every three-digit number’s value can be found by checking the place value of each digit. Let
us consider the number 559. The first digit at the right most position is said to be at units’
place, so it will be multiplied by 1.
Hence, the product is 9 × 1 = 9. Then the second number is 5, and because it is at tens place,
it is multiplied by 10. The value, therefore, is 5 × 10 = 50. The third number 5 is at the
hundreds place.
So, 5 is multiplied by 100 and its value is 5 × 100 = 500. Therefore, the number is 500 + 50 +
9 = 559.
Handout 1-E
 Place Value of Digits up to 3-Digits
Group-Work:1
• Give number cards to 3 students on which digits are written.
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• Ask the students to make a number and find out the place of each digit.
• Ask them to change the place of these cards to make a new number.
• Find its place and then change cards with other group of students.
Group-Work:2
• The teacher will call 3 students and give them hats on which ones, tens and
hundreds are written.
• Give number cards to the students on which digits are written.
• Ask the students to make a number and find out the place of each digit.
• Ask them to change the place of these cards to make a new number.
• Find its place and then change cards with other group of students.
Note: Same Activity can be conducted for more than 3-Digit Numbers
 Place Value of Digits up to 5-Digits and 6-Digits
Group-Work:3
By Using the given five digits 7, 2, 3, 6 5:

• Make the greatest 5-digit number and write it in words.
• Make the smallest 5-digit number and write the place value of each digit of
that number.
• Write 3-different numbers whose digit at thousands place is 3.
• Make a 5-digit whole number whose sum of digits of ten thousands place and
tens place is 8 and the difference is 2.
• Write such a whole number in which no digit is repeated.
Individual Assessment:
What number am I?
• I am a 6-Digit Number. My tens place digit is 5.

• My ten thousands place digit is 3 less than my tens digit.
• My ones place digit is the greatest 1-digit even number.
• My thousand place digit is 3 times my ten thousands place digit.
• My the greatest place value digit is the sum of my tens place digit and my ten
thousands place digit.
• My hundred place digit is the ones digit of the smallest 2-digit number.
Handout 1-F
 One-to-One Correspondence
Key-Facts:
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One-to-One Correspondence gives us the concept of comparing objects, which is more

or less in numbers.
 Comparison of Numbers
Steps for comparing numbers
To learn how to compare numbers, let us go through the steps below:

Step 1: Compare the number of digits. More number of digits means greater the number.
Step 2: If the number of digits is the same then compare the higher.
Step 3: If the digits are the same at the highest place value, compare the digits in the next
place value to the right.
Step 4: Keep comparing digits with the same place value until you find digits that are
different. The one with the higher face value is the greater number.
Compare 251 and 234
Which number is greater?
Hundred Tens Ones
2 5 1
2 3 4
 One-to-One Correspondence
Introductory Activity:
• Provide different numbers of objects to the students like 3 keys and 4 locks, 5 bottles
and 3 lids, 7 pencils and 8 sharpeners etc.
• Ask them to compare the objects.
• Ask them which objects are more and which objects are less.
 Comparison of numbers:
Group-Task:
• Make two 4-digits and three 5-digit numbers.

• In every number the digit at the thousand place is ‘5’ and digit at ones place is ‘9’.
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• Then compare these numbers and

• Write in descending order.
 Ordinal Numbers
Class Activity
• Place ten toys (with ordinal number tag) on the table.

• Ask the students to arrange the toys on the table from right to left.
Handout 1-G
 Highest Common Factor (H.C.F)

Do you know?
Brain Storming
Salma wants to plant 60 Rose plants and 90 Jasmine plants in rows in her home garden. If she wants
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to plant the same type of plant in one row, what is the maximum number of plants that can be
grown in one row?
What is the HCF of 60 and 90?
Solution:
Step 1 - Represent the numbers in the prime factored form.

Step 2 - HCF is the product of the factors that are common to each of the given numbers.
HCF of 60 and 90 = 2 x 3 x 5 = 30
Thus, HCF (60,90) = 21 × 31× 51 = 30. Therefore, HCF of 60 and 90 = 30. We can also find the
greatest common factor of three numbers or more by this method.
Methods of Calculating HCF

There are three methods to calculate HCF
1. By Factor Method
2. By Prime Factorization
3. By Division method
1. By Factor Method
The factors of 16 are shown below.

⇒ 16=16×1
⇒16=8×2
⇒16=4×4
The list of the factors of 16 which divide 16 without leaving a remainder is shown below.
16= {1,2,4,8,16}
The factors of 24 are shown below.
24=24×1
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⇒24=12×2
⇒24=8×3
⇒24=6×4
The list of the factors of 24 which divide 24 without leaving a remainder is shown below.
24= {1,2,3,4,6,8,12,24}
Now, the common factors of 16 and 24 which divide 16 and 24 without living a denominator
is the intersection of the above two factors.
common factors = {1,2,4,8}
The highest common factor is 8, therefore,
HCF (16, 24) =8
Thus, the HCF of 16 and 24 is 8.
2. Use the prime factorization
Since prime factors 23 are common in both the numbers so, the H.C.F. is 23=8.
Hence, the H.C.F. of the numbers 16 and 24 is 8.
3. HCF by Division
The steps of finding HCF of 16 and 24 by division method.
• Step 1: Divide 24 (larger number) by 16 (smaller number).
• Step 2: Since the remainder ≠ 0, we will divide the divisor of step 1 (16) by the remainder (8)
• Step 3: Repeat this process until the remainder = 0.
Find H.C.F
i. 15 and 12
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a. 15=3 x 3 x 3
b. 12=2 x 2 x 3
HCF = 3
ii. 8 and 10
iii. 14 and 21
iv. 16 and 20
v. Hammad has 36 red pencils and 54 blue pencils. He wants to put

these pencils in boxes such that every box equal number of pencils
of the same colours. What will be the maximum number of pencils
in each box?
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Handout 1-H
 Least Common Multiple (L.C.M)
Brain Storming:
 Ali takes Milk after every 12 hour and eats bread after every 8 hours. How often does
he need to take both foods at once?
 To answer this, you need to find the LCM of 12 and 8 which is 24.
 It means after every 24 hours Ali takes both foods at the same time.
Methods of Calculating LCM
There are three methods to calculate LCM
 By Listing multiples
 By Prime factorization
 By Division method
 By Listing Multiples
Multiples of the given numbers 12 and 15 are,

 Multiples of 12=12, 24, 36, 48, 60, 72, 84, 96, 108, 120
 Multiples of 15=15, 30, 45, 60, 75, 90, 105, 120, 135, 150
 It is observed that, 60 is the smallest number that is common in all the given
numbers multiples.

Hence, the LCM of 12 and 15 is 60.
 By Prime factorization
Prime factorization of 12 and 15 is

 12= (2 × 2 × 3) = 22 × 31
 15= (3 × 5) = 31 × 51
 LCM of 12 and 15 can be obtained by multiplying prime factors raised to their
respective highest power, i.e.
 22 × 31 × 51 = 60.
Hence, the LCM of 12 and 15 by prime factorization is 60.
Group-Work:
Ali, Ahmed and Umer exercise after every 10, 18 and 20 days respectively. If they all are
exercising today, when will they exercise on the same day again?
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 By Division method
Find the LCM of the following numbers:
i. 4, 6 and 30
a. 4 = 2 x 2
b. 6 = 2 x 3
c. 30 = 2 x 3 x 5
LCM = 2 x3 x 2 x 5
ii. 8, 12 and 20
iii. 10, 20 and 25
iv. 12, 15 and 24
v. 8, 15 and 24
vi. 64,32 and 16
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Objectives Day 2
Introduction to Measurements
 Measurement of Heights/Lengths (Basics Concepts),

 Measurement of Heights/Lengths, use metric unit of length (Kilometer, meter,
centimetre) including abbreviations, Addition and Subtraction,
 Measurement of Mass, use standard units of metric of mass (kilogram, gram)
including abbreviations, Addition and Subtraction,
 Measurement of Capacity, use standard units of capacity (litre, mililitre) including
abbreviations and Addition
Distance and Time
 Measurement of Distance (Conversion of units of Distance),

 Measurement of Time (Basic Concept)
 Conversion of Units of Time
Handout: 2-A
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 Concept of Heights/Lengths
If there are two or more objects, we can compare their size by observing each object.
The heights/lengths of two or more objects using the following terms
o Long, Longer, Longest
o Short, Shorter, Shortest
o Tall, Taller, Tallest
Long, Longer, Longest
In the picture above, there are three pencils of different sizes. The pencil 'A' is long in size.
On comparing pencil 'A' with the pencil 'B', pencil 'B' appears longer than the pencil 'A'. On
comparing all the three pencils we say that the pencil 'C' is longest pencil amongst all the
three.
In the picture above there are three trees of different sizes. The tree 'A' is short tree. On
comparing tree 'A' with the tree 'B', tree 'B' appears shorter than the tree 'A'. On comparing
all the three trees we can say that the tree 'C' is the shortest tree amongst all the three
Group-Work
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• Paste a chart paper with 3 columns on the writing board.

• Label the first column as the shortest and last column as the tallest.
• Distribute picture cards of some short and tall objects among the students.
• Ask them to paste these picture cards in the correct order.
Follow-Up
• Take the students for a walk outside the classroom.
• Show them some poles, pillars, building with different heights
• Use the terms high, higher and the highest, for comparison.
Handout: 2-B
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 Measurement of Length (Kilometre, metre, centimetre)

Use metric unit of length (Kilometre, metre, centimetre) including abbreviations, Addition
and Subtraction
 Distance between two points is called length.

 Different units (metre, foot, centimetre, and kilometre) and instruments (measuring
tape, guzz, meter rod etc.) are used to measure length.
Class activity-1
 Measure and record the lengths of objects which are in the classroom using meter
rod and ruler.
 Length of the longest object in the classroom =___________
length of the shortest object in the classroom =___________
Class activity-2
 To perform the classroom activity, measure the length of objects (board, door,
notebook, pencil, etc.)
 Help the children to measure the lengths of short objects (pencil, eraser, sharpener,
notebook, etc.) using ruler
Group-Work
 Measure the length and width of your classroom with the help measuring tape
 Write the units and then compare these lengths within groups.
Length:
Width:
Group-Work
 Give ribbons of different lengths to students.
 Ask them to measure the length of these ribbons.
 Add and subtract the lengths.
Assessment
 Give flashcards of objects (ribbons, ropes) with different length to the students.
 Ask them to separate the objects according to their unit of length.
Group-Work
 Make groups of students.
 Give one group the flashcards of kilometers.
 Ask them to convert it into meters.
 Give the other group the flashcard of meters.
 Ask them to convert them into kilometers.
Group-Work
 Make groups of students give one group the flashcards of meters.
 Ask them to convert it into centimeters.
 Give the other group the flashcards of centimeters.
 Ask them to convert into meters.
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Group-Work
 Make groups of students.
 Give one group the flashcards of centimeters.
 Ask them to convert it into millimeters.
 Give the other group the flashcards of millimeters.
 Ask them to convert into centimeters.
Group-Work
 Make two groups of students.
 Ask them to create real life situations involving addition and subtraction of units of
distance.
 Ask the other group to solve them.
Handout: 2-C
Measurements (Meter /
Objects
Centimeter)
Length of eraser
Width of classroom door
Length of pencil
Length of book
Height of table
Distance between the corners of class

room.
Handout: 2- D
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Add the following without carrying (m and cm):
(i) 12m 25cm +25m 12cm
(ii) 25m 20cm +20m 25cm
(iii) 38m 26cm +21m 12cm
Subtract the following without carrying (km and m):
(i) 17km 26m - 13km 21m
(ii) 25km 38m - 24km 21m
(iii) 20km 30m - 14 m 11m
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Handout: 2-E
 Measuring Mass (kilogram, gram)

Use standard units of metric of mass (kilogram, gram) including abbreviations, Addition
and Subtraction
The basic unit of mass is the kilogram.

1 kilo gram=1000 Gram
The abbreviation used for Gram is ‘g’ and for Kilogram ‘Kg’.
Addition and Subtraction

Same units are added together like Kg in Kg and g in g.
Introductory Activity
 Place some items of different masses (pencils, erasers and copies, water bottles,
bags, etc.) on the table.
 Ask the students to identify them by holding each item in their hands and tell which
is lighter and which is heavier?
Classroom Activity
 Show objects of different masses to students.
 Ask them to sort out the objects according to the units of mass.
Group-Work-1
 Give some flashcard with different masses to the students.
 Ask them to add and subtract the masses and convert the units.
Group-Work-2
 Make two groups of students and give them containers with different capacities.
 Ask them to separate the containers according to units of capacity.
Group-Work-3
 Put some flashcards of liters and milliliters in the basket.
 Ask them to pick some cards and add them.
Group-Work-4
 Ask them to pick some cards and subtract.
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Handout: 2-F
Measuring Capacity (Litter, Milliliter)
The things which flow are called liquid.

The quantity of liquid which is required to fill a container is called
Group-Work-1
 Make two groups of students and give them containers with different capacities.
 Ask them to separate the containers according to units of capacity.
Group-Work-2
 Ask them to pick some cards and add them.
Group-Work-3
 Ask them to pick some cards and subtract.
Handout: 2-G
Add/Subtract the following with conversion:
(i) 6 kg 500 g
+ 3 kg 300 g
(ii) 5 kg 250 g
+ 3 kg 100 g
(iii) 7 kg 200 g
+ 3 kg 600 g
(iv) 3 kg 315 g
- 3 kg 272 g
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Handout: 2-H
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Handout: 2-I
 Distance (Conversion of units of Distance)
Key-Points
 1 m =100 cm
 1 km = 1000 m.
 1m = 1000 mm
Divide the class into 4 groups and ask them to complete the following task.
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Handout: 2-J
 Measurement of Time (Basic Concept)
 The time from midnight to 12 noon is known as ante meridiem which can
be written as (a.m).
 The time from 12 noon to midnight is known as post meridiem which can
be written as (p.m)
 The time from last midnight to next midnight is called one day.
Thus we can also divide one day (day and night) into two equal halves.
There are only digits in the digital clock.

Left side digits show the hours while
right side digits show the minutes.
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Check the time on analogue watch and mention in box digitally.
What time is it?
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Handout: 2-K
Conversion of Units of Time:
Let´s do it together
 1 minute = ________ seconds.

 1 hour = _________ minutes.
 1 day = __________ hours.
 1 week = __________ days.
 One month = ________ days.
 1 year = ___________ days or _____ weeks or ______ months.
Conversions:
Convert the year into months and months into years

Fill in the blanks
7 years = months 144 months = years
5 years = months 192months = years
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Handout: 2-L
Team-Work
 Place ten flash cards of digital and analog clock.
 Show different time in hours.
 Make two teams of students (Team A and Team b).
 Give five flash cards to each team.
 Instruct team A to show the flash cards of time on the digital clock and team B to
show the same time on analog clock.
Individual-Work
 Instruct and guide the students to make a chart showing different activities of a day
(wake up time to sleep time) using ‘a.m.’ or ‘p.m.’ time.
Classroom-Activity
 Write the time in hours on the writing board.
 Ask the students to convert these hours into minutes.
 Give some flashcards of minutes.
 Ask them to convert them into seconds.
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Objectives Day 3
Fraction
 Basic Concept of Fraction,

 Type of Fraction,
 Equivalent fraction,
Arithmetic Operation of Fraction
 Add & Subtract two or more fractions when denominators are same,
 Add & Subtract two or more fractions when denominators are different ,
 Multiplication of fraction ,
 Division of fraction,
Decimal
 Recognize decimal number as an alternative of fraction,

 Identify and recognize the place value of a digit in decimal,
 Convert fraction into decimal,
 Convert decimal into fraction,
Handout: 3-A
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Fraction
 Basic Concept of Fraction
“Fraction is a part of whole number and a way to split up a number into equal parts”
It is written as the numbers of equal parts being counted, called the numerator, over the number
of parts in the whole, called denominator.
 Types of fraction:
Trainer will explain three basic types of fractions
1. Proper fraction
2. Improper fraction
3.Mixed fraction
Group-Work
Make groups of students and give them some flash cards with square grid.
Ask them to colour different squares and write in fraction form
Group-Work
Make groups of students; give them flash cards of different fractions (improper and mixed
number).
Ask them to convert improper fraction into mixed numbers and vice versa.
Handout: 3-B
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 Equivalent fraction
Fractions that represent the same value or
portion of figure even though they look
different
Demonstrative-Activity
Step wise activity base method:

Take four paper strip of equal size and four colour pencils
1. Now Take the first strip of paper and fold it into two equal parts, then colour one part .
Answer: ___________
2. Then take the next strip of paper and fold it into four equal parts and colour two equal parts
Answer: ___________
3. Take the next strip of paper and fold it into six equal parts, for that first to fold it into three
equal parts and then fold it into two.
Answer: ___________
Answer the all colour strips:

1.
2.
3.
4. Repeat the procedure and take the next strip of paper and fold it into equal parts, for that
first to fold it into four equal parts and then fold it into two.
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Now arrange all strips one below the other for comparison you see all strips are equal
BY comparing we conclude that fraction which have equal value are called equivalent fraction
Answer the all colour strips:

1.
2.
3.
4.
Group-Work
Use cut-outs of different shapes.

Ask the students to represent equivalent fraction using the shapes
Handout: 3-C
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Addition & subtraction of two or more fractions

 Addition & subtraction of two or more fractions when denominators are same
Example: Addition of fraction
Suppose that there are 19 students. Teacher will inquire how many of them come on a bike.
Suppose students come on bike are = 5
In Fraction = 5 / 19
Students come on a bicycle are= 10
In Fraction = 10/19
5 10 15
Total no. of Students who come on different vehicles are = + =
19 19 19
(Addition & subtraction of fraction when denominators are same)

Q1. Add the following fractions.
2 5 34 18 6 9
i) + =? ii). 15 + 15 =? iii) 5 + =?
4 4 7 7
Q2. Subtract the following fraction
3 5 6 8 34 30
i) 5 8
−2 =?
8 ii).1 9 − 9 =? iii) −
23 23 =?
Group-Work
Make groups of the students.

Ask them to write different fractions (with same denominators) in notebook.
Ask them to add these fractions.
Follow-Up

Ask them to write different fractions (with same denominators) in notebook.
Ask them to subtract these fractions.
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Handout: 3-D

 Add & Subtract Two or More Fractions When Denominators are different
Steps to solve fraction
There will be three steps to add and subtract the fractions when denominators are different
 Making the denominator same
 Adding or subtracting
 Simplifying
3 1
Example: Hira is using 3 m purple and m whit cloth to make her shirt. How much total cloth she
2 4
will use to make her shirt?
 First, we convert mixed fraction into improper fraction
3 9 3 1 1 9
Purple cloth = 3 2 m = 2 m (3 2 m = 3+1 2 m = 4 2 m = 2 m )
1
White cloth = m
4
9 1
Total cloth = +
2 4
9 ×2 1 ×1
= 2× 2 + 4 × 1 (Making the denominator same)
18 1
= 4 + 4
18+1
= 4 (Adding)
19
= 4 (Simplifying)
3
=4 4
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Handout: 3-E

 Multiplication of fraction
Simple steps of Multiplication of fraction
 Multiplying the numerators
 Multiply the denominators
 Reduce the resultant fraction to the form if necessary
Example 1
2 1
Solve ×
3 3
2× 1
= 3× 3 (multiply numerator by numerator & denominator by denominator)
2
=9 (no need of simplification)
Formative-Assessment

Ask them to write different fractions in notebook.
Ask them to multiply these fractions.
Real life problem
Make groups of students.

Ask each group to create a real life problem involving multiplication.
Then ask them to exchange their problems with other groups to solve.
Pictorial to Abstract
By looking at the given figures, find out the two fractions whose product is shown by the green
portion.
Explain your answer.
Also write the multiplication sentence for the given figures.
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Handout: 3-F

 Division of fraction
Example
2 1
Solve ÷
3 3
2 3
= 3×1 (Taking reciprocal of 2nd value)
2
=1 (Simplification)
(Division of fraction)
Q1. Divide the following fractions.
2 4 30 18 6 14
i). ÷
4 8 =? ii). 15 ÷
3 =? iii) 4 ÷
7 4 =?
16 5 6 3 4 30
v). 8
÷ 2 =?
8 vi). 9 ÷ 9 =? vii) ÷
28 2 =?
Group-Work

Give them flashcards of different fractions and whole numbers.
Ask them to divide these fractions by whole numbers.
Demonstrative Activity
Provide different ropes to the students whose lengths are in fractions.

Ask them to cut these ropes into 6 equal pieces and measure each piece.
Explain the method of division of fractions with the help of given examples.
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Handout: 3-G
Decimal
 Recognize Decimal number as an alternative of fraction
To convert a decimal into a fraction, place the decimal
number over its place value.e.g in 0.6, the sixth is on the
tenth place, so we place 6 over 10 to create the equivalent
fraction,6/10.
 Identify and recognize the place value of a
digit in decimal
Explanation:
The first digit after the decimal represents the tenth place. The next digit after the decimal
represents the hundredth place, the remaining digit continues to fill in the place value until there
is no digit left.
For Example:
 Convert fraction into decimal
 Convert decimal into fraction,
Group-Work
Divide the students in groups.

Ask them to write at least four decimals having 3 digits.
Then arrange them in an ascending and descending order.
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Group-Work
Give squared shape flashcards to students.

Ask them to divide each square into 10 equal parts.
Students will colour some parts and represent it in decimal.
Write fractions with denominator of 10, 100 and 1000 on the writing board
Convert into decimals.
Ask the students to explain the method of conversion.
Write some decimal fractions on the writing board.

Ask the students to convert decimal fraction into fraction.
Tell the method of conversion.
Group-Task
Make groups of students.

Ask them to write some decimal numbers in their notebook.
Then add.
Follow-Up
Teacher will write 3-digit decimal number (up to 2-decimal places) on the writing board. Students
will explain the method of subtraction.
Group-Work

Ask them to write one place decimal number and multiply 1-digit number.
Team-Work
Divide the students in groups.

Ask them to write at least four decimals having 3 digits and then arrange them in an ascending
and descending order.
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Handout: 3-H
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Handout 3-I
Convert decimals to mixed numbers
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Objectives Day 4

Introduction to Geometry
 Introduction of Geometrical Shapes,

 Concept of Point, Line, Line Segment and ray,
 Difference between Straight Line and Curved Line,
 Circle and its elements,
 Importance of Geometry and Angles,
 Differentiate between area & Perimeter,
Introduction to Information Handling
 Simple Bar Graph,

 Find and describe average of given quantities in data,
 Carrol Diagram,
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Handout: 4-A
 Introduction of Geometrical Shapes

 2-D Shapes (Basics)
Show some cut-outs of 2-D shapes to the participants and ask them to read the rhyme looking at
the shapes
 Concept of Point, Line, Line Segment and ray

 Definition of Point
In Geometry point in location represented by a dot. It does not have length, width, and height .It
only has position. We name it by Capital letter. i. e point A and point B
Examples of point
Sharpened end of pencil and pointed end of needle
 Definition of line
The collection of points that has straight path is called a line. It has no end point and having no
fixed length.
Examples
Its examples are railway track and straight roads
 Definition of line Segment
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It is the part of line having fixed end point that is starting point and ending points of line.
With the help of scale we can find its length.
Examples: Pencil , bat ,
 Definition of a Ray
It is the part of a line having one end point but no fixed length. In the shape given below Ray AB
has fixed end which is A.
Examples: Torch light and rays of sun
Give cards of different shapes to the students and ask them to identify symmetrical shapes.
Group-Work
 Give flashcards of different figures to the students.

 Ask them to sort out 2-D and 3-D figure from them.
 Ask the students to write their names as well and compare their properties.
Geometrical Task
 Ask the students to cut different shapes using a cardboard.

 Ask them to identify shapes with reflective symmetry and rotational symmetry.
Group-Task
 Divide the students into groups.

 Provide them papers in different colours.
 Ask them to cut these papers to make 3-dimensional solids and observe their nets.
Geometry Puzzle
Give the cut-outs of different types of triangles to the students.

Ask them to sort them with respect to their sides.
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Handout: 4-B
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Activity ( Individual Work )

Teacher will call any two students asked one student to stretch the string tightly by showing
straight line with his / her two hands. In this way he / she will show the straight line. After this
ask other student to pick the string loosely by showing its curved line as shown in the figure. Ask
the different participants to repeat this activity 2 or 3 times for more reinforcement.
Activity (Group Work )

Teacher will make four groups of the class and ask them to show straight and curved line by the
help of different objects. As shown in the figure where thread and matchsticks are used.
Handout 4-C
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 Circle and its Elements

All rounded bodies having no edge are called a circle. Examples are sun and moon.
Way to find the Center of circle
Drawing Crossed Lines
a. Draw a circle
b. Sketch two chords AB and CD
c. Draw lines AC and BD
d. Find the center
jhgjgjjhkhkh
 Identification of Radius and Diameter of Circle:

Diameter:
The diameter of a circle is any straight line segment that passes through the center of the
circle and whose endpoints lie on the circumference of circle.
The diameter is known as the longest chord of the circle. It is also

defined as twice the length of radius.
Radius
The line segment which join the center of a circle to any point on the circumference of the
circle. The half of the diameter is called radius
Handout: 4-D
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1. Draw a circle on the page with the help of compass

2. Fold the circle one time as shown in the picture
3. Fold it 2nd time according to picture
4. When we fold it first time it will show us the diameter of a circle.
5. The straight line which divides the circle into two equal halves is called the diameter of a
circle.
6. In the diagram the line segment AB shows the diameter of a circle.
7. When we fold the circle 2nd time. Then the straight line shows the radius of circle
8. In the diagram the line segment AC, CB, DC, CE are radius of circle
Handout: 4-E
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Do you know?
 The word angle is derived from the Latin word angulus, meaning “a corner”.
 In geometry, an angle is the figure formed by two rays, called the sides of the angle.
 Geometry is the branch of mathematics that deals with measurements, properties, and
relationships of points, lines, angles, surfaces, and solids.
 Acute, right, obtuse, straight and reflex angle are few of six types of
angles.
 An angle whose measures less than 900 is called acute angle.
 An angle whose measure is exactly 900is called right angle.
 An angle whose measure is greater than 900and less than

1800 is called obtuse angle.
 An angle whose measure is

exactly 1800is called straight
angle [] straight line]
 An angle whose measure is greater than 1800and

less than 3600 is called reflex angle.
Follow-Up
 Give students flashcards of different angles.

 Ask them to categorize them as right, acute and obtuse angles.
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Practical Geometry Group-Work
 Ask the students to draw a square and a rectangle.

 Measure all the angles by using protractor.
 Ask which of them right-angles are?
Observation-Activity
 Ask the students to find supplementary angles in the objects around them.
Group Activity:
Divide the class in groups and let them find answers
a) What is the angle between hours and minutes hands when it is 6 o`clock, 3 o`clock, 5
o`clock and 2 o`clock etc.
b) Alphabets ‘V’ has ……………………. Angle.
c) ‘L’ has …………. Angle.
Handout 4-F
Differentiate between area & Perimeter
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Area Perimeter
Area is the measure of amount of space Perimeter is the measure of amount of
inside the flat shape. space all around the flat shape.
Units of area are m2(squared meter) and Units of perimeter are m (meter) and cm
cm2(Squared centimeter) (centimeter).
The formula of area of square is = side x The formula of perimeter of square is = 4 x
side side
The formula of area of Rectangle is = The formula of perimeter of Rectangle is
Length x width =2 ( length+ Width)
Example: Area of a rectangular ground is Example: Perimeter of a rectangular ground
equal to the product of its length and is equal to sum of all its four boundaries. Ie
breadth 2 ( length+ breadth)
 Different Ways to find Area and Perimeter:
My Perimeter Person
Teacher can ask the students to draw themselves on graph paper, then figure out the area
and perimeter. So cute!
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Decorate your
classroom
Teacher will
ask the
students to
draw the
pattern and
past it in the
class as many
participants have trouble remembering the difference between area and perimeter. But if
they pass this display on their way out of the classroom each day, they will eventually get it!
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Handout: 4-G
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Game (Play ‘Conquer the Area’)
The trainer will divide the class into two groups. Give them graph paper and a pair of
dice, then play this classic game. Each group will roll the dice and draw the shape. At the end
both will add their areas. The group who has more value will win. That’s all about perimeter and
area.
Practical Geometry Group-Work
 Give a square grid paper to the students.

 Ask them to draw squares and rectangle different lengths on it
 Find their perimeter and area.
Differentiation Approach
 Ask the students to draw squares and rectangles of different measurement on the
notebook, use blue colour to show its perimeter.
 Use green colour to show its area.
Observation in Geometry
 Ask the students to look around.

 Identify square shaped objects.
 Find their perimeter by using the formula.
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Handout: 4-H
Simple Bar Graph
A Bar Graph (also called Bar Chart) is a graphical display of data using bars of
different heights.
1. A company sold fans during 5 years as given in the following horizontal

bar graph. Now read the graph and answer the questions.
(Scale: 1 small division represents the sale of 200 fans along x-axis)
 What is general information we get from the graph?

 Write the sale of fans in each year.
 What is the sale difference between the years 2006 and 2010?
 What is the average sale of 5 years?
 Which is the best year of sale?
 What is the ratio between the sale of 2006 and 2010?
Handout: 4-I
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Group Activity
Each group will solve the sum with in competitive time and will explain this.
Now, same as its, you are assigned same query to solve the average height of your group
Name of Participants Heights
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Pair Activity
Trainee will work in pair to solve the sums.
Group-Work
Divide the students into groups.

Ask them to measure the height of each of their group member.
Find their average height.
Also compare their average with the other groups.
Follow-Up
Ask the students to take a survey in the school.

For example the favorite subjects of the students, favorite food, favorite hobbies etc.
Ask them to organize this data using bar graph.
Group-Work
Record the information about the favorite hobby of your classmates in a table.
Then organize it with the help of horizontal bar graph.
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Group-Work
Draw graphs about favorite subjects, foods, hobbies of students and ask questions about
them
Handout: 4-J
Carrol Diagram:
It is a diagram in which different things are sorted according to two characteristics. Figures,
numbers and different things can be sorted out using Caroll Diagram
1. Caroll Diagram of shapes

In the below figure we have to arrange the shapes according to the given instruction that is less
than 4 sides and greater or equal to 4 sides. So we have to arrange the shapes according to
given instructions. As circle has no side and triangle has 3 sides. So we put it in 1 st column and
rectangle has 4 sides and pentagon has 5 sides .So we put it in the 2 nd column. So by placing the
correct shape in the given columns we have the diagram.
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2. Caroll Diagram of Numbers
In the above diagram we have to arrange the numbers (2, 23, 12, 50, 17, and 51) in the
instructed two columns i.e less than 20 and greater than 20.
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The further instructions are also given in two rows that are even and odd numbers.
Group Work
Trainer will make 4 groups of the class and help them to develop the worksheet related to carol
diagram. Trainer will facilitate and help them to generate a work sheet.
Objectives Day 5
Unitary Method
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 Calculate the value of many objects of the same kind when the value of one of these
objects is given
 Calculate the value of one objects of the same kind when the value of many of these
objects are given
 Calculate the value of many objects of the same kind when the value of some of
these object are given
Percentage
 Define Percentage and strategies for calculating percentage
Arithematic Operation on Decimal and Round Off
 Add and subtract 3 digit numbers up to 2 decimal places,

 Multiply a 2-digit number with one decimal place by a one digit number,
 Multiply a 2- Digit number up to 1 decimal place by 10,100,and 1000,
 Divide a 2-digit number with one decimal place by a 1- Digit number,
 Round of the whole number to the nearest 10,100 and 1000,
Handout 5-A
 Unitary Method
Calculate the value of many objects of the same kind when the value of one of these
objects is given
The price of 5 Kg vegetable is Rs 400. What is the price of 13 Kg vegetable?
Explanation: To find the price or value of more than one item, we multiply the price of one
item by the number of required items.
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Example: For a science experiment, the students were divided into 8 groups and each
group was given one magnifying glass. If the price of one magnifying glass is Rs 245, what is
the cost of 8 such glasses?
Method: We can find price of 8 magnifying glasses by multiplying price of one magnifying
with 8.
Calculate the value of one objects of the same kind when the value of many of these
objects are given
Explanation: To find the price or value of one item, we divide the price of many items by
the price of one item
Example: The cost of 20 chairs is Rs 7240. How we can find the cost of 1 such chair?
Method: We can find the price of 1 chair by dividing the total price by 20.
Calculate the value of many objects of the same kind when the value of some of these
objects is given
Explanation: By using unitary method, we can find out the value of one unit and further use
it to find the value of multiple units.
Example: Father bought 12 tube lights for the home which costs Rs 6900 altogether. What
will be the price of 7 such tube lights?
Method: Find the price of a tube light by division, and then multiply the price of a tube light
by 7 to find the price of 7 tube lights.
Handout 5-B
Group-Work-1:
 Hassan bought 5kg vegetables in Rs. 400.

 He wants to know the rate of 1 Kg vegetable.
 Help him to calculate.
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Group-Work-2:
 Ahmed purchased 20 chairs for Rupees 7240 for his newly opened school.
 Now he wants to purchase 1 chairs more.
 Help him to find the price of 1 chair.
Group-Work-3:
 Ali bought 12 lights for the home which cost rupees 6900 altogether.
 What will the price of 7 such tube lights?
Group-Work-4:
 There are 4900 markers in 50 boxes.

 How many markers will be there in 75 such boxes?
Group-Work-5:
 The price of 10 mobile phones is rupees 348290.

 What will the price of 29 mobile phones of the same model?
Group-Work-6:
 Aamir bought 3 computers for Rupees 838155.

 What will the cost of 52 such computers?
Group-Work-7:
 If the fare for 3. 4 km is rupees 1190.

 What will be the fare for 48 km?
Group-Work-8:
 19 pairs of shoes cost Rupees 23750.

 What will the price of 65 such pairs?
Group-Work-9:
 A train travel 6136 km in 52 hours.

 How much distance will it cover at the same speed in 45 hours?
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Handout 5-C
Define Percentage
Percentage is a special kind of fraction with 100 as a denominator. Symbolically it can be

written as %.
Strategies for calculating Percentage
1. Colored Grids
By the help of color grid it is very easy to for participants to understand the concept of
percentage
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 To start with, The teacher procures a worksheet in which a hundred grids are
ensured (10* 10 arrangement).
 Now, they color a certain number of grids before giving them to the student. The
student accounts for the number of grids to determine the percentage. For instance,
if 47 grids are colored, the pupil counts to find it as 47%.
2. The Percent Line
A number line can be employed to preach to students a sequence of numbers. Later, these
can be implied for preaching percent as well.
 To start with, the instructor draws a number line on a piece of paper with a blue
marker and then marks tens on it. This way, the number line will have 10, 20, 30, 40,
and so on till 100.
 Now the teacher takes a black marker and draws a line till a number says 60,
overlapping the blue line.
 Now, the kid needs to identify what percentage is depicted in this question. Since
the black line here extends from 0 to 60, the answer would be 60%.
3. Fractional Percent
Fractions and percentages are often linked, as a percent is nothing but a number with a denominator
of 100.
 To start with, the teacher proposes a bar of chocolate that has 10 pips in it. Now, the
instructor breaks the chocolate into two unequal pieces and gives one to the
student.
 The little one needs to count the total number of pips and the number of pips in the
piece provided, thereby finding the fraction.
 Now they need to convert the fraction into percentage . They use a number line or a
grid to make tasks easy. For instance, the teacher gives a piece of 4 pips in it; the
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fraction turns out to be 4/10, which implies the answer would be 40%.
Example
21
Convert the given fraction into percentage
50
For solving this we make the denominator 100.
21× 2 42
= = 42 %
50× 2 100
The trainer will explain that we can also convert the % into fraction
Example
31% students got good marks in their class test. How can you write the percentage into
fraction .
Students got good marks = 31 %
31
=
100
 Use hundred’s charts and color different number of squares.

 Find their percentage and explain how each square is representing 1%.
Out-Door Activity/Practical-Work
 Ask the students to visit the nearby market with their parents.
 Guide them about the percentage discount on various times.
 Then ask them to find the discounted price of those items.
Handout : 5-D
1. Convert fraction into percentage
7 16
 =_______________  = ________________
100 10
2 3
 = _______________  = ________________
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63 12
 =_______________  = ________________
100 10
MATHEMATICS PRIMARY
2.Convert percentage into fraction
 75%=__________________________________
 50%=__________________________________
 4% = __________________________________
 28%=__________________________________
 45%=__________________________________
 1% =__________________________________
Handout: 5-E
Add and subtract 3 digit numbers up to 2 decimal places

Arrange the decimals in perpendicular form then do process of addition and subtraction. After
this insert the decimal exact below the perpendicular line in the answer.
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43.23 52.76
+ 2.34 - 2.34
45.57 50.42
Add and subtract 3-digit numbers and 100.
Handout: 5-F
Divide a 2-digit number with one decimal place by a 1-digit number

 Convert the divisor into whole numbers
 Divide the traditional way
 Divide until there will be no reminder or quotient start repeating.
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Handout 5-G
 Round of the whole number to the nearest 10th,100 th and 1000th
Rule 1-
Determine what your rounding off is and looking at the digit is to the right of it. (Underlined
digit). if underlined digit is less than 5( 1, 2, 3, 4) then simply drop down it .
Let 4.5243 may be changed to 4.524 when round off to nearest 1000th.
4.5243 may be changed to 4.52 when round off to nearest 100th
Rule 2-
Determine what your rounding off is and looking at the digit is to the right of it. (Underlined
digit). If underlined digit is equal and greater than 5 (5, 6, 7, 8, 9,) then add 1 to round off digit
and simply drop all digits to the right of it. .
Let 4.5678 may be changed to 4.568 when round off to nearest 1000th.
Example:
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Handout: 5-H
Rounding up to 2 decimal places: -
75 | P a g e

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Introduction to Whole Numbers

 Introduction to whole numbers

Introduction to HCF and LCM

Participant Activity (Poem)

Concept of Zero in Whole Number

1-Place 5 baskets and 4 balls on the table

1-Hang a number wall chart (0 to 9) in the classroom.

 Forward Counting and Backward Counting

Class Demonstration Activity:

• Place Number Cards (0 to 9) on the table.

 Before, After and Between

 Concept of Ten “10”

• 10 is the first smallest 2-digit number

 Concept of Ten “10”

• Place pencils or ice-cream sticks on the table.

 Concept of Place Value (Tens and Ones)

• Place 25 beads and two glasses on the table.

 Place Value of Digits up to 3-Digits

What are the place values in a 3-digit number?

Decomposing a 3-digit number:

Illustration of Place Value of 3-Digit Numbers

 Place Value of Digits up to 3-Digits

 Place Value of Digits up to 5-Digits and 6-Digits

By Using the given five digits 7, 2, 3, 6 5:

• I am a 6-Digit Number. My tens place digit is 5.

One-to-One Correspondence gives us the concept of comparing objects, which is more

Steps for comparing numbers

To learn how to compare numbers, let us go through the steps below:

Compare 251 and 234

Which number is greater?

Hundred Tens Ones

• Make two 4-digits and three 5-digit numbers.

• Then compare these numbers and

• Place ten toys (with ordinal number tag) on the table.

 Highest Common Factor (H.C.F)

Step 1 - Represent the numbers in the prime factored form.

Methods of Calculating HCF

The factors of 16 are shown below.

2. Use the prime factorization

v. Hammad has 36 red pencils and 54 blue pencils. He wants to put

 Least Common Multiple (L.C.M)

Methods of Calculating LCM

There are three methods to calculate LCM

Multiples of the given numbers 12 and 15 are,

Prime factorization of 12 and 15 is

Hence, the LCM of 12 and 15 by prime factorization is 60.

Find the LCM of the following numbers:

iii. 10, 20 and 25

iv. 12, 15 and 24

vi. 64,32 and 16

 Measurement of Heights/Lengths (Basics Concepts),

Distance and Time

 Measurement of Distance (Conversion of units of Distance),

Long, Longer, Longest

• Paste a chart paper with 3 columns on the writing board.

 Measurement of Length (Kilometre, metre, centimetre)

 Distance between two points is called length.

Width of classroom door