Lesson Plans For Mathematics Teachers

DEMO – Lesson/Activity Plans For Mathematics Teachers 

Hello Teachers…! Welcome to the mathematics teacher corner of our blog onlinepsa.in. This space is specifically created for teachers who are looking for teaching materials, contents and resources. Below you will find some demo lesson plan for secondary Mathematics classes .i.e. for grade 6 to 10th. These are basically sample lesson plan for a particular day, so, you might not call it as a lesson plan but as an activity plan or micro teaching plan for a duration of 40 minutes. These sample/demo lesson plan might help you with your daily teaching, you can use this lesson plan format and modify it to your suitability and teaching methodology.  

 

CLASS Xth                                     PERIOD-     2nd  & 5th                                         SUBJECT-    MATHEMATICS                           CHAPTER- 08: TRIGONOMETRY

TOPIC-   Trigonometric Ratios of some specific angles                     SUB-TOPICs Ratio for Sinө, where ө=0°,30°,45°,60° & 90°

GENERAL OBJECTIVE

SPECIFIC  OBJECTIVE

TEACHER ( SEQUENTIAL LEARNING ACTIVITIES)

STUDENT EXPECTED RESPONSE

After the completion of this lesson student would be able to

  • Write the other trigonometric ratios of these angles
  • Use  these specific trigonometric ratios value for solving the problems

After the completion of this lesson student would be able

  • to form table for other trigonometric ratios of these angles.

 

  • Teacher initiates the class by asking simple MLL questions related to “right angle, relationship between sides and angle and their nameso as to assess the prior knowledge of students. And summarizes it once again.
  • Teacher declares that today they will try to understand the concept of finding of  Trigonometric Ratios of some specific angles
  • Teacher shows  Sin0°, Sin30°, Sin45°, Sin60° &  Sin90°
  • Forms table for Sin and other trigonometric ratios
  • Teacher shows how make table and how to write  the trigonometric ratios of 0°,30°,45°,60° & 90° angles.

 

  • Student recalls the idea of concept taught in previous classes
  • Student gets excitedly attentive for the prove of Sin0°, Sin30°, Sin45°, Sin60° &  Sin90°
  • Student observes carefully and tries to interpret it.
  • Student carefully observes and understands how the ratios of  Sin 0°,30°,45°,60° & 90° depends on length of Perpendicular and hypotenuse of right angle triangle.
  • Student understands the way to identify  Perpendicular, hypotenuse and base for given angle

PRE-REQUISITE KNOWLEDGE:

 

  • Students are expected to have the knowledge of right angle, right angled triangle, perpendicular, hypotenuse, base, name of trigonometric ratios and relationship between sides and angle.

RECAPITULATION STRATEGY

As the recapitulation strategy teacher can ask students to draw right angled triangle and write the trigonometric ratios for given angle.

Black-Board Work:

 

Drawing of right angled triangle

Showing  perpendicular, hypotenuse, base for given angle

Finding the ratios for  Sin0°, Sin30°, Sin45°, Sin60° &  Sin90° and other trigonometric ratios

Class ques.  

ACTIVITY PLANNED

MLL QUESTIONS (MINIMUM LEVEL OF LEARNING)

H.O.T.S QUESTIONS (HIGHER ORDER THINKING SKILL)

 

  • To show  for  Sin= 0, Sin30°=1/2, Sin45°=1/, Sin60°= /2 &  Sin90°=1

 

  • Simplifying (operations)  the trigonometric ratios of   0°,30°,45°,60° & 90°
  • 2 tan2 45° + cos2 30° – sin2 60°

 

 

 

  1. Finding the sides of right angle triangle of given angle?
  2. Find of height of tower by using of it

TEACHING AIDS USED

CO-RELATION WITH OTHER SUB./PRACTICAL APPLICATION

HOME ASSIGNMENT

 

 

  • Chart Showing the table of trigonometric ratios of 0°,30°,45°,60° & 90°

 

 

  • Physics

 

Ex 8.2  Page No – 187

Question No- 1 &  2

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CLASS- 7 th A & B                                     PERIOD-                                      SUBJECT-    MATHEMATICS                            CHAPTER- Rational Numbers

TOPIC– Rational Numbers                             SUB-TOPICsRational numbers between two rational numbers and Exemplar Problem Solving

GENERAL OBJECTIVE

SPECIFIC  OBJECTIVE

TEACHER ( SEQUENTIAL LEARNING ACTIVITIES)

STUDENT EXPECTED RESPONSE

After the completion of this lesson student would be able to

  • Use the concept to solve the problems
  • Apply the knowledge in day to day life problem solving scenarios.

After the completion of this lesson student would be able

  • To find rational numbers between any two given rational numbers.

 

  • Teacher initiates the class by asking simple MLL questions based on concept taught on previous day. And then summarizes the concept quickly.

 

  • Teacher asks how many rational numbers can lie in between any two rational numbers?

 

  • Teacher categorizes the question into three types and explains individually. With every type being discussed teacher gives a question related to that, applying synthesis method of teaching.

 

 

  • Student recalls and responds to the question being asked.

 

 

  • Thinks critically and responds.

 

 

  • Student observes carefully and applies the concept to solve the problem.

 

 

 

 

PRE-REQUISITE KNOWLEDGE:

  • Students are expected to know the previously taught concept of rational numbers and their standard form.

RECAPITULATION STRATEGY

 

As the recapitulation strategy teacher can ask few quick oral based questions to track down their pre-requisite knowledge (concept taught in previous day).

 

 

Black-Board Work:

 

Individual participation especially of low-achievers would be encouraged to solve the problem on the board.

ACTIVITY PLANNED

MLL QUESTIONS (MINIMUM LEVEL OF LEARNING)

H.O.T.S QUESTIONS (HIGHER ORDER THINKING SKILL)

TYPE 1 Write five rational numbers between 1 and 2.

Type 2 – write six rational numbers between 4/5 and 6/5.

Type 3 – write ten rational numbers between ¾ and 4/3.

#1.What are rational numbers?

#2. What is the general form of a rational number?

#3. How many rational numbers can lie in between any two rational numbers?

#4. Can we write whole numbers in the form of rational number? Give example.

  1. Why “q” should not be equal to 0 in rational numbers?
  2. What are irrational numbers?

 

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HOME ASSIGNMENT

 

 

  • Chart/ BB cloth showing homework and summarization.

 

  • Physics
  • Computers
  • Art
  • English
  • Daily life scenarios  

1. List five rational numbers between:

(i) –1 and 0

(ii) –2 and –1

(iii) -4/5 and -2/3

(iv) -1/2 and 2/3

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CLASS- 6 B                                     PERIOD-                                      SUBJECT-    MATHEMATICS                            CHAPTER- Decimals

TOPICIntroduction  to decimal                          SUB-TOPICsIntro, place values and decimal number representation on number line

GENERAL OBJECTIVE

SPECIFIC  OBJECTIVE

TEACHER ( SEQUENTIAL LEARNING ACTIVITIES)

STUDENT EXPECTED RESPONSE

After the completion of this lesson student would be able to

  • Understand the utility of decimal numbers.
  • Apply the knowledge in day to day life problem solving scenarios.

After the completion of this lesson student would be able

  • To understand the meaning and utility of decimal numbers.
  • To write the place value of decimal numbers.
  • To represent decimal numbers on a number line.

 

  • Teacher initiates the class by asking simple MLL questions based on finding fractions.

 

  • Using the concept of fractions teacher introduces/declares the topic of decimal numbers.

 

  • Taking an example of decimal number teacher asks the name of the place value for each digit before the dot(decimal).

 

  • Now, teacher explains the place values which would be used after the dot (decimal).
  • After place value concept teachers shows the way to represent the decimal numbers in a number line.

 

  • Student recalls the concept of fraction and responds to the question being asked.
  • Student follows the link established.

 

 

  • Recalls the place value concept and responds.

 

 

  • Student observes carefully and understands as well as responds.

 

  • Using their ruler students draw number line on their notebook and represent decimal numbers on it.

 

 

 

PRE-REQUISITE KNOWLEDGE:

  • Students are expected to know the previously taught concept of fractions and place values.

RECAPITULATION STRATEGY

 

As the recapitulation strategy teacher can ask few quick oral based questions to track down their pre-requisite knowledge (concept of fraction).

 

 

Black-Board Work:

 

Individual participation especially of low-achievers would be encouraged to come over the black board to write place value or to draw a number line and representing the decimal numbers over it.

ACTIVITY PLANNED

MLL QUESTIONS (MINIMUM LEVEL OF LEARNING)

H.O.T.S QUESTIONS (HIGHER ORDER THINKING SKILL)

1. To understand the parts of one whole (i.e. a unit) we represent a unit by a block. One block divided into 10 equal parts means each part is

1/10 (one-tenth) of a unit. It can be written as 0.1 in decimal notation. The dot represents the decimal point and it comes between the units place and the tenths place.

2. Every fraction with denominator 10 can be written in decimal notation and vice-versa.

3. One block divided into 100 equal parts means each part is ( 1 /100) (one-hundredth) of a unit. It can be written as 0.01 in decimal notation.

4. Every fraction with denominator 100 can be written in decimal notation and vice-versa.

5. In the place value table, as we go from left to the right, the multiplying factor becomes 1/10 of the previous factor. The place value table can be further extended from hundredths to 1/10 of hundredths i.e. thousandths (1/1000), which is written as 0.001 in decimal notation.

6. All decimals can also be represented on a number line.

  1. Write the lengths of Ravi’s and Raju’s pencils in ‘cm’ using decimals.
  2. Write the following numbers in the place value table : (a) 20.5

(b) 4.2

3.     Write each of the following as decimals :

(a) Seven-tenths

(b) Two tens and nine-tenths

(c) Fourteen point six

(d) One hundred and two ones

(e) Six hundred point eight

1. Represent decimal numbers 0.25, 0.5, 0.75, 0.68 etc on a 10×10 grid by shading.

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HOME ASSIGNMENT

 

 

  • 10 X 10 Coloured square /grid paper.

 

  • Physics
  • Computers
  • Art
  • English
  • Daily life scenarios  

1. Write the following decimals in the place value table.

(a) 19.4 (b) 0.3 (c) 10.6 (d) 205.9

 

2. Show the following numbers on the number line.

(a) 0.2 (b) 1.9 (c) 1.1 (d) 2.5

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CLASS 9th                                 PERIOD-                                      SUBJECT-    MATHEMATICS                          CHAPTER- Areas of parallelogram And Triangle

TOPIC  Parallelogram between the same base and between the same parallel                    

SUB-TOPICs  Theorem 9.1 and Exemplar Problem Solving

GENERAL OBJECTIVE

SPECIFIC  OBJECTIVE

TEACHER ( SEQUENTIAL LEARNING ACTIVITIES)

STUDENT EXPECTED RESPONSE

After the completion of this lesson student would be able to

  • Use the concept to establish a relationship between the areas of parallelograms sharing same base and lying between same parallel.
  • Apply the knowledge in day to day life problem solving scenarios.

After the completion of this lesson student would be able to

  • Establish a relationship between areas of two parallelogram sharing same base and lying between same parallel, and also of a triangle and a parallelogram sharing same base and between same parallel.
  • Teacher initiates the class by asking simple MLL questions in order to let the student recapitulate the concept taught in previous class. And summarizes it once again.
  • Teacher declares that today they will be establishing a relationship between areas of two parallelogram which are sharing same base and lying between the same parallel.
  • While establishing the relationship teachers calls the student to apply the concept of congruence in the given scenario.
  • Teacher declares the relationship and now using that ask the student to establish the relationship between area of a parallelogram and triangle sharing the same base and between the same parallel.

 

  • Student recalls and responds to the question being asked.

 

  • Student gets excitedly and follows the given instructions.

 

 

  • Student observes carefully and applies the concept of congruence of triangles to come to the result.

 

  • Student carefully observes the result and applies critical thinking to find the relationship between triangle and that of a parallelogram volume.

 

PRE-REQUISITE KNOWLEDGE:

  • Students are expected to know the figures sharing same base and between same parallel
  • Students are expected to know the formula to find the area of parallelogram and triangles.

RECAPITULATION STRATEGY

As the recapitulation strategy teacher can ask students to tell formulas of parallelogram and to draw a pair of parallelograms sharing the same base and between same parallel.

Black-Board Work:

 

Individual participation especially of low-achievers would be encouraged to write done the formula on the blackboard, to draw figures sharing same base and between the same parallel and to show the congruence of triangles in the given concept.

ACTIVITY PLANNED

MLL QUESTIONS (MINIMUM LEVEL OF LEARNING)

H.O.T.S QUESTIONS (HIGHER ORDER THINKING SKILL)

Draw a parallelogram ABCD on a thick sheet of paper or on a cardboard sheet. Now, draw a line-segment DE as shown in Fig. 9.10.

Next, cut a triangle A′ D′ E′ congruent to

triangle ADE on a separate sheet with the help

of a tracing paper and place triangle A′D′E′ in such

a way that A′D′ coincides with BC as shown

in Fig 9.11.Note that there are two

parallelograms ABCD and EE′CD on the same

base DC and between the same parallels AE′

and DC. What can you say about their areas?

  1. What is a parallelogram?
  2. What is the formula to find the area of a parallelogram?
  3. What is the formula to find the area of a triangle?
  4. Draw some figures of polygons sharing same base and lying between the same parallel.

 

  1. Establish the relationship between areas of triangles sharing the same base and lying between the same parallel.

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CO-RELATION WITH OTHER SUB./PRACTICAL APPLICATION

HOME ASSIGNMENT

 

 

  • Chart/Model showing figures sharing the same base and lying between the same parallel.

 

 

  • Physics
  • Computers
  • Art
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  • Daily life scenarios

Example 1 : In Fig. 9.13, ABCD is a parallelogram

and EFCD is a rectangle.

Also, AL DC. Prove that

(i) ar (ABCD) = ar (EFCD)

  • (ii) ar (ABCD) = DC × AL

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CLASS-  X th                                     PERIOD     1st & 3rd                                    SUBJECT    MATHEMATICS                     CHAPTER Statistics

TOPIC   Median of Grouped Data                     SUB-TOPICs  cumulative frequency distribution of the less than and more than type, median class

GENERAL OBJECTIVE

SPECIFIC  OBJECTIVE

TEACHER ( SEQUENTIAL LEARNING ACTIVITIES)

STUDENT EXPECTED RESPONSE

After the completion of this lesson student would be able to

Use the concept to find the central tendency of grouped data using the concept of median.

Apply the knowledge in day to day life problem solving scenarios.

After the completion of this lesson student would be able

to form cumulative frequency distribution table of both less than and more than type.

To define median class using it to find the median of grouped data.

Teacher initiates the class by asking simple MLL questions related to “median of ungrouped data” so as to assess the prior knowledge of students. And summarizes it once again.

Teacher declares that today they will try to understand the concept of finding median of previous year mathematics result of class Xth as the grouped data.

Teacher shows the result analysis of previous year Class Xth Mathematics and interprets its information.

Forms cumulative frequency distribution table of both less than and more than type from the given data.

Teacher shows how to define the median class as the class whose cumulative frequency is greater than (and nearest to) n/2. And using it in the formula how to calculate the median.

Student recalls the idea of concept taught in class IX and responds.

Student gets excitedly attentive for the previous year performance data of class Xth students. 

Student observes carefully and tries to interpret it.

Student carefully observes and understands both the less than and more than table.

Student understands the way to identify the median class, and the elements given in the formula to find the median.

PRE-REQUISITE KNOWLEDGE:

 

Students are expected to have the knowledge of finding median of  ungrouped data.(Class IX)

RECAPITULATION STRATEGY

 

 

As the recapitulation strategy teacher can ask students to find median of ungrouped data so as to access the pre-requisite knowledge of the student.

40-50

17

50-60

18

60-70

10

70-80

9

80-90

8

90-100

18

Black-Board Work:

 

Previous year class Xth maths result analysis.

ACTIVITY PLANNED

MLL QUESTIONS (MINIMUM LEVEL OF LEARNING)

H.O.T.S QUESTIONS (HIGHER ORDER THINKING SKILL)

 

To analyze previous year performance of class Xth students and finding median as the central tendency of that data.

Comparing the value of median and mean of the given data.

 

How to find median of ungrouped data: 7,3,6,4,2,1,4,3,6,3,2,1,8,9,4,4

What are these abbreviations stand for?

l =

n =

cf =

f =

h =

Why there might be some difference in the value mean and median?

What interpretation can we retrieve from the value of median of the data?

What advantage does median have over finding mean?

TEACHING AIDS USED

CO-RELATION WITH OTHER SUB./PRACTICAL APPLICATION

HOME ASSIGNMENT

 

 Chart Showing the formula to find median of the given data.

Chart showing previous year result analysis of class 10th students.

 Physics

Chemistry

Data analysis and interpretation

English

 

CBSE Class 10 NCERT Text-Book

Ex 14.3 Page No – 287

Question No- 3 &  4

Presented By-

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CLASS 9th                            PERIOD  5th  & 7th                      SUBJECT    MATHEMATICS                    CHAPTER Surface Areas & Volumes

TOPIC-  CHAPTER REVISION                     SUB-TOPICs  Discussing Most Important Questions from examination Point of View.

GENERAL OBJECTIVE

SPECIFIC  OBJECTIVE

TEACHER ( SEQUENTIAL LEARNING ACTIVITIES)

STUDENT EXPECTED RESPONSE

After the completion of this lesson student would be able to

Use the concept to find the surface areas and volumes of solids shapes.

Apply the knowledge in day to day life problem solving scenarios.

After the completion of this lesson student would be able

Tell the formulas of total surface area, lateral/curved surface areas and volumes of solid shapes.

Apply the concept to Solve problems based on surface areas and volumes of cube, cuboid, cylinder, cone, sphere and hemisphere.

Teacher initiates the class by asking simple MLL questions based on simple formulas of solid shapes studied” so as to assess the prior knowledge of students. And summarizes it once again.

Teacher declares that today they will be discussing few very important questions from examination point of view.

Teacher explains a question related to triangle and its shape forms when one side is to be rotated, using a model. Then, asks to find the volume of the solid shape formed.

Twists the question by changing its side of rotation. And then ask to find the volume of the shape formed. Tells them to compare.

Corelating topic with physics Teacher explains another question related to density and mass of sphere.

 Student recalls and responds to the question being asked.

 

Student gets excitedly and gets ready for the important questions to answer them.

 

 Student observes carefully and applies the concept to solve the problem.

Student carefully observes the other way and thinks critically about the changing of side of rotation and change of its volume.

Corelates the topic with physics concept of mass, volume density and responds to it.

PRE-REQUISITE KNOWLEDGE:

Students are expected to have the idea of formulas of total surface area, lateral/curved surface areas and volumes of solid shapes.

RECAPITULATION STRATEGY

 

 

As the recapitulation strategy teacher can ask students to tell formulas of total surface area, lateral/curved surface areas and volumes of solids shapes to access the pre-requisite knowledge of the student.

Black-Board Work:

 

Under achiever students would be called to write the formulas in the blackboard.

They will be motivated to solve the problems in the blackboard.

ACTIVITY PLANNED

MLL QUESTIONS (MINIMUM LEVEL OF LEARNING)

H.O.T.S QUESTIONS (HIGHER ORDER THINKING SKILL)

A right triangle ABC with sides 5 cm, 12 cm and 13 cm is revolved about the side 12 cm. Find the volume of the solid so obtained. 8. If the triangle ABC in the Question above is revolved about the side 5 cm, then find the volume of the solid so obtained. Find also the ratio of the volumes of the two solids.

A shot-putt is a metallic sphere of radius 4.9 cm. If the density of the metal is 7.8 g per cm3 , find the mass of the shot-putt.

The Surface area of a sphere of radius 5cm is five times the area of the curved surface of a cone of radius 4cm. Find the volume of the cone. (take pi= 22/7)

1. Surface area of a cuboid =

2. Surface area of a cube =

3. Curved surface area of a cylinder =

4. Total surface area of a cylinder =

5. Curved surface area of a cone =

6. Total surface area of a right circular cone

7. Surface area of a sphere of radius r =

8. Curved surface area of a hemisphere =

9. Total surface area of a hemisphere =

10. Volume of a cuboid =

11. Volume of a cube =

12. Volume of a cylinder =

13. Volume of a cone =

14. Volume of a sphere of radius r =

15. Volume of a hemisphere =

The diameter of a sphere is decreased by 25%. By what per cent does its curved surface area decrease?

 

TEACHING AIDS USED

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HOME ASSIGNMENT

 

 

Chart/Models/PPT Showing the formulas of total surface area, lateral/curved surface areas and volumes of solids shapes.

 

 

Physics

Chemistry

Art

English

Daily life scenarios

Revise and Practice for next day class test on surface area and volumes.

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CLASSVIII                        PERIOD                                         SUBJECT    MATHEMATICS                    CHAPTER MENSURATION

TOPIC   Area of General Quadrilateral

GENERAL OBJECTIVE

SPECIFIC  OBJECTIVE

TEACHER

STUDENT EXPECTED RESPONSE

After the completion of this lesson student would be able

To understand what is meant by Triangulation.

To find area of a quadrilateral whose diagonals and lengths of the perpendiculars on it is provided.
 

After the completion of this lesson student would be able to

Understand the concept used to find the area of a general quadrilateral.

 

Using the concept to solve the problems related to finding areas of different quadrilaterals.

Teacher initiates the class by asking simple questions related to area and perimeter so as to assess the prior knowledge of students.

Teacher declares that today they will  understand  how to find the area of general quadrilateral.


SEQUENTIAL LEARNING ACTIVITIES

Teacher  asks students whether a quadrilateral can be divided into triangles. If yes how?

Teacher asks students whether anyone knows what this process is known i.e to divide a quadrilateral into two triangles by drawing a diagonal.

It is known as Triangulation.

As we know area of a triangle= ½ x base x height .this will be used to find the area of the two triangles and then add the both values. 

SUMMARISATION

Triangulation is process of dividing a quadrilateral into two triangles by drawing a diagonal.

Area of a quadrilateral= ½ x diagonal length x sum of perpendiculars drawn on it.

Students recollect the idea of concept taught and responds.

 

Students get excited for the same.

 

Students carefully listen to it  and answer yes.

 Student answered by drawing a diagonal in a quadrilateral.

Students may or may not answer.

.

 

BLACKBOARD WORK

 

ABCD is quadrilateral in which BD  is a diagonal.Let AL= and CM= are two perpendiculars on the diagonal BD.

Area of quad. ABCD = ar(ABD)+ar(∆BCD)

=(1/2xBDX)+(1/2xBDX)

=1/2xBDX( sq units.

 

 

 

 

PRE-REQUISITE KNOWLEDGE/ RECAPITULATION STRATEGY

Pre-requisite knowledge: Familiarity with area , area of a triangle.

 

As the recapitulation strategy teacher can conduct short slip test/instant oral test before initiating the lesson so as to access the pre-requisite knowledge of the student.

                   EVALUATION

          HOME ASSIGNMENT

 

Find the area of quadrilateral one of whose diagonals is 40 cm and the lengths of the perpendiculars drawn from opposite vertices on the diagonal are 16 cm and 12 cm.

Find the area of the following figure.

C:\Users\C.ghosh\Desktop\20150109_220555.jpg

 

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Subject Teacher- OnlinePSA.in

Signature of Vice Principal

 

 

BB CLOTH

SKETCH PEN

 

Day to day applications

 

 

 

 

CLASSVIth PERIODSUBJECTMATHEMATICSCHAPTER DECIMALS

TOPICCOMPARING DECIMALS

GENERAL OBJECTIVE

SPECIFICOBJECTIVE

TEACHER

STUDENT EXPECTED RESPONSE

After the completion of this lesson student would be able

Compare decimals using greater than and lessthan notation

To develop his problem solving skills required in day to day situations.

After the completion of this lesson student would be able to

Understand the concept used to compare decimals

Understand the concept that will also help in addition and subtraction of decimals.

Using the concept to solve the problems related to comparing decimals .

Teacher initiates the class by asking simple questions related to “idecimals” so as to assess the prior knowledge of students.

Teacher declares that today they willunderstandhow to compare decimals.

SEQUENTIAL LEARNING ACTIVITIES

Teacher takes the two 10×10 grid .

Teacher asks any student to count 10 squares out of 100 and shade it.

Teacher asks other student to count 7 squares out of 100 and shade it.

0.07=and0.1=

Teacher asks students to compare 32.55 and 32.5.In this case ,we first compare the whole part .We see that whole parts are equal .next we compare the tenth part, that is also equal, now compare the hundredth part,we observe,

32.55=

32.5=

So,32.55>32.5

SUMMARISATION

For comparing decimals ,first it should be converted to like decimals.

Second,we compare the whole part .

If the whole parts are equal ,we compare the tenths digits.

If the tenths digit are also equal,we compare the hundredths digits…

Students recollect the idea of concept taught and responds.

Students get excited for the same.

Students carefully listen to it .

One student volunteer comes and do as instructed.

Students carefully observe.

Student actively participates and responds.

Students observe the activity and answer the questions asked.

BLACKBOARD WORK

The decimal with the greater whole part is greater.

67.2>56.11

As 7-tenths >five-tenths

24.7>24.58

PRE-REQUISITE KNOWLEDGE and  RECAPITULATION STRATEGY

Pre-requisite knowledge: Familiarity with decimal,decimal point,tenths place,hundredths place.

As the recapitulation strategy teacher can conduct short slip test/instant oral test before initiating the lesson so as to access the pre-requisite knowledge of the student.

EVALUATION

HOME ASSIGNMENT

Comparethe following decimals:

14.32 and 14.23

7.608 and 7.68

3.85 and 3.805

2.9 and 0.5

Q1. Fill up using >,< :

8.34 ____ 8.43

12.06____ 12.006

0.97_____ 1.07

0.6____6.6

Q2.Arrange the following decimals in ascending order:

a)5.8, 7.2, 5.69, 7.14

b)3.3, 3.303, 3.033,0.33

TEACHING AIDS USED

CO-RELATION WITH OTHER SUB./PRACTICAL APPLICATION

Subject Teacher- OnlinePSA.in

Signature of Vice Principal

BB CLOTH

10×10 GRID

SKETCH PEN

Science

Day to day applications