SESSION 1

TOPIC Angles
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
Students` Learning Outcomes
 Recall an angle and recognize acute, right, obtuse, straight and reflex
angles.
Information for Teachers
 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.
 Acute, right, obtuse, straight and reflex angle are few of six types of
angles.
 An angle whose measures less than 90 is called acute angle.
0

 An angle whose measure is exactly 90 is called right angle.

0

 An angle whose measure is greater than 90 and less than 180 is

0 0

called obtuse angle.

  An angle whose measure is exactly 180 is called straight angle []
0

straight line]

 An angle whose measure is greater than 180 and less than 360 is
0 0

called reflex angle.

Material / Resources
Writing board, chalk / marker, duster, geometry box, textbook
Introduction
 Take out your geometry box along and ask what is it?
 What is a geometry box?
 What is geometry?

 Why is geometry important?

  Ask students to think about why geometry is important in the “real
world”. Write down any ideas that surface in the discussion; make
sure that students are talking on the topics of art, architecture and
engineering.

Development
Activity 1
 Provide one paper per student [try to get a better quality paper if
possible]
 Ask students to fold it from middle and draw a line between.
 Label one column as KEY-WORD and other as I-KNOW.
 Draw horizontal lines so that they can write later.
 On outer side of the folded paper write ‘My Geometry Dictionary’
and your name.
 Show your personal geometry dictionary to the students and
encourage them while writing new word after learning.
 Every word that students put in their dictionary will also be written
on the board.
 Draw few figures, on the board, taken from Grade 4 lessons, ask
students to discuss amongst each other and collect each group`s
feedback verbally and produce the correct concept on board. For
example;
o Alphabets ‘V’ has …………………….angle whereas ‘L’ has …………. Angle.
o Can you draw 120 degree angle by using protractor?
o 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.
 Divide the class in groups and let them find answers, this will help
recall taught concepts.
Sum up / Conclusion
 Windup today`s lecture by repeating key points learned today.
 Acute, right, obtuse, straight and reflex are the types of angle.
 An angle is the figure formed by two sides.
 Angle less than 90 is called acute angle.
0

 An angle of 90 is called right angle.

0

 Greater than 90 and less than 180 angle are called

0 0

obtuse angle.
 Angle of exactly 180 is called straight angle.
0

 Angle greater than 180 and less than 360 is called

0 0
 reflex angle.

Assessment
 Assign following question to the students to assess them.
 Draw the following table on the board and call students one by one
and ask them to link the name of the angle with its properties.

Follow up
 Assign homework to further strengthen their concepts regarding
angles, e.g.
 o Ask the students to observe your home and point out different
items at which you think form one of the angle that you read in the
class.
 o Give them hint like, corner of TV that forms
right angle (90 ) 0
 SESSION 2
TOPIC circles
TIME 45 MINUTES
LESSON AIM  Students will be able demonstrate their understanding of shapes
in terms of vegetables and fruits.

LESSON PLAN
Lesson Planning of PARTS OF CIRCLE

Students` Learning Outcomes

 Identify Center, radius, diameter and circumference of a circle.
 Draw a circle of given radius using compass and straightedge / ruler
Information for Teachers
  Circle: A circle is the set of all points equidistant from a central point.

Arc: a curved line that is part of the circumference of a circle.

Chord: a line segment inside a circle which joins two points of the circle with each
other. (Which may not pass though center of circle?)
Circumference: the total distance around the circle.
Diameter: the line segment which joins the two points of circle by passing through the
center of circle.
Center of circle:the point from where all the points of circle are at equal distance.

Pi (π): A number, 3.14152… that equal to the circumference / diameter of

any
circle.

Radius: distance from center of circle to any point on it.

Tangent of Circle: a line perpendicular to the radius that touches only
one
point on the circle.
Material / Resources
Writing board, chalk/marker, duster, Geometry box, pencil, rubber, paper,

textbook, circular card pieces

Introduction
 Ask students the names of circular shape from daily life.
(Cycle wheel, ring, and bangle)
 Tell them, in a cycle wheel where all wires meet called hub
(center point) and the length of wires represents radius of the
wheel (circle)
 The strip revolves around the wheel represents circumference of
wheel.

 Roll out thread around the circular card and ask students to
measure its length through scale.
 The measured length will be the circumference.
Development
Activity 1
Tell the students that today we discuss circle, how to draw circle and how to find
its radius.
Ask them if any of the students knows how to draw a circle by using compass?
Let them think and respond.
If no one answered tell them “how to draw a circle by drawing it on the board”.
Ask students to give more examples of a circle.
Ask them if any one of them can see the sun or moon? (Ask them, what is the
shape of both sun and moon?)
Give time to think and respond.
Pair Work:
 Split class in to pairs.
 Allocate time of 15 minutes.
 By drawing different figures ask them to identify the shape of a
 circle and how we find radius of a circle.

 See how many students know to draw circle from a compass.

 Tell them if they find any difficulty in it.
 By drawing these shapes ask them what shape is of circle?
 And did we find radius in it?
 See if anyone can point out?
 Call students from each pair to come and identify the shape of a
circle center point and radius of a circle.
 Assign questions for individual work.
 Hence today we learnt about drawing circle.
 Appreciate the correct work.
 Correct them where they are wrong.

Activity 2
 Split class in to groups of four members in each.
 Give each group different sizes of circular cardboard.
 Allocate time 15 minutes.
 Ask the students to identify the radius and circumference of this
circle.
 Tell them: put the compass on the center and open up to the end
 point of circle. Measure the open compass through ruler.
Now We get radius

Sum up / Conclusion
 Radius, diameter and circumference only related to circle.
 Circumference is the total length of the circle.
 Tell them that diameter is twice of radius.
Assessment
 What is the relation between radius and diameter?
 Draw the following circles on board and ask:

1. What is AB?
2. What is KM?
3. What is point A?
 Teacher involves students to solve exercise given at the chapter of textbook.
Follow up
 Ask students to draw circles on their worksheets.
 Ask them to identify the objects of circle at their home.
 Ask them to draw circles of different sizes with the help of pebbles and
chalks on
the board and soil.

SESSION 3
TOPIC vertices
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
Lesson Plan of Geometry (Two, Three – Dimensional
Figures)
 Subject Mathematics
Grade II

Students` Learning Outcomes

 Identify the figures like square, rectangle, triangle, circle, semi-circle
and quarter circle.
 Identify vertices and sides of a triangle, rectangle and square.
Information for Teachers
 Students already have a good idea of different basic shapes.
 Circle and oval shapes have no corners.
 Square and rectangle have four corners and four sides.
 Triangle has three corners and three sides.
 A vertex is the corner or intersection of any shape. The plural is
vertices.
 The competency here is to develop mathematical vocabulary e.g.
corners, vertices, sides, semicircle, circle, quarter circle,
  While teaching the lesson, the teacher should also consult textbook at
all steps wherein and whenever it is applicable.
Material / Resources
Writing board, chalk/marker, duster, glass, card sheet, scissors, 2 D shapes
(triangle, rectangle, and square)
Introduction
 Ask the following questions from students to generate whole class
discussion.
 What is the shape of the black board of your classroom?
 Identify the corners in this board.
 How many sides does this board have?
 Show them one note book, ask about its shape, corner and the number
of sides it has.
 Repeat the same with different objects of different shapes.
Activity 1
 Demonstrate to the students how they can get a circle, semicircle, and quarter circle
by using a card sheet.
 Take a piece of paper and draw a circle with the help of a glass.
 Cut this circle with the help of scissors.
  Show and tell them that this is called circle.
 Ask one of the students to fold this circle into two halves. Now open the circle and
cut it into two equal parts along the folding line.
 You may refer back to the concept of fractions at this point.
 You may also remind them that each circle is ½ or half of the original circle.
 Show and tell them that each part is called a semi-circle.

 Ask two of the students to take a semi-circle and fold it into two halves. Cut this
semi-circle into two equal parts along the folding line.
 Show and tell them that each part is known as a quarter circle.

 You may remind them of fractions at this point.

 Remind them that in fraction terms a quarter is written as ¼
 Sum up the demo by explaining that a circle equally divided in 2 parts is 2 semi-
circles and each of those 2 semi-circles further divided in to two is 4 quarters of the
circle.
Development

Activity 2
 Divide the class in groups four.
 Provide each group with different shapes, as;

 Tell each group to highlight / color corners in each shape.

  Give them some time for discussion within groups.
 Call any two groups to present their work for whole class by pointing out corners in
each shape.
 Encourage other students to ask different questions from presenters to clear the
concept further.
 Sum up the activity by explaining that a corner of any shape is called vertex,
explain about the sides of shapes as well. Be sure about the use of mathematical
vocabulary.

Activity 3
 Show a big box of square shape to the students (Carton)
 Ask them to tell how many sides and vertices it has?
 Encourage them to put a mark or a line on the vertex they have already counted so
they don`t count it a second time.
 Facilitate / explain if they find difficulty in understanding and identification.
 Repeat the same procedures by showing them different 2D and 3D objects e.g. egg/
oval stone, plastic block etc.

Activity 4
 Divide the class in groups of four.
 Provide them different objects (2D, 3D)
 Tell them to identify and explain about the sides and vertices of those objects to
each other within group.
 Sum up the activity by asking following questions:
1. How many sides and vertices do a square and rectangular have?
2. How many sides and vertices do a triangular have?
3. How many sides and vertices does an oval circle have?

Activity 5
 Provide them a work sheet with different shapes drawn on it, or draw these on the
board for the students to copy.
 Ask the students to write how many sides and vertices does each shape have e.g.

Sum up / Conclusion
 Ask the following questions from students, as;
 What was the lesson about?
 What is the appropriate word for corner? (Mathematical vocabulary)
  Can any one of you explain how many sides and vertices your
teacher`s table has?
 How many sides and vertices does your classroom have?
Assessment
 Tell the students to draw different shapes e.g. square, rectangle,
triangle, and circle, semi-circle and quarter circle in their notebooks /
copies.
 Ask them to color their vertices and write how many sides each shape
has?
Follow up
 Teacher is also required to involve the students in solving the
problems given in the exercise at the end of unit/chapter.

SESSION 4
TOPIC 4 digit numbers
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
Students` Learning Outcomes
 Recognize that 1000 is one more than 999 and the first four digit numbers

Information for Teachers

 999 is the greatest 3-digit number.

 When we add 1 to 999 we get 1000.

 1000 is the smallest 4-digit number.

Material / Resources
Writing board, chalk / marker, duster, textbook

Introduction
 Tell the students that a number with 3-digits is known as a 3-digit number.
 Tell them that in a 3-digit number we have 3 place values i.e. ones, tens
and hundreds.
 Tell them that 1000 is a smallest 4 digit number.
 Ask them what comes after 999? (1000)

 Tell them that 1000 is one more than 999.

Development
Activity 1
 Make the following place value chart on the board.

 Ask the students what is written on the board? (999)

 What are 999? (3-digit number)
 What happens if we add 1 to 999?
 Take their feedback and encourage them.
 Make the following table on the board.

 Call students one by one to the board and instruct them to write 1, 10, 100,
1000 in the place value chart.
 Read the last number. (1000)

Activity 2
 Tell the students that 1000 is the smallest 4-digit number.
 Tell them that 10 hundreds make 1 thousand.
 Ten Hundreds = one thousands.
Activity 3
 Show the abacus to the students.

 Drop one bead in the thousands column.

 Explain the students that as there is one bead in the thousands rod, and
there is no bead in ones, tens and hundreds rod. So it makes 1000.

Sum up / Conclusion
 999 is the greatest 3-digit number.
 When we add 1 in 999, we get 1000.
 1000 is the smallest 4-digit number because it has 4-digit.

Assessment
 999 + 1 = ____________________________________
 Ask the students to put the following numbers in place value – chart 999
and 1000.
 Which number is greater out of 999 & 1000?

Follow up
 Ask the students to see 100 Rs note at home and draw its picture.
 If you have 10 hundred rupee notes what amount will they make?

 Ask the students to solve the questions given in their textbook.

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
How to Write Numbers up to 4-Digits?

4-digit numbers are written or read according to the place values of the
digits. In 4 digit numbers, the four digits correspond to the four place
values - ones, tens, hundreds, and thousands. When a number is written
in standard form, each group of digits is separated by a comma which
forms a period. The first period which is known as the 'ones period' is
formed with the first three digits of the number, when counted from the
right hand side. It should be noted that the placement of commas starts
with 4 digit numbers. We put a comma just before the hundreds place
because the first-period (ones) ends and the second period of thousands
begins. For example, 3210 is a 4-digit number and after placing the
comma, it is written as 3,210.
The smallest 4-digit number is 1,000 and the largest 4-digit number is
9,999, and there are a total of 9000 numbers from 1000 to 9999. We can
make many four-digit numbers by using digits from 0 to 9 but we need to
remember that the thousands place in a 4-digit number should not be 0.
For example, 0875 is not a four-digit number, the number is considered
as a three-digit number, that is, 875.
4-digit numbers can be written in three forms, i.e., in the numeral form, in
words, and in the expanded form. For example, 2345 is a 4-digit number.
In the numeral form, it is written as 2,345. In words, it is written as: Two
thousand three hundred forty-five. In the expanded form it is written as:
2000 + 300 + 40 + 5, or, 2 thousands + 3 hundreds + 4 tens + 5 ones.

SESSION 1
TOPIC 5 digit numbers.
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes
AIM in terms of vegetables and fruits.

LESSON
PLAN
 See pdf

SESSION 1
TOPIC Addition.
TIME 45 MINUTES
LESSON AIM  Students will be able demonstrate their understanding of
shapes in terms of vegetables and fruits.

LESSON PLAN
4-Digit Addition

4-digit addition refers to the addition of numbers in which either one or both the addends
are of 4 digits. The procedure of 4-digit addition is the same as 3-digit addition, with just
an increase in the number of digits in the addends. Let us learn more about 4-digit addition
with regrouping and without regrouping along with solved examples.
What is 4-Digit Addition?

4-digit addition requires the correct placing of numbers into columns using their
respective place values, like ones, tens, hundreds, thousands, and so on. The addition of 4-
digit numbers is done just like the addition of 2 or 3-digit numbers with and without
carrying. In arithmetic addition, the numbers that are being added are called addends and
the final result that we obtain after adding these numbers is called the sum.

While performing 4-digit addition, we mostly use the column addition method. Let us
understand 4-digit addition using the following steps:

 Step 1: Place the numbers (addends) that are to be added in such a way that
they are lined in columns according to their place values. For example, the ones
digit should be under ones column, the tens digit should be under the tens
column, and so on.
 Step 2: Then, the numbers can be added column by column from right to left,
starting from the ones column.
 Step 3: Once the addition is done, the respective sums are written underneath.
 Step 4: The same procedure needs to be repeated for all the place values until
we reach the thousands place.
4-Digit Addition without Regrouping

While carrying out 4-digit addition, if the sum of the digits of the addends is less than or
equal to 9, this addition is called 4-digit addition without regrouping or without carrying.
Let us understand 4-digit addition with the help of an example. Let us add the 4-digit
numbers: 6134 and 2423 using the following steps.
  Step 1: Add the numbers under the ones column. 4 + 3 = 7. Write 7 in ones
column.
 Step 2: Add the numbers under the tens column. 3 + 2 = 5. Write 5 in the tens
column.
 Step 3: Add the numbers under the hundreds column. 1 + 4 = 5. Write 5 in the
hundreds column.
 Step 4: Add the numbers under the thousands column. 6 + 2 = 8. Write 8 in the
thousands column.

It should be noted that the sum of each column is less than 9 so there is no regrouping.
Thus, the addition of the 4-digit numbers 6134 and 2423 results in the sum 8557.
4-Digit Addition with Regrouping

The addition in which the sum of digits of the addends is greater than 9 in any of the
columns is called addition with regrouping or addition with carryover. To add two numbers
with regrouping, we find the sum of the digits and then write only the units place digit of
the sum in the respective column. Then, we carry over the tens place digit to the column to
the immediate left and continue the addition. Let us understand 4-digit addition with
regrouping using an example.

Example: Add the 4-digit numbers: 3195 and 6237.

Solution: Let us do the 4-digit addition with regrouping using the following steps.

 Step 1: Add the numbers in the ones column. 5 + 7 = 12. Write 2 in ones
column and carry 1 to the tens column. (Regrouping)
 Step 2: Add the numbers in the tens column. 9 + 3 + 1 (carryover) = 13. Write 3
in tens column and carry 1 to the hundreds column. (Regrouping)
 Step 3: Add the numbers in the hundreds column. 1 + 2 + 1 (carryover) = 4.
Write 4 in the hundreds column.
 Step 4: Add the numbers in the thousands column. 3 + 6 = 9 thousands. Write 9
in the thousands column.

Thus, the addition of 4-digit numbers 3195 and 6237 results in the sum 9432.
4-Digit Addition Using 3 Numbers

4-digit addition can also be done using 3 addends. Let us understand this with the help of
an example.

Example: Add the 4-digit numbers: 4013, 1223, and 9903.

Solution: Let us follow the steps given below for the addition of 4-digit numbers.
  Step 1: Add the numbers in the ones column. 3 + 3 + 3 = 9. Write 9 in ones
column.
 Step 2: Add the numbers in the tens column. 1 + 2 + 0 = 3. Write 3 in tens
column.
 Step 3: Add the numbers in the hundreds column. 0 + 2 + 9 = 11. Write 1 in the
hundreds column and carry 1 to the thousands column.
 Step 4: Add the numbers in the thousands column. 4 + 1 + 9 + 1 (carryover) =
15. Write 5 in the thousands column and 1 as the carryover in the ten thousands
column. Since there is no number in the ten thousands column, we will bring
down the carryover 1 in the ten thousands column.

Examples on 4-Digit Addition

 Example 1: Add the given 4-digit numbers: 4472 and 5227.

Solution:

Let us do the 4-digit addition of the given numbers using the following steps.

 Step 1: Add the numbers in the ones column. 2 + 7 = 9. Write 9 in

ones column.
  Step 2: Add the numbers in the tens column. 7 + 2 = 9. Write 9 in
tens column.
 Step 3: Add the numbers in the hundreds column. 4 + 2 = 6. Write 6
in the hundreds column.
 Step 4: Add the numbers in the thousands column. 4 + 5 = 9. Write
9 in the thousands column.

Thus, the addition of the 4-digit numbers 4472 and 5227 results in the sum
9699.

 Example 2: Add the given 4-digit numbers, 7963 and 3278.

Solution:

Let us do the 4-digit addition of the given numbers using the following steps.

 Step 1: Add the numbers in the ones column. 3 + 8 = 11. Write 1 in

ones column and carry 1 to the tens column.
 Step 2: Add the numbers in the tens column. 6 + 7 + 1 (carryover) =
14. Write 4 in tens column and carry 1 to the hundreds column.
 Step 3: Add the numbers in the hundreds column. 9 + 2 + 1
(carryover) = 12. Write 2 in the hundreds column and carry 1 to the
thousands column.
 Step 4: Add the numbers in the thousands column. 7 + 3 + 1
(carryover) = 11 thousands. Write 1 in the thousands column and 1
in the ten thousands column.
 Thus, the addition of the 4 digit numbers 7963 and 3278 results in the sum
11241.

 Example 3: The sum of 4010 and 3111 is ____.

Solution: While doing 4-digit addition we start adding from the ones column,
followed by the tens column, then the hundreds column and finally the
thousands column.

 Step 1: Add the numbers in the ones column. 0 + 1 = 1. Write 1 in

ones column.
 Step 2: Add the numbers in the tens column. 1 + 1 = 2. Write 2 in
tens column.
 Step 3: Add the numbers in the hundreds column. 0 + 1 = 1. Write 1
in the hundreds column.
 Step 4: Add the numbers in the thousands column. 4 + 3 = 7. Write
7 in the thousands column.

Therefore, the sum of 4010 and 3111 is 7121.

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.
LESSON
PLAN
 Start by printing flashcards of fruits in different shapes.
 Introduce the vegetable or fruit first by announcing its name.
 For example: This is a grape, it is in the shape of a circle.
 Continue doing so with other flashcards.

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
 Start by printing flashcards of fruits in different shapes.
 Introduce the vegetable or fruit first by announcing its name.
 For example: This is a grape, it is in the shape of a circle.
 Continue doing so with other flashcards.

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
 Start by printing flashcards of fruits in different shapes.
 Introduce the vegetable or fruit first by announcing its name.
 For example: This is a grape, it is in the shape of a circle.
 Continue doing so with other flashcards.

SESSION 1
TOPIC Subtraction
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.
LESSON
PLAN
1. Subject Matter:
1. Subtracting from 4- digit numbers without regrouping
2. Integration:
Character Education: Creativeness, Imaginativeness, Resourcefulness difference between
Clean and Beautiful
2. References/ Material/s:
1. Math handbook
Flash Cards of Subtraction
3. Procedure:
1. Drill: Play 'Picking out papers'. Prepare rolled pieces of papers with basic subtraction facts
written on each. Have each pupil pick out one and answer the combination.
2. Presentation/ discussion: Problem statement
The school needs 1548 flower pots. At present, the pupils have collected 435. How many
flowers pots are needed?

1. Showing the subtraction process

Begin subtracting from one place, through tens, the hundreds, to the thousand places.

154 154 154 154

8 8 8 8
- 43 - 43 - 43 - 43
5 5 5 5
1 11 111
3 3 3 3

The answer can be checked by addition

1113
+ 435
1548
Subtraction is the process of removing or taking away a smaller number from a bigger
number. It is a reverse of addition.

In a subtraction sentence, the number from which we subtract is called minuend. The
number subtracted is called subtrahend. The answer is called difference.

3. Practice Exercises:
Do exercises in math textbook
4. Application:

Fixing skills:

1. To decorate the streets for the town fiesta, the town of San Fernando needs 68279 lanterns.
The different barangay committees have already put up 3507 lanterns. How many more
lanterns.
2. Science and Character Education Integration:
3. Compare the clean and beautiful surroundings with one that is not. Where is it better to
live?
What simple things can you do to brighten up and beautify your homes, the classroom/
school, and places in our community?
4. Evaluation:
 Find the difference:

3495 5984 8420

- 342 - 2843 - 5210

7942 8347
- 2821 - 5234

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON AIM  Students will be able demonstrate their understanding of
shapes in terms of vegetables and fruits.

LESSON PLAN

How to Subtract Four-Digit Numbers

Wow, you've practiced a lot of subtraction.

Let's review what it means, one more time. 😇

Subtraction is taking away part of a number.

A subtraction equation has three parts:

So far, you've subtracted numbers up to 3-digits.

Now, let's try subtracting larger numbers! 😃

4-Digit Numbers & Place Values

Numbers up to 3-digits have Hundreds, Tens and Ones place

values.

4-digit numbers have one more place value - the Thousands place.

Let's try subtracting some 4-digit numbers.

 4-Digit Subtraction

Subtracting 4-digit numbers is just like subtracting smaller

numbers. 🤗

👉 Let's learn from an example.

Subtract 2,741 from 5,948.

1️⃣ First, write the numbers in column form.

2️⃣ Now, subtract, starting from the Ones place on the right (👉).

Then, go one place to the left until you reach the Thousands place.
The difference is 3,207. ✅

Great job!

Another Example

Subtract 5,455 from 8,394.

Do you remember how to start ? 🤔

First, write the numbers in column form.

Next, subtract the numbers, starting from Ones place.

But wait! 🤓 We don't have enough.

We need to regroup.

We take 1 Ten from 9 Tens and turn it into 10 Ones. ✅

Now, the Ones place has 14 Ones.

After regrouping, we can actually subtract the Ones and Tens columns!
Very good. 👏

Now, let's move to the next column.

Again, we don't have enough Hundreds in the minuend. 😣

So we regroup, or borrow. 😎

This time, we take 1 Thousand from 8 Thousands and turn it into 10

Hundreds.
After regrouping, we can finish subtracting the last two columns.

Wow, you did it! Great job! 👏 The difference is 2,939.

Congratulations! 🎉 You now know how to subtract 4-digit numbers.

Complete the practice. You'll understand more and remember f

SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN

1. Subtract 28051 from 51278.

Solution:

Hence, 51278 - 28051 = 23227.

Step I: Arrange the numbers vertically.

Step II: Subtract the ones. 8 - 1 = 7 ones. Write 7 in ones column.

Step III: Subtract the tens. 7 tens - 5 tens = 2 tens. Write 2 in tens
column.

Step IV: Subtract the hundreds. 2 - 0 = 2 hundreds. Write 2 in hundreds

column.

Step V: Subtract the thousands. Since 8 > 1, we cannot subtract. Regroup

5 ten thousands and 1 thousand. 5 ten thousands + 1 thousand = 4 ten
thousands + 11 thousands. 11 - 8 = 3 thousands. Write 3 in thousands
column.

Step VI: Subtract the ten thousands. 4 - 2 = 2 ten thousands. Write 2 in

ten thousands column.
 SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN

How to Multiply 1-Digit by 3-Digit Numbers

In the last lesson, you learned how to multiply 1-digit numbers by 2-

digit numbers.

In this lesson, we're going to multiply 1-digit by 3-digit numbers. 😃

It's pretty much the same. There's just an extra step at the end. 😎

1-Digit by 3-Digit Multiplication

Here's what we're going to do, summed up in one sentence:

Multiply the 1-digit number with each of

the digits in the 3-digit number, starting at the Ones place, and add
those products together.

That's a lot of words. Don't worry about it. 😋 You'll get it with a few
examples.

Let's get started.

310 × 2 = ?

👉 Start by writing the numbers in column form.

Tip: Write the 3-digit number on top, and the 1-digit number at
the bottom.

👉 Make sure to align 2 with 0. Both digits are in the Ones place.

Now, multiply 2 x 0.
Remember our rule for multiplying by 0? 🤔

The answer is always 0. 👍

2x0=0

Let's write 0 in the Ones place.

Next, multiply 2 x 1.

Multiplying by 1 is easy!

The answer is the same number.

2x1=2

👉 Let's write 2 in the answer area.

Then, multiply 2 x 3.

What's the rule for multiplying by 3?

Yes!

Just double the number, then add 1 more group.

2x3=6

👉 We write 6 in the Hundreds place.

So, 310 x 2 = 620.

Another Example

758 x 4 = ?

What's the first step?

👉 Write the numbers in column form.

Start by multiplying 4 x 8.

4 x 8 = 32

What should we do when we have a 2-digit answer?

👉 We carry the 1st digit over to the Tens column.

Next, we multiply 4 x 5, and add the 3 we carried over after!
 4 x 5 = 20

And add the 3 we carried over after.

 20 + 3 = 23

We can't write 23 in the Tens place.

If we do that, then there won't be space for the next answer.

👉 So, we write the 3 at the Tens place, and we carry 2 over to

the Hundreds column.

Lastly, we multiply 4 x 7 and add the carry over, 2.
 4 x 7 + 2 = 28 + 2 = 30

Because we don't have any other numbers to multiply later, we can

write both digits in our answer area.
So, 758 x 4 = 3,032.

Great job. Now, complete the practice. 😺

 SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
Materials Needed

 deck(s) of playing cards with aces, 10s, and face cards removed
 paper and pencils

Lesson Plan

Multiply the fun with this lesson that can be used to reinforce multiplication of 2- and 3-
digit numbers. For example:

52 x 29 = 1,508

381 x 66 = 25,146

408 x 164 = 66,912

Begin the lesson by printing a sample multiplication format on a board or chart. For
example, you might share this format for multiplying a 3-digit number times a 2-digit
number.

____ ____ ____

X ____ ____

-------------------------

Show students a deck of cards that has been shuffled after removing the aces, 10s, and
face cards. (All that remain are cards numbered 1 to 9.) Select the top five cards from the
deck. Use the cards drawn to create a multiplication problem. For example, if the five
cards drawn are the 4, 7, 2, 2 and 9, then use those cards to fill in the spaces in the format
pictured above.

__4__ __7__ __2__

X __2__ __9__

-------------------------
Invite a student(s) to come to the board to perform the multiplication operations.

__4__ __7__ __2__

X __ 2__ __9__

---------------------------------

4 2 4 8

9 4 4 .

---------------------------------

1 3, 6 8 8

Provide some additional sample practice for students. Then you might divide the class
into two teams or arrange students into pairs. If you arrange students into pairs, give each
pair of students a deck of playing cards. Have them remove the aces, 10s, and face cards
and shuffle the remaining cards. Then instruct them to draw four, five or six cards and
solve problems on their own.

Depending on the skill you want to reinforce, students might solve 2-digit x 2-digit
problems (draw four cards), 3-digit x 2-digit problems (draw five cards), or 3-digit x 3-digit
problems (draw six cards) – or a mix of the three formats.

Students might take turns solving problems; while one student solves the problem by
hand the other can use a calculator (or an online calculator) to check those
calculations.

Assessment

Provide five similar sample problems for students to solve on their own. Students who get
at least four of the problems correct will have mastered this skill.
 SESSION 1
TOPIC Lets find shapes
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of shapes in
AIM terms of vegetables and fruits.

LESSON
PLAN
Opener
5 MINUTES
In today's lesson, the students learn the meaning of
division. This aligns with [Link].B6 because the students
learn division by illustrating and explaining the calculation
by using equations, rectangular arrays, and/or area models.

To begin, I remind the students that they have learned that

multiplication can be thought of as repeated addition. I
share with the students that today, you learn the meaning
of division. Can anyone tell me about a time you had to
share something with your brother or sister? One student
responds, "I had to share my candy with my little sister."
Another student responds, "I had to give my sister part of
my money."

Direct Instruction
10 MINUTES
I call the students to the carpet to begin our whole class
discussion. I like for my students to interact with me
during our whole group discussion. I like to ask questions
of them to make sure they are understanding the skill.

The Meanings of [Link] power point is displayed on

the board.

To begin our discussion, we discuss vocabulary words that

are important to this lesson. I read the word and
definition aloud. The students repeat the word and
definition after me. I let the students know that they will
have a better understanding of the vocabulary words as we
go through the example in the power point.
Dividend: The number that is being divided (total).
Divisor: The number by which another number is being
divided.
Quotient: The answer to a division problem.
We go on to discuss the meaning of division.
I let the students know that you can draw an array model
or use two-color counters to help you divide. Let's look at
this problem to find out how.
Problem:
Susan has 18 books. She wants to put the same number
of books on her 3 shelves. How many books can she put
on a shelf? Let’s find out.
We can draw a model to help us.
Susan has 3 shelves.

xxxxxx
xxxxxx
xxxxxx

She has 18 books to put on each shelf. We can draw 3

circles and divide the 18 books evenly on each shelf.

She can put 6 books on each shelf.

Another way to divide is by using two-color counters.

Take your counters and put them in 3 separate groups.

(This is displayed in the power point on the Smart board.)
3 represents the number of shelves (divisor), so this is the
number of groups in our model.
18 represents the number of books (dividend). This is the
total that is being shared equally. The quotient will be how
many books are in each group.
 SESSION 2
TOPIC Behind-In front of
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of the
AIM terms in front of and behind,
 use the terms in front and behind to describe the position of
objects

LESSON
PLAN
Although at this level students may not use these names, you can
convey the meaning of both kinds of division so that they can have
a better understanding of the division process. When you divide to
find the number of objects in each group, the division is called fair
sharing or partitioning. For example:

A farmer is filling baskets of apples. The farmer has 24 apples and

4 baskets. If she divides them equally, how many apples will she
put in each basket?

When you divide to find the number of groups, the division is called
measuring or repeated subtraction. You can keep subtracting 4
from 24 until you reach 0. Each 4 you subtract is a group or
basket.

A farmer has 24 apples. She wants to sell them at 4 apples for $1.
How many baskets of 4 can she fill?

Array Division
Manipulatives and visual aids are important when teaching
multiplication and division. Students have used arrays to illustrate
the multiplication process. Arrays can also illustrate division.

Because division is the inverse, or “opposite,” of multiplication,

you can use arrays to help students understand how multiplication
and division are related. If in multiplication we find the product of
two factors, in division we find the missing factor if the other
factor and the product are known.
In the multiplication model below, you multiply to find the number
of counters in all. In the array division model, you divide to find the
number of counters in each group. The same three numbers are
used. The model shows that division “undoes” multiplication and
multiplication “undoes” division. So when multiplying or dividing,
students can use a fact from the inverse operation. For example, if
students know that 4 × 5 = 20, they also know the related division
fact 20 ÷ 4 = 5 or 20 ÷ 5 = 4. Students can also check their work
by using the inverse operation.

Relating Multiplication and Division

Notice that the numbers in multiplication and division sentences
have special names. In multiplication, the numbers being
multiplied are called factors; the result of the multiplication is
called the product. In division, the number being divided is
the dividend, the number that divides it is the divisor, and the
result of the division is the quotient. Discuss the relationship of
these numbers as you explain how multiplication and division are
related.

There are other models your students can use to explore the
relationship between multiplication and division. Expose your
students to the different models and let students choose which
model they find most helpful. Here is an example using counters to
multiply and divide.

Here is an example using a number line.

Another strategy your students may find helpful is using a related

multiplication fact to divide. Here is an example.

18 ÷ 6 = ?
Think: 6 × ? = 18Six times what number is 18?
6 × 3 = 18,so 18 ÷ 6 = 3.
Dividing with 0 and 1
When students understand the concept of division, they can
proceed to explore the rules for dividing with 0 and 1. Lead
students to discover the rules themselves by having them use
counters to model the division. A few examples follow.

When any number (except 0) is divided by itself, the quotient is 1.

When any number is divided by 1, the quotient is that number.

When 0 is divided by any number (except 0), the quotient is 0.

Students may be curious what happens if they divide by 0. Explain

that it is not an easy concept, and even professional
mathematicians struggle to explain it! One strategy to show why it
is not possible is to have students try to divide any number into
groups of zero. No matter how many groups you make, it doesn't
work.

Division in the Real World

Encourage students to think about the relationship between
multiplication and division when they solve real-world problems.
For example, they can use a related multiplication fact to find the
unit cost of an item—for example, the cost of one baseball cap
priced at 3 for $18.

$18 ÷ 3 = ?Think: 3 × ? = $18

3 × $6 = $18,so $18 ÷ 3 = $6.

The cost is $6 for one baseball cap.

 SESSION 2
TOPIC Behind-In front of
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of the
AIM terms in front of and behind,
 use the terms in front and behind to describe the position of
objects

LESSON
PLAN

In division of two-digit by a one-digit numbers are discussed here step by

step.

How to divide 2-digit numbers by single-digit numbers?

Let us follow the examples to learn to divide 2-digit numbers by one-digit

numbers.

Divide the following and verify the result

(i) 42 ÷ 6

(ii) 85 ÷ 5

(iii) 76 ÷ 6

Solution:

(i) 42 ÷ 6
 7Save

Since, 6 sevens are 42, i.e., 6 × 7 = 42

So, 7 will be quotient

6 × 7 + 0 = 42, the dividend

So, quotient 7 is verified

Therefore, 7 is quotient

(ii) 85 ÷ 5

7Save

(a) 8 > 5 so first 8 will be divided. 8T ÷ 5 = 1T so quotient will be 1 ten

(b) 8T - 5T = 3T, 3T + 5 = 35 for 35 ÷ 5, 5 × 7 = 35.

So 7 is quotient

(c) 5 × 17 = 85 (dividend)

So, result is verified.

Therefore, Quotient = 17, remainder = 0

(iii) 76 ÷ 6
 7Save

(a) 7 > 6, so 7T will be divided by 6,

6 one is 6, so 1T is quotient

(b) 7 – 6 = 1, 6 is carried down, so 16 will, be divided by 6.

6 twos are 12, 6 threes are 18, so quotient will be 2.

(c) 16 - 12 = 4 is the remainder

(d) 6 × 12 + 4 = 72 + 4 = 76 (dividend)

Therefore, result is verified.

The quotient = 12

Remainder = 4

Let us follow the examples to learn to divide 3-digit numbers by one-digit

numbers.

645 ÷ 6

7Save
Check:

107 × 6 = 642

642 + 3 = 645

Here we know, 645 ÷ 6 = 107 remainder is 3

645 is dividend

6 is divisor

107 is quotient

3 is remainder

The same method is used when dividing larger numbers.

SESSION 2
TOPIC Behind-In front of
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of the
AIM terms in front of and behind,
 use the terms in front and behind to describe the position of
objects

LESSON
PLAN
1. For this you’ll need a box and a small ball .Before class, put the ball inside the
box. In class, sit your students down and take out the box.
2. Rattle the box and have your students rattle the box and try to guess what is
inside.
3. Take out the toy and introduce it to the class. Also elicit the word "box".
4. Sit the ball ahead of the box and ask "Where is it?".
5. Elicit/Teach the preposition "in front of" and then "It’s in front of the box".
6. Do the same for behind.

SESSION 2
TOPIC Behind-In front of
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of the
AIM terms in front of and behind,
 use the terms in front and behind to describe the position of
objects
LESSON
PLAN
7. For this you’ll need a box and a small ball .Before class, put the ball inside the
box. In class, sit your students down and take out the box.
8. Rattle the box and have your students rattle the box and try to guess what is
inside.
9. Take out the toy and introduce it to the class. Also elicit the word "box".
10. Sit the ball ahead of the box and ask "Where is it?".
11. Elicit/Teach the preposition "in front of" and then "It’s in front of the box".
12. Do the same for behind.

SESSION 2
TOPIC Behind-In front of
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of the
AIM terms in front of and behind,
 use the terms in front and behind to describe the position of
objects

LESSON
PLAN
13. For this you’ll need a box and a small ball .Before class, put the ball inside the
box. In class, sit your students down and take out the box.
14. Rattle the box and have your students rattle the box and try to guess what is
inside.
15. Take out the toy and introduce it to the class. Also elicit the word "box".
16. Sit the ball ahead of the box and ask "Where is it?".
17. Elicit/Teach the preposition "in front of" and then "It’s in front of the box".
18. Do the same for behind.

SESSION 2
TOPIC Behind-In front of
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of the
AIM terms in front of and behind,
 use the terms in front and behind to describe the position of
objects

LESSON
PLAN
19. For this you’ll need a box and a small ball .Before class, put the ball inside the
box. In class, sit your students down and take out the box.
20. Rattle the box and have your students rattle the box and try to guess what is
inside.
21. Take out the toy and introduce it to the class. Also elicit the word "box".
22. Sit the ball ahead of the box and ask "Where is it?".
23. Elicit/Teach the preposition "in front of" and then "It’s in front of the box".
 24. Do the same for behind.

SESSION 2
TOPIC Behind-In front of
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of the
AIM terms in front of and behind,
 use the terms in front and behind to describe the position of
objects

LESSON
PLAN
25. For this you’ll need a box and a small ball .Before class, put the ball inside the
box. In class, sit your students down and take out the box.
26. Rattle the box and have your students rattle the box and try to guess what is
inside.
27. Take out the toy and introduce it to the class. Also elicit the word "box".
28. Sit the ball ahead of the box and ask "Where is it?".
29. Elicit/Teach the preposition "in front of" and then "It’s in front of the box".
30. Do the same for behind.

SESSION 2
TOPIC Behind-In front of
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of the
AIM terms in front of and behind,
 use the terms in front and behind to describe the position of
objects

LESSON
PLAN
31. For this you’ll need a box and a small ball .Before class, put the ball inside the
box. In class, sit your students down and take out the box.
32. Rattle the box and have your students rattle the box and try to guess what is
inside.
33. Take out the toy and introduce it to the class. Also elicit the word "box".
34. Sit the ball ahead of the box and ask "Where is it?".
35. Elicit/Teach the preposition "in front of" and then "It’s in front of the box".
36. Do the same for behind.

SESSION 2
TOPIC Behind-In front of
TIME 45 MINUTES
LESSON  Students will be able demonstrate their understanding of the
AIM terms in front of and behind,
 use the terms in front and behind to describe the position of
objects
LESSON
PLAN
37. For this you’ll need a box and a small ball .Before class, put the ball inside the
box. In class, sit your students down and take out the box.
38. Rattle the box and have your students rattle the box and try to guess what is
inside.
39. Take out the toy and introduce it to the class. Also elicit the word "box".
40. Sit the ball ahead of the box and ask "Where is it?".
41. Elicit/Teach the preposition "in front of" and then "It’s in front of the box".
42. Do the same for behind.