Final PEIMA MODULE 19-6-2023.pdf

QUAID-E-AZAM ACADEMY FOR EDUCATIONAL DEVELOPMENT, GOVT. OF THE PUNJAB
Training Module for PEIMA School Teachers
Mathematics
Science
English

FOREWORD
Quaid-e-Azam Academy for Educational Development (QAED) is rendering its
meritorious services in the field of teacher training for almost the last 60 years. Since its
inception, it is positively contributing to the professional development of teachers to achieve
the quality of education in the province. The mandate of QAED is to conduct induction,
continuous professional development, in-service, and promotion linked to mandatory
training of teachers and education managers.
Education is a basic human right that plays a pivotal role in improving human life.
Quality education is important in all countries, especially in developing countries like
Pakistan, where the government is striving to establish a strong network to protect and
promote the social and economic well-being of its citizens. The government of Punjab is
endeavoring to ensure quality education to the Government schools of the province. Various
initiatives have been taken in this regard. Professional development of teachers is one of
them. It is pertinent to mention that Quaid-e-Azam Academy for Educational Development
(QAED) being a training institution is catering to the training needs of not only the
workforce of the School Education Department but also other Government departments
including Higher Education, Education Department of AJK, Punjab Divisional Public School
Lahore, Thal Public, Punjab Daanish Schools and Center of Excellence Authority and
Central Modal School, etc.
At present, the government of Punjab is moving forward with the vision of quality
education towards Punjab Education Initiative Management Authority (PEIMA) School
Teachers’ training for the subject of Mathematics, Science, and English. This teacher
training Module is developed for PEIMA school teachers to prepare them to teach at the
primary level according to Single National Curriculum for the subject of Mathematics and
Science and English. In pursuit of educational goals set by the Government of the Punjab,
QAED, is arranging a comprehensive 9-day training. We hope this training module will
provide the guidelines to PEIMA school teachers to perform well in their classrooms for
effective teaching.

S/No‫۔‬ Table of Content
Page
No‫۔‬
Mathematics
1
Introduction of the Training & Barriers in Learning
Mathematics
01
2 Teaching Mathematics Effectively 05
3 Teaching Strategies of Mathematics 11
4 Use of No Cost/Low-Cost Material 21
5 Components of Lesson Plan 26
6-8 Lesson Planning 32
9-12 Microteaching 53
Science
1 Introduction to Teaching Science 62
2 Scientific Method 69
3 Teaching Science Effectively 76
4 STEM Education 80
5 Components of Lesson Plan 87
6-8 Lesson Planning 93
9-12 Microteaching 97
English
1 Vocabulary and Grammar 131
2 Reading Strategies 136
3 Writing Skills 140
4 Reading Comprehension and Writing Skills 147
5-8 Microteaching-I 151
9-12 Microteaching-II 153
1-10 Lesson Plans 157
List of Contributors 201

Mathematics

1
Mathematics Session 1
INTRODUCTION OF THE TRAINING &
BARRIERS IN LEARNING MATHEMATICS
• Ask one of the participants to recite a few verses of the Holy Quran.
• After the recitation, welcome the participants on first day of the training.
• Display/share the learning outcomes of the workshop with the participants.
WORKSHOP OUTCOMES
By the end of the workshop, participants will be able to:
o use effective teaching strategies of Mathematics, Science and English
o adapt and use different activities catering for all learning needs
o practise student-centred approach to ensure effective learning in the classroom
o develop awareness in teachers to use limited classroom resources for effective teaching-
learning process
o develop no cost / low-cost teaching support material
o describe the components of an effective lesson plan
o create and execute their lesson plans effectively
Duration: 90 Minutes
Learning Outcomes:
At the end of this session, the participants will be able to:
• introduce the modules of the workshop
• describe the workshop design, norms and outcomes
• identify and provide solution for barrier in learning of Mathematics
Materials:
• Multimedia, PPT slides
• chart papers, crumbled paper ball (use old newspaper)
• paper slip/ sticky notes (2 colours)
• chart paper, glue/tape
Opening (10 minutes)

2
• Hold a paper ball in your hand.
• Ask everyone to stand in a circle.
▪ Start introduction by giving your own example:
o Tell your name and your interest/hobby holding the ball.
• Throw the ball to another participant.
• Ask the one who catches the ball to say his/her name and interest/hobby.
• Then throw the ball to another person and continue until everyone has introduced
themselves.
• Now throw the ball to someone and say his/her name.
• He/she must then throw the ball to someone else whose name he/she remembers.
• Continue until all names have been recalled and everyone has got the ball.
• Distribute two sticky notes to each participant.
• Ask the participants to write one expectation and one fear for this workshop on two
separate slips of paper/ sticky notes.
• Ask the participants to come and stick them on a display chart showing two columns:
‘Expectations’ and ‘Fears’.
• Select the most common ones (at least five from each column) and discuss them with the
whole group of participants.
• Distribute two sticky notes to each participant.
• Ask the participants to write one norm or rule which should be followed throughout the
session.
• Now ask them to share it with the whole class.
Activity 1: Introduction of Participants (15 minutes)
Activity 2: Expectations and Fears (15 minutes)
Activity 3: Workshop Norms (15 minutes)

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• Briefly discuss rules/norms for the workshop (timing, punctuality, cell phones etc.)
• Choose 6 -7 common rules/norms for the workshop.
• Nominate a person to write the rules/norms on a chart paper to be displayed in the
class.
The rules may be like:
1. Keep mobile phones off during the session.
2. Be regular and punctual.
3. Be respectful towards your colleagues and trainer.
4. Wait for turn while posing any question or giving any comment.
5. Listen to other’s point of view with patience.
6. Keep in mind the time limit during posing questions or giving any comment.
7. No question or comment without permission of trainer.
8. Any comment or question other than training topic is strictly not allowed.
• Ask the participants to work in trios and think about the barriers in learning mathematics.
• Encourage them to share their views with their partners.
• Ask them to share it with the whole class.
• The trainer to write down their responses on the board/chart papers.
Barriers in learning of Mathematics
o Negative attitude towards Mathematics
o Mathematic anxiety
o Lack of motivation
o Ineffective method of teaching
o Absence of stimulating environment
o Absence of support
o Limited problem-solving skills
o Language barrier (as medium of instruction is English)
• Distribute a chart paper and markers to each trio.
• Now ask the participants to choose any two barriers from the list and think of ways to
Activity 4: Barriers in Learning Mathematics (30 minutes)

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overcome these barriers?
• Ask the participants to write their suggestions on the chart paper and display it on the
wall/board.
• Instruct them to go around for gallery walk and read all of them.
• Ask them to put a star on the suggestion they like.
• Ask a few volunteers to share their understanding with the whole class.
• Distribute sticky notes in the class.
• Tell them to write at least three take-away from the session.
• Take 2-3 responses to conclude the session.
Wrap-up (05 minutes)

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TEACHING MATHEMATICS EFFECTIVELY
• Display the topic and learning outcomes of Session 2 on a chart paper/ PPT slide.
• Inform them that they will explore a range of proven strategies and techniques that can
enhance the effectiveness of our mathematics instruction.
• Divide the participants in mixed ability groups (4-5 participants in each group).
• Distribute chart paper and coloured markers to each group
• Ask the participants to recall the practice/strategy which worked best for them in the
mathematic class.
• Now ask them to first share and then after discussion make a list of best teaching
practices/ strategies of Mathematics.
Learning Outcomes:
At the end of session, the participants will be able to:
• identify teaching strategies for effective teaching learning process
• describe the effective teaching strategies of Mathematics
• use the effective teaching strategies of Mathematics in the classroom
Materials:
• writing board, chalk /marker, duster
• chart paper / markers
• Handout
• small basket/shoebox
• paper slips/ sticky notes
Opening
Activity 1: Sharing Best Practices (25 minutes)
(05 minutes)

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• Ask them to present their teaching practices/strategies in front of other participants.
• After completing the given task, ask them to display these charts in the room.
• Ask the question from the participants, Why teaching of Mathematics is important?
• After taking random responses, explain that:
o Mathematics education plays a crucial role in shaping students' problem-solving abilities,
logical reasoning, and critical thinking skills.
o Mathematics provides an effective way of building mental discipline and encourages
logical reasoning and mental rigor. In addition, mathematical knowledge plays a crucial
role in understanding the contents of other school subjects such as science, social studies,
and even music and art.
o It is our responsibility to create engaging and impactful learning experiences that enable
students to excel in mathematics.
o To succeed in math, students need to do more than memorize formulas or drill times
tables. They need to develop a full understanding of what their math lessons mean, and
how they translate into the real world.
• Divide the participants into pairs.
• Distribute Handout: Teaching Strategies of Mathematics to each pair .
• Ask the participants to first read the shared document individually and then share their
understanding with their partners.
• Now ask the pair to join another pair and discuss the strategy they liked most with them.
• To conclude the trainer will ask a few volunteers to explain their favourite strategy.
• Encourage the participants to explain the reasons for their choice.
• Arrange the participants into 4 groups.
• Inform them that they will pick up any two Teaching strategy from a box/ small basket
having different strategies ( taken from the handout) written on the sticky notes/ slips of
paper.
Activity 3: Application of Teaching Strategies
Mathematics
(35 minutes)
Activity 2: Effective Teaching Strategies of Mathematics (20 minutes)

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• Now allocate each group any one of the following strands of Mathematics to apply the
chosen strategies.
o Group 1: Numbers and Operations
o Group 2: Geometry
o Group 3: Measurement
o Group 4: Data Handling
• Remind them to read the strategies from the Handout: Teaching Strategies of
Mathematics again.
• Allocate 10 -12 minutes for discussion and making presentation.
• Encourage them to present their chosen strategy using the following questions:
o Brief explanation of the strategy
o How was it used ?
o How using the strategy helped them in understanding the topic?
o Why are the strategies helpful/necessary for effective teaching in math class?
o What have I experienced? /How useful this strategy will be in my own context.
• Encourage groups to give constructive feedback to each other.
• To consolidate, ask the participants to reflect on their experience and share their learning
with the whole class.
• Distribute sticky notes in the class.
• Tell them to reflect on the session and write:
o 3 things the participants understood.
o 2 things that were challenging.
o 1 thing that they do not understand still.
• Take a few random responses to conclude the session.

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HANDOUT - TEACHING STRATEGIES OF MATHEMATICS
1. Demonstration Approach
Demonstration approach is a strategy in which the teacher engages “in a learning process
other than just talking about it”. A teacher’s role is to demonstrate mathematical concepts
practically and invite questions, while the learners are encouraged to observe, reflect, and
draw relevant inferences about the mathematical concept. Learners are also encouraged to
demonstrate their understanding of mathematical concepts. Children should be able to share
their learning through practical activity. Teachers can use this method in solving equations,
construction of geometric figures, data collection and analysis and mental math techniques.
2. Inquiry-based Learning
In inquiry-based learning strategy, teachers use questions, problems, and scenarios to help
students learn through individual or group thought and investigation. Instead of simply
presenting facts, the teacher encourages students to talk about a problem and draw on their
intuition to understand it. It encourages students to take ownership of their learning and
develop their mathematical thinking abilities through exploration, investigation, and
discovery. Teachers can use this method to explore patterns, real -life situations, properties of
geometric shapes, and analyze data sets.
3. Math-Lab Approach/ Practical work Approach
The math-lab approach, also known as the mathematics laboratory approach, involves
creating a dedicated space or environment where students can engage in hands-on,
experiential learning activities related to mathematics. Activities can also be done in the
garden, in the yard, in the field, in the school grounds, or anywhere if the safety of the
learners is assured. The children work in an informal manner, discuss, and choose their
materials and method of tackling a situation, assignment, or task. Set up a math lab with a
variety of manipulatives and materials, technology tools, problem-solving stations, math
puzzles and games that allow students to explore mathematical concepts in a concrete and
visual manner.
4. Discovery Approach
It is a method of teaching where children in small groups work through an assignment or task,
learn, and discover mathematics for themselves This is an effective approach for helping
learners to understand concepts and generalizations and for developing their higher-order

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thinking skills. This approach refers to an “Inductive Method” of guiding learners to discuss
and use ideas already acquired as a means of discovering new ideas. The goal of this
approach is to engage learners construct new knowledge based on their previous knowledge.
With the help of this approach students can explore number patterns, geometric properties and
constructions, fractions and data analysis and graphs.
5. Concrete-Representational-Abstract Approach
The Concrete-Representational-Abstract (CRA) approach is a widely used instructional
strategy in mathematics for primary learners. It helps students develop a deep understanding
of mathematical concepts by progressing from hands-on, concrete experiences to
representational models and then to abstract symbols. It allows students to build on their prior
knowledge and gradually transition to more abstract and symbolic representations as they
deepen their mathematical understanding. The learners manipulate concrete objects and/or
perform activities to arrive at a conceptual understanding of phenomena, situation, or concept.
It is very helpful in topics like place value of numbers, operations on numbers, geometry, and
measurements.
6. Problem Solving Approach
The problem-solving approach in mathematics focuses on developing students' problem-
solving skills and promoting their ability to apply mathematical concepts and strategies to
real-world situations. It emphasizes the process of problem solving, rather than simply finding
the correct answer. The major steps in problem solving are:
1. Read the word problem/real life situation.
2. Identify the key information.
3. Highlight the word which shows operation.
4. Change words into mathematical statements.
5. Find the solution.
The problem-solving approach in mathematics encourages students to think critically, apply
mathematical concepts, and develop problem-solving strategies. It fosters creativity, logical
reasoning, and a deeper understanding of mathematics as students encounter and deal with
real-world problems and challenges.
7. Co-operative and collaborative learning approach
Collaborative and cooperative learning in mathematics involves students working together in
small groups or teams to solve mathematical problems, discuss mathematical concepts, and

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support each other's learning. These approaches promote active engagement,
communication, and the development of mathematical reasoning and problem-solving skills.
Collaborative learning involves students working together on a shared task or problem,
actively contributing their ideas and perspectives. Through collaborative learning students
are exposed to different approaches, strategies, and perspectives. It also promotes sharing
responsibility, interactions, and active discussions among students.
Cooperative learning involves students working in small, heterogeneous groups to
accomplish shared learning goals. Its structures ensure that each student's success is
dependent on the success of the group. Students collaborate and rely on each other's
contributions, fostering a sense of mutual accountability and motivation to support each
other's learning.
Both collaborative and cooperative learning approaches in mathematics create an inclusive
and interactive learning environment, where students actively engage with mathematical
concepts, communicate their ideas, and learn from each other. These approaches promote
higher-order thinking, critical reasoning, and a deeper understanding of mathematics while
fostering teamwork, communication skills, and a positive learning community.
8. Math Talk and discourse
Math talk and discourse refer to the communication and discussion of mathematical ideas,
concepts, and strategies among students. It involves engaging students in meaningful
conversations about mathematics, promoting reasoning, and developing a deeper
understanding of mathematical concepts.
Math talk and discourse encourage students to articulate their mathematical thinking, listen to
others' ideas, justify their reasoning, and engage in meaningful discussions. By fostering
math talk in the classroom, teachers provide opportunities for students to develop a deeper
understanding of mathematics, refine their thinking, and build mathematical communication
skills. Various activities like Think-pair-share, gallery walks, brainstorming, math debate,
math journal prompts, pick the odd one out, error analysis, math circles are few examples to
generate math talk or discourse in the class.

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Mathematics Session
3
Teaching Strategies of Mathematics
• Display/share the topic and learning outcomes of Session 3 on a chart paper/ PPT slide.
• Inform them in this session, we will implement a few strategies and techniques to
improve the efficiency of our mathematics teaching.
• Ask the participants to recall the Concrete-Representational-Abstract Approach which
was discussed in the previous session.
• Elicit few salient features of CPA approach with the help of the following questions.
o What is a CPA approach?
Learning Outcomes:
• recognize like and unlike fractions by applying Concrete-Representational-Abstract
teaching approach
• differentiate between perimeter and area by applying inquiry-based approach
• apply problem-solving strategies to solve real-life problems
• engage students in meaningful discussions about mathematical problem-solving
strategies and foster critical thinking skills
Materials:
• writing board, chalk /markers, duster
• chart papers/ coloured markers
• counters/ bottle caps /buttons, cut outs of circles/square, fraction cards
• A4 sheets, pencils, coloured pencils
• ruler, thread
Activity 1: Concrete-Representational-Abstract Approach (20 minutes)

12
o How can it be used in teaching Maths to primary level?
1. Concrete: The first stage of the CPA approach involves using physical objects or
manipulatives to introduce mathematical concepts. For example, when teaching
addition, teachers can use objects like cubes or counters to help students understand
the concept of combining or adding quantities.
2. Pictorial: After the concrete stage, the pictorial stage involves representing
mathematical concepts using visual representations, such as drawings or diagrams. For
instance, when teaching multiplication, teachers can use arrays or groups of dots to
illustrate the concept.
3. Abstract: The final stage, students are encouraged to use mathematical symbols,
equations, and algorithms to solve problems without relying on physical or visual aids.
By this stage, students should have a solid understanding of the underlying concepts,
making the transition to abstract symbols more manageable.
• Tell the participants that they will perform and hands on activity using the CPA
approach.
• Divide the class in 5 groups.
• Share the Grade 4 SLO: recognize like and unlike fractions.
• Distribute manipulatives like coloured counters/ bottle caps /buttons, cut outs of
circles/square to each group. (Can use fraction circles where each circle represents a
whole and can be divided into equal parts)
• Ask each group to first make 5 fractions using the counters/bottle caps/buttons or cut-outs
of circles or square given to them.
• Ask the participants to now move to other group tables and observe and check their

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fractions.
• Once all groups have seen each other fractions, ask them to create specific fractions using
the counters/cut-outs. For instance, instruct them to represent 2/3 and ¼ using the red and
blue counters.
• Ask them to group together manipulatives that have the same denominators (like
fractions) and those with different denominators (unlike fractions).
• For Pictorial stage, distribute A4 sheets, pencils, and coloured pencils.
• Ask the groups now to draw pictorial representations of various fractions. For example,
ask them to draw 1/8 and 3/4 separately on their paper.
• Ask them to compare the drawings and identify which fractions are like fractions and
which are unlike fractions.
• Encourage them to label the fractions on their diagrams and discuss their pictorial
representations with their peers.
• Move to the abstract stage where participants work with numbers and symbols.
• For Abstract stage, ask the groups to separate the fraction flash cards into like and unlike

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fractions.
• To conclude ask the participants to reflect on their learning and share it with the whole
class.
• Elicit the definition of “Inquiry -based Approach”.
Inquiry-based learning is a teaching strategy that promotes student engagement, critical thinking,
and independent problem-solving skills. Throughout the inquiry-based learning process, the role
of the teacher shifts from being a direct instructor to a facilitator, guiding and supporting
students' inquiries, and promoting critical thinking and problem-solving skills. It is important to
provide scaffolding, ask probing questions, and offer resources and guidance as needed while
allowing students to take ownership of their learning. The key components and steps involved in
implementing an inquiry-based learning strategy:
1. Pose a Question or Problem: Start by presenting a thought-provoking question or problem to
the students that stimulates their curiosity and sparks their interest. The question or problem
should be open-ended and require investigation or research.
2. Explore and Investigate: Allow students to explore the question or problem through hands-
on activities, experiments, research, or discussions. Provide them with resources, materials, and
guidance to facilitate their inquiry process.
Gather Data and Evidence: Guide students in collecting data, conducting experiments, making
Activity 2: Inquiry Based Approach (20 minutes)

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observations, and gathering relevant information to support or refute their hypotheses. This step
involves critical thinking, data analysis, and interpretation.
3. Analyze and Reflect: Help students to analyze the data and evidence they have collected,
encouraging them to draw conclusions, identify patterns or trends, and reflect on their findings.
This step involves connecting the evidence to their initial hypotheses and making sense of the
results.
• Pose a question: How can we differentiate between area and perimeter of a shape?
• Ask the participants to recall real-life examples of 2-D objects.
• After getting their response, share with them examples of 2-D shapes.
• Divide the participants in groups to explore and investigate the question being asked.
• Ask each group to draw a rectangle, of any dimension, on a chart paper with the help of a
marker and then use a ruler to measure each of its four sides.
• Now ask them to add all the four lengths and write down the answer next to the shape.
• Next, tell each group to measure all the sides using a thread, as shown in the Figure 1.
• All groups should be able to verify that the length of the thread and the sum of four
lengths calculated is the same.
• Use the results and group discussion to define perimeter.
• Elicit from the participants that a perimeter is a closed path that encompasses, surrounds,
or outlines either a two-dimensional shape or a one-dimensional length.
• Elicit from the participants that the edges/boundaries which enclose a region, the space in
between is known as an Area.
• Ask participants ways to calculate area of the rectangle.
• Use the discussion to elicit the formula for calculating area for a rectangle and a square.
Area of square = l x l or l2

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Area of rectangle = l x b
Perimeter of square = 4 l
Perimeter of rectangle = 2l + 2b
• Ask each group to calculate the area of their drawn rectangles.
• Ask volunteers to explain their process of finding area and perimeter to self-assess their
work.
• Ask participants to reflect and identify each step of the inquiry-based approach used in
the activity.
• Share the reflection with the whole class.
• Ask the participant to work in trios and brainstorm the reasons why students find word
problems/real-life situation difficult to understand.
• Write the responses on the board.
• Now ask them to discuss ways to overcome this problem and share with the whole class.
• Write/share the following real-life situation on the board/ PPT slide.
Sara has two pieces of ribbon whose lengths are 18 cm and 24 cm respectively. She
wants to cut the ribbon into smaller pieces of equal length with no remainder. What
will be the greatest possible length of each piece?
• Display the following steps of solving word problems/real life situations on the
board/chart paper/PPT slide.
1. Read the word problem/real life situation.
2. Identify the key information.
3. Highlight the word which shows operation.
4. Change words into mathematical statements.
5. Find the solution.
• Briefly discuss each step with the participants for clarity.
• Divide the participants in groups of 4-5 members in each group and ask them to discuss
possible solution.
• Inquire from participants about the steps involved in its solution.
• Solve the question on the board with the participants’ input.
Activity 3: Problem Solving Approach (20 minutes)

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Step 1: Read the word problem/real life situation.
Sara has two pieces of ribbon whose lengths are 18 cm and 24 cm respectively. She wants to
cut the ribbon into smaller pieces of equal length with no remainder. What will be the
greatest possible length of each piece?
Step 2: Identify the key information.
Key information:
Length of two pieces of ribbon are 18 cm and 24 cm respectively.
To be cut into equal piece without remainder.
What will be the greatest possible length of each ribbon?
Step 3: Highlight the word which shows operation.
Words that show operation: Here words like in equal lengths and without remainder tells
that we must find the HCF.
o When the question is related to classification or distribution into groups, then in all
the cases it is HCF only.
o When the question talks about the smallest or minimum, then in most of the cases it
will be a question of LCM.
Step 4: Change words into mathematical statements.
Mathematical form:
Find HCF of 18 and 24 using prime factorization or factor tree method.
Step 5: Find the solution.
Solution:
Prime factorize the lengths of the ribbons:
The prime factorization of 18 cm: 2 x 3 x 3
The prime factorization of 24 cm: 2 x 2 x 2 x 3
The common factors are 2 and 3, as they appear in both prime factorizations.
Multiply the common factors: 2 x 3 = 6
Therefore, the greatest possible length of each piece of ribbon that Sara can cut without any
remainder is 6 cm.
• Now ask them to work in pairs and use the above-mentioned problem-solving strategy
to any real-life situation/word problem from Textbook Grade 3 - 5
• Give them 5 minutes to find the solution.
• Ask a few pairs to share their answers with the class.

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• Ask them to reflect on their experience and share with the class.
Maths talk" refers to using mathematical language, vocabulary, and reasoning to discuss and
explain mathematical concepts and problems. By engaging in "Maths talk," students can express
their mathematical thinking, justify their choices, and engage in meaningful discussions with
their peers.
• Inform the participants that we will do a whole class activity “Pick the odd one out."
• Introduce the concept of "Pick the Odd One Out.”
• Explain that they will be presented with a set of items or numbers, and they need to
identify the one that does not belong based on a specific rule or pattern.
• Explain the purpose is to engage learners in Maths talk by explaining their reasoning for
selecting the odd one out.
• Share Math Talk: conversation starters with them.
Activity 4: Maths Talk or Discourse (20 minutes)

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• Display/write the following on the board/PPT slide.
IV 9 X M
33 % .666
54 64 81 144
• Divide the class in three groups.
• Allocate one example to each group.
• Ask the participants to think individually and choose the number that they believe is the
odd one out.
• Encourage them to consider different mathematical properties, relationships, or patterns
that may exist within the given set. (Possible answers: 1. all are roman numbers except 9,
5/3 and 54)
• Now discuss their choices within their groups.
• Remind them to use "conversation starters" to explain their reasoning and convince their
group members of their selection.
• After the group discussions, bring the whole class together for a collective discussion.
• Select one group at a time to share their chosen odd one out and their reasoning.
• Encourage participants to actively listen, ask questions, and provide counterarguments if
they disagree.
• Facilitate a class discussion where they can compare their choices, evaluate different
arguments, and identify the correct odd one out.
• Emphasize the importance of providing evidence and using mathematical language to
support their reasoning.
• Conclude the activity by summarizing the key ideas discussed and highlighting the
importance of logical reasoning and mathematical thinking in identifying patterns and
relationships.

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• Display the Fist to five chart.
• Ask the participants to use fingers to show their understanding.
• Take a few random responses and ask them to justify their choice.
• Address any ambiguity or misconception.

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Use of No Cost/ Low-Cost Material
• Ask any volunteer to recap the main learning points of the previous session.
• Draw a “K-W-L” table on the whiteboard/ Paste a K-W-L chart on the board/wall/PPT
slide.
K W L
What I Know? What I Want to Know? What I learned?
Learning Outcomes:
At the end of this session, the participants will be able to:
• identify no cost / low-cost teaching support material from the immediate surroundings
• use no cost / low-cost teaching support material in the classroom
Materials:
• chart paper sheets, writing marker
• used milk carton, paper cups, plain paper, scissors/cutter, empty tissue rolls
• old /used chart papers, milk cartons, pack of straws, pack of pencils, small and large sized
coloured pencils, empty bottle, caps, buttons, paper cups
Activity 1: K- W-L (10 minutes)

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• Distribute colored sticky notes/ strips of paper.
• Tell the participants to work in pairs, discuss and write what do they know about no cost
and low-cost materials and what they want to know on the given sticky notes/strips of
paper.
• The trainer must write an example on the table to clarify the concept.
• Ask them to paste it in the relevant columns.
• Instruct them to leave the third column, it will be filled at the end of the activity.
• Ask a few pairs to share their input with the whole class.
• Divide the participants into pairs.
• Ask them to think what support material they are currently using in their classrooms.
• Share their thoughts with the partners sitting next to them.
• Elicit few random responses from the whole class.
• Now tell the participants that in this session we will identify the no cost / low-cost
teaching support material.
• Ask the participants to reflect on the following questions:
o What is low-cost / no cost material?
o What is the importance of using of using no cost / low-cost teaching support
material?
• Give them time to share their ideas.
• To clarify the concept, share the following:
o No cost /low-cost materials are the teaching aids which require no cost or
available cheaply and developed by locally available resources and speed up
learning in the classroom. Low cost no cost materials are developed from the
waste and help the teachers in making the teaching interesting and concrete.
o No cost /low-cost learning materials/aids are developed from the waste and help
the teacher in making teaching interesting and concrete low-cost/no-cost teaching
aids can be used interactively during different learning lessons, during playing or
Activity 2: No cost / Low-cost Teaching Support Material (20 minutes)

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having small projects. No cost /low-cost material is the material which requires no
cost, or it is available at very low cost.
o This material may include, bottle caps, ice-cream sticks, empty plastic bottles,
empty biscuit boxes, cereal or shoe boxes, buttons, small and big carton, beads,
beans, pieces of cloth, old newspaper and magazines, socks, laces, shoe lace,
pieces of chalk, one sided written paper sheets, etc.
o Math Manipulatives: Manipulatives are physical objects that help students
understand abstract math concepts through hands-on exploration. Examples
include counting blocks, fraction tiles, geometric shapes, and measuring tools.
While some manipulatives may require a small cost, others can be made using
household items or found in nature.

24
• Divide the participants into four groups.
• Distribute a used milk carton, paper cups, plain paper, scissors/cutter, empty tissue rolls,
glue, markers, pencil to each group.
• Inform them that they will first watch the video and then make a similar teaching material
using the idea given in the video.
• Show the video: https://youtu.be/nSQEOLsGY6M.
• After watching the video, allocate time to groups to make the material.
• Then plan a short activity of 3-4 minutes where it can be used and present it to the whole
class.
• To consolidate, ask a few volunteers to share their learning with the whole class.
The trainer before starting this activity will make a station where the participants can get
materials like old /used chart papers, milk cartons, pack of straws, pack of pencils, small and
large sized coloured pencils, empty bottle, caps, buttons, paper cups.
• Tell the participants that everyone will say a number from 1-8 in a sequence and that
number will be his or her group no. There will be eight groups having 4-5 members
each.
• Assign the following SLOs to each group. Direct them to design an activity based on the
given SLO where they will make no cost /low-cost material to deliver the concept.
Group 1 Grade 3 Identify the place value of numbers up to 5-digit numbers
Group 2 Grade 3 Add two fractions with same denominators
Group 3 Grade 4 Read and write the time using digital and analog clocks
Group 4 Grade 4 Use standard metric unit to measure the length of different objects
Group 5 Grade 4 Conversion of Fraction and decimals
Group 6 Grade 5 Recognize percentage as a special type
Group 7 Grade 5 Recognize place value of numbers up to million
Group 8 Grade 5 Division of numbers up to 5 digits
Activity 3: Creating Low-cost Teaching Material (20 minutes)
Activity 4: Hands on Activity (25 minutes)

25
• After completing the given time ask them to demonstrate their activity in front of other
participants.
• Call groups one by one and allow 2-3 minutes for presentation.
• Encourage other groups to give feedback to their peers.
• Conclude the session by referring to K-W-L activity.
o “What was the most important thing you have learned today?”
o “What question still remains in your mind?”
• Take random responses and encourage the participants to answer the second question of
their peers.

26
Components of Lesson Plan
• Ask any one participant to recite the few verses of Holy Quran to start the day.
• Display/share the topic and learning outcomes of Session 5 on a chart paper/ PPT slide.
• Ask the participants to think about the following question:
o What is lesson plan?
• After taking responses from the participants, explain that:
Lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively during the class time. Before you plan your lesson, you will first need to
identify the learning outcomes. Then, you can design appropriate learning activities and
develop strategies to obtain feedback on student learning.
Learning Outcomes:
• identify the components of a lesson plan
• describe each component of a lesson plan
• observe the effective use of a lesson plan in the classroom
Materials:
• Multimedia, PPT slides/ handouts
• chart paper sheets, writing marker
• Model lesson plans
Activity 1: Components of Lesson Plan (25 minutes)

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• Introduce each step / component of lesson plan by giving examples with the help of the
Handout: Template of Lesson Plan.
• Divide the participants into 6 groups.
• Give each group Handout: “Preparing a Lesson Plan”.
• Ask them to first read and discuss the given information about lesson planning.
• Allocate one of the following topics from the Handout to each group.
o Learning outcomes
o Development of introduction
o Development (main body of the lesson)
o Plan to check for understanding
o Develop a conclusion/Sum-up/Wrap-up
o Assessment (Formative assessment)
• Distribute chart paper and coloured markers to each group.
• Ask them to make a 2-minute presentation on the charts on the given topic. may add
more information to make the presentation comprehensive.
• Ask each group to present their work.
• Encourage participants to give feedback to each other.
• Facilitate a brief whole-class discussion to recap the key points from each topic and
address any remaining questions or concerns.
• Inform participants that the trainer will demonstrate a lesson with the help of a model
lesson plan given in Handout.
• Encourage participants to actively participate in the activity.
• Provide handouts of model lesson plans to the groups.
• Tell them that they will read these model lesson plans in groups and note the following:
o Introduction of concept or topic
o Use of teaching strategies
o Development of concept building activities
Activity 2: Model Lesson (40 minutes)
Activity 3: Reading of Model Lesson Plans (20 minutes)

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o Use of formative assessment
• Take random responses and clarify any misconceptions.
• Ask the participants to think how this session will help them in their own classroom
scenarios.
• Ask any two or three volunteers to share their ideas with the whole class.

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HANDOUT - TEMPLATE OF LESSON PLAN

30
HANDOUT - PREPARING A LESSON PLAN
Below are the important steps of a lesson plan. Each step is accompanied by a set of questions
meant to prompt reflection and aid you in designing your teaching and learning activities.
1. Learning Outcomes
The first step is to determine what you want students to learn and be able to do at the end of
class. To help you specify your lesson outcomes for student learning, answer the following
questions:
o What is the topic of the lesson?
o What do I want students to learn?
o What do I want them to understand and be able to do at the end of session?
Once you outline the learning outcomes for the class meeting, rank them in terms of their
importance. This step will prepare you for managing class time and accomplishing the more
important tasks in case you are pressed for time.
Consider the following questions:
o What are the most important concepts, ideas, or skills I want students to be able to grasp
and apply?
o Why are they important?
o If I ran out of time, which ones could not be omitted?
o And conversely, which ones could I skip if pressed for time?
2. Develop introduction of the concept
Now that you have your learning outcomes in order of their importance, design the specific
activities you will use to get students to understand and apply what they have learned. Because
you will have a diverse body of students with different academic and personal experiences, they
may already be familiar with the topic.
That is why you might start with a question or activity to gauge students’ knowledge of the
subject. For example, you can take a simple poll on a concept, for example “How many of you
have heard about ‘Fractions’? Raise your hand if you have.” When you have an idea of the
students’ familiarity with the topic, you will also have a sense of what to focus on.
Develop a creative introduction to the topic to stimulate interest and encourage thinking. You
can use a variety of approaches to engage students (e.g., personal narrative, historical event,
thought-provoking idea, real-life example, practical application, probing question, etc.).
Consider the following questions when planning your introduction:
o How will I check whether students know anything about the topic?
o What are some commonly held ideas (or possibly misconceptions) about this topic that
students might be familiar with?
o What will I do to introduce the topic?
3. Development (the main body of the lesson)
Prepare several different ways of explaining the material (real-life examples, analogies, visuals,
etc.) to catch the attention of more students and appeal to different learning styles. As you plan
your examples and activities, estimate how much time you will spend on each. Build in time for
extended explanation or discussion, but also be prepared to move on quickly to different

31
applications or problems, and to identify strategies that check for understanding. These questions
would help you design the learning activities you will use:
o What will I do to explain the topic?
o What will I do to illustrate the topic in a different way?
o How can I engage students in the topic?
o What are some relevant real-life examples, analogies, or situations that can help students
understand the topic?
o What will students need to do to help them understand the topic better?
4. Plan to check for understanding
Now that you have explained the topic and illustrated it with different examples, you need to
check for student understanding – how will you know that students are learning? Think about
specific questions you can ask students to check for understanding. Decide on whether you want
students to respond orally or in writing.
What questions will I ask students to check for understanding?
o What will I have students do to demonstrate that they are following?
o Going back to my list of learning objectives, what activity can I have students do to
check whether each of those has been accomplished?
An important strategy that will also help you with time management is to anticipate students’
questions. When planning your lesson, decide what kinds of questions will be productive for
discussion and what questions might sidetrack the class. Think about and decide on the balance
between covering content (accomplishing your learning objectives) and ensuring that students
understand.
5. Develop a conclusion/sum up/wrap-up
Go over the material covered in class by summarizing the main points of the lesson. You can do
this in several different ways:
o can state the main points yourself (“Today we talked about…”)
o can ask a student to help you summarize them, or you can even ask all students to write
down on a piece of paper what they think were the main points of the lesson
o can review the students’ answers to gauge their understanding of the topic and then
explain anything unclear the following class.
o conclude the lesson not only by summarizing the main points, but also by previewing the
next lesson. How does the topic relate to the one that’s coming? This preview will spur
students’ interest and help them connect the different ideas within a larger context.
6. Assessment (Formative Assessment)
Take a few minutes after or during each class to reflect on what worked well and why, and what
you could have done differently. Identifying successful and less successful organization of class
time and activities would make it easier to adjust to the contingencies of the classroom.

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HANDOUT-LESSON PLANS
Model Lesson Plan # 1
Grade-3 Lesson Plan 1
Geometry
Information for Teachers
• Zero Dimensions: A point has zero dimensions. There's no length, height, width, or volume.
Its only property is its location. We can have a collection of points, such as the endpoints of a
line or the corners of a square, but it would still be a zero-dimensional object. For example, a
square box with four dots inside.
• One Dimension: Once you connect two points, you get a one-dimensional object: a line
segment. A line segment has one dimension: length a square box with a horizontal line in the
middle
• Two Dimensions: A flat plane or shape is two-dimensional. Its two dimensions are length
and width. Squares and rectangles, are examples of two-dimensional objects.
Students Learning Outcome
➢ Describe 3-D objects (cubes, cuboids, and pyramids) with respect to the number of edges
and faces.
Materials:
board, chalk/marker, any square box, pack of juice, any pyramid shape pack, textbooks, sheets
of paper, Textbook Mathematics Grade 3

33
• Three Dimensions: The objects around us, the ones we
can pick up, touch, and move around, are three-dimensional.
These shapes have a third dimension: depth. Cubes, prisms, pyramids, spheres, cones, and
cylinders are all examples of three-dimensional objects.
Introduction
• Tell the students that now we are going to learn 3-D shapes.
• Asses the prior knowledge of students by asking following questions:
o What are 2-D shapes?
o What are 3-D shapes?
• Place or draw the following different 3-D shapes to the students.
• You can bring your own models from the daily life.
cube cuboid pyramid
• Point out these shapes turn by turn and ask the students about attributes of these shapes.
• Tell the students that these all are 3-D shapes.
• Let’s learn more about these shapes.
Development
Activity 1
• Asses the prior knowledge of students by asking following questions:
o What is side of a shape?
o What is vertex of a shape?
• After getting their response involve them to recall these concepts by solving examples on
the board.
• First show the square box (any object is square shape). Or draw a 3-D square shape on
the board.
• Ask the students how many sides are there in this shape?
• Allow them to keep model of 3-D square shape in their hands. Let them to count its sides.
• Take their responses and tell them that this shape has 6 sides or faces.
• It’s all sides are equal.
• Now ask them to tell its edges.
• After getting their response demonstrate to them that it has 12 edges.
• Now ask them that how many vertices are there in this shape?
• Let them to count and after taking their response tell them that there are 8 vertices.

34
• Now let’s say its name. Its name is “cube”.
• So, a cube is a 3-D shape. It has 6 sides, 8 vertices and 12 edges.
Activity 2
Place or draw the model of rectangular 3-D shape on the board.
• Allow them to keep model of 3-D rectangular shape in their hands. Let them to count its
sides.
• Its opposite sides are equal.
• Now let’s say its name. Its name is “cuboid”.
• So, a cuboid is a 3-D shape. It has 6 sides or faces, 8 vertices and 12 edges. Its opposite sides
are equal.
Activity 3
Place or draw the model of pyramid on the board.
• Now let’s say its name. Its name is “pyramid”.
• So a cube is a 3-D shape. It has 5 sides or faces, 5 vertices and 8 edges.
Sum up/Conclusion
Conclude the session that:
o The objects around us, the ones we can pick up, touch, and move around, are three-
dimensional. These shapes have a third dimension: depth. Cubes, prisms, pyramids,
spheres, cones, and cylinders are all examples of three-dimensional objects.

35
Assessment
Ask the students to open page no 163 of their Maths textbook and solve exercise 4.
Take a quick round and check their work.
Follow up
Explore different things at your home and identify the things as cube, cuboid and pyramid.

36
Grade-3
Lesson Plan 2
Place Value
Information for Teacher
• Place value describes the value of every digit in a number depending on its position. These
positions start from the ones place.
• The order of the place value of digits in a 5- digit number from right to left is expressed as
ones, tens, hundreds, thousands and ten thousand.
• For example: the place value of the digit 6 in 65,123 is 60000. As 6 is at the ten thousand
place (6 ten thousand or 60000).
• While teaching the lesson, also consult textbook where and when applicable.
Introduction
Place value is the value of a digit in a number based on its place or position.
• The place a digit appears in a number determines its value.
• A place value chart of 4-digit number is made up of ones, tens, hundreds and thousands.
• The place value of the digit increases by ten times as we move left on the place value chart.
Students Learning Outcomes :
➢ Identify the place values of numbers up to 5-digits.
Materials:
board, marker/chalk, Textbook Mathematics Grade 3, notebook.

37
• 3 thousand, 2 hundreds, 4 tens and 8 ones
• We read it as “Three thousand two hundred and forty-eight”
• Mow ask the students, what is the greatest 4-digit number?
• After taking their responses write the greatest 4-digit number (9,999) on the board.
• Make place value chart for 9,999 on the board.
• In 9,999 there are 4 digits so there will be four place value positions.
Thousands
TH
Hundreds
H
Tens
T
Ones
O
9 9 9 9
• Explain this place value chart to the students.
• Ask them if we add 1 in 9,999, what will be the answer?
• Demonstrate to the students; that what will happened if we add 1 in 9,999.
• Construct place value chart of smallest 5 digit numbers on the board.
Ten
thousands
T.Th
Thousands
TH
Hundreds
H
Tens
T
Ones
O
1 0 0 0 0
• It has 5-digits and it is called the smallest 5-digit number.
• Tell the students that from reading right to left, first place is ones, second place is tens, third
place is hundreds, fourth place is thousands and fifth place is ten thousands.
• With the help of place value chart, we can find the place value of any digit in a number.
• We can find the value of each digit according to their respective places.
• For example, the number 54,017 is different from 51,047 because the digits are in different
positions.
• Demonstrate the example on textbook page 15 and 16.
Development
Activity 1
• Write a 5-digit number on the board, for example: 29,735
T. Th Th H T O
5 4 , 0 1 7
Place and place value
Place=ones
Place value=7
Place=hundreds
Place value=100
Place=tens
Place value=10
Place=thousands
Place value=1000
Place=ten thousands
Place value=1000

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• Demonstrate to the students that how they will construct place value chart of this number.
Ten
thousan
d
T.TH
Thousand
s
TH
Hundred
s
H
Ten
s
T
One
s
O
2 9 7 3 5
• Demonstrate to the students that how they will read and write this number with the help of
this place value chart.
• Now ask the students to construct the place value chart for the following numbers.
a) 51,863
b) 60,107
Activity 2
• Demonstrate to the students how they will find the place value of a specific digit in a
number.
• For example ask the students to tell the place value of 3 in the number 13,460.
• Tell them that first we have to construct the place value chart.
Ten
thousan
d
T.TH
Thousand
s
TH
Hundred
s
H
Ten
s
T
One
s
O
1 3 4 6 0
• Ask the students to tell the place value of 3 from the chart.
• After taking their responses, explain to them that the place value of 3 is 3 thousands or 3000.
• Similarly, we can find the place values of the other digits in a number e.g. the place value of
1 is 1 ten thousands (10000), 4 is 4 hundreds (400), 6 is 6 tens(60) and 0 is 0 ones(0).
• Write the following numbers on the board and ask the students to identify the place value of
underlined digits.
a) 28,035 _________
b) 51,635 _________
c) 96,919 _________
d) 30,783 _________
• Ask the students to solve Q#5 and 7 from textbook page 19.

39
Conclusion
• The place value chart of smallest 5-digit number is:
Ten thousands
T.Th
Thousands
TH
Hundreds
H
Tens
T
Ones
O
1 0 0 0 0
• In this chart, from right to left, first place is ones, second place is tens, third place is
hundreds, fourth place is thousands and fifth place is ten thousands.
• Each digit has a value depending on its place called the place value of the digit. For example
in 59,354 the place value of 5 is 5 ten thousand or 50000.
Assessment
• Write the following numbers on the board and ask the students to identify the place value of
the underlined digits.
a) 8,032 __________
b) 49,240 __________
c) 54,567 __________
d) 65,556 __________
• Ask the students to solve Q#3 from textbook page 18.
Follow up
Ask the students to make a poster of;
o Greatest 2-digit number, 3-digit number, and 4-digit numbers.
o Smallest 2-digit number, 3-digit number, and 4-digit numbers.
o Ask the students to solve the questions given in their textbook.

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Converting Units of Time
• When we convert the large unit into a subunit then multiply with
that subscale such as large unit is hours and subunit is minutes.
1 hour = 60 min
• When we convert the small unit into a large unit then divide with
its scale such as.
1 min = hour
Introduction
• Ask the students to brainstorm and answer the following questions.
• Ask them:
o What time do they get up for school?
o What time do they sleep at night?
o What is the time of Isha’s prayer?
• Draw the given clock on the board and ask them what time it is on the clock.
• Tell them we perform most of our activities according to time.
• Ask them in which units’ time is measured?
• Revise that we use hours, minutes, and seconds as units to measure time.
Development
Activity 1
• Tell students that it takes 1 hour for me to reach the school from my home.
• Can you tell me how many minutes I take to reach school from home?
• Tell them we can solve this if we know how many minutes there are in one hour.
• Tell them there are 60 minutes in one hour.So, it takes me 60 minutes to reach the school.
➢ Convert hours to minutes and minutes to seconds.
Materials:
board, Marker, Chalk, Duster, Textbook Mathematics Grade 4

41
• Now tell them to let’s solve a problem on it.
• Write the following problem on the board.
At least 8 hours of sleep a day is important for good health. How many minutes are there
in 8 hours?
• Tell students in this problem we have to convert 8 hours into minutes.
• Solve the problem step by step on the board. (Refer to textbook page 119 for the solution)
• Tell them we can also convert minutes into seconds.
• Tell them there are 60 seconds in one minute.
• Now tell them to let’s solve a problem on it as well.
• Write the following problem on the board.
Saad solved the division question in 6 min. How many seconds did he take to solve the
question?
• Tell students in this problem we have to convert 6 minutes into seconds.
• Solve the problem step by step on the board. (Refer to textbook page 120 for the solution)
• Solve 2 more examples on the board by taking inputs from students. (One for each
conversion)
Activity 2
• Ask students to solve the following question.
Sana was working on a math and science assignment. She converted the following times.
22 hours 26 min = 1346 minutes and 63 minutes 58 seconds = 3838 seconds.
Can you check if these are correct?
• Be a facilitator and help struggling students.
• Ensure active participation of every student.
• Motivate the students.
• When they have completed the activity, take responses from them, and consolidate
the concept.
Assessment
• Ask students:
o How many minutes are there in one hour?
o How many seconds are there in one minute?
Conclusion/ Sum up / Wrap up
• Sum up the lesson by highlighting all the lesson’s key points.
Follow up
• Assign three question each from question 1 and 2 from exercise 2 on page 121 as
homework.

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Formation of Angle
• CPA approach is a pedagogical approach. CPA stands for concrete, pictorial, and
abstract. In this approach, a teacher teaches an abstract concept using concrete and
pictorial aids. It helps students to relate to the concept and have a deeper understanding.
• The anti-clockwise angle shows a positive degree always.
Introduction
• Draw the following lines on the board and call students one by one to identify them.
(Add one more pictorial example like this)
Ans: Horizontal line Ans: Vertical line Ans: Parallel lines Ans: non-parallel
lines
• Tell students about intersection of lines, vertex and common point of the line/lines.
• Tell students about clockwise and anticlockwise rotation of angle.
➢ Recognize an angle formed by the intersection of two rays
Materials:
board, marker, chalk, duster, Textbook Mathematics Grade 4, scissors, objects flash
cards, Textbook Mathematics Grade 4

43
Development
Activity
• Show a scissor to the students and ask them what
it is?
• Tell them that I am going to draw two lines on the
board just like the two arms of the scissor.
• Draw a scissor on the board and draw two lines on
the scissor as shown in the figure.
• Tell them that the lines and intersect each
other at point O.
• Ask students, “are these parallel lines?”
• Tell them these are nonparallel lines and when
two nonparallel lines intersect each other at a
point, different angels are formed at the
common point.
• Highlight the angle AOD on the board. Tell
them this is an angle.
• Tell them that an angle is formed by two rays
with a common endpoint.
• Draw an angle on the board and label it such as
reflected in figure.
• Tell them we can find angles everywhere
around us.
• Show them the corner of the board is an angle.The leg of your chair and the floor makes
an angle. Your book has angles in it.
• Ask them if they can give any more examples of angles from classroom.
• Tell them you can also make angle with your arms.

44
• Ask students to make an angle with their
arms.
• Help them identify the rays and common
points in their angle.
• Tell them the two rays and the common point
also have some other names.
• Draw the following angle on the board and
label it.
• Tell them that the common point is also called the vertex. (Spell vertex for students)
• Tell them that ray 1 from where the angle starts is called the initial ray.
• Tell them that ray 2 where the angle ends is called the terminal ray.
• Terminal is taken from the word terminate which means to end.
Activity 2
• Provide students with the object cards and ask them to identify angles in them.
• Be a facilitator and move in the class to help the struggling students.
• Ensure active participation of every student.
• Encourage them to complete the activity.
• After some time discuss the solution with them.
Assessment
• Call 2 – 3 students on the board randomly and ask them to draw an angle of their own
choice and label it.
Conclusion/ Sum up / Wrap up
• Sum up the lesson by highlighting all the lesson’s key points.
Follow up
• Assign the task to students to identify 5 objects in their home.
• Draw those objects in their notebook and highlight angles in them.

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Conversion of Units of Distance
• This is beginning of a new concept/unit in class. It is expected that students already have an
idea of unit conversions (for length from grade 4) and know why or how units are
converted. Build on that knowledge to allow students to start converting between units of
distance and time.
• Students should know the following units by the end of this lesson: kilometers, meters,
centimeters, millimeters
Introduction
• As a starter activity ask several students how far they live from the school.
• Ask students to move into four different corners of the classroom based on this distance.
Discuss how this can help identify neighbors as well.
• Discuss which unit of distance have they have used and why?
Note: Some students might answer in terms of time, please correct them.
• Now get them back on their seats and ask about three different landmarks near the school.
For each ask students to estimate the distance, from the classroom. Ensure one of the
landmarks is from within school premises, e.g. canteen, head teacher’s office etc.
• Use this to discuss how a change of unit is needed to represent closer and further away
distances.
• Ask students what units of distances they know and make a list on the board.
•
Students Learning Outcomes
➢ Convert measures given in:
o Kilo meters to meters and vice versa.
o Meters to centimeters and vice versa.
o Centimeters to millimeters and vice versa.
➢ Notation of units for kilometer, meter & millimeters.
Materials:
Textbook, writing board, chalk / marker, duster, Textbook Mathematics Grade 5, meter
rules + plastic small rulers (as many as number of groups to be made in class), etc.

46
Development
Activity 1
• Divide the class in pairs and provide each pair with one meter rule and one small plastic
ruler.
• Ask students to look at the ruler and see how many millimeters make up one centimeter.
• Ask them to measure any two items they have like books, rubber, pencils, sharpener,
geometry case, etc., with first the small scale then with meter ruler.
• Take random feedback and ask them to share their findings.
Activity 2
• Divide the class into groups of no more than 5 students. On the board, use the list to make
an empty conversion table and ask each student to note it down in their notebooks.
Unit Millimeters Centimeters Meter Kilometers
Millimeters
Centimeters
Meter
Kilometer
• Provide each group with one-meter rule and one small plastic ruler.
• Ask students to look at the ruler and see how many millimeters make up one centimeter.
Note it down. Next look at how many centimeters make one meter. Note it down.
• Now, discuss how taking the reciprocal will help calculate the unit in reverse:
For example:
then
• Ask students to fill out the reverse conversions in their table.
• Next step is to determine how many meters make up a kilometer. Relate the prefix kilo to
kilogram and discuss how kilo represents 1000. (Using mass as an example from grade 3
and 4). Using this knowledge ask students to fill in the table.
• Using the following equations determine the remaining conversions. (Develop concept of
multiplication/division by 1000 to covert km to m vice versa etc…)
▪
• By the end of the activity, the table would look like this:
Unit Millimeters Centimeters Meter Kilometers
Millimeters

47
Centimeters 10
Meter 100
Kilometer 1000
• Discuss how these conversion tables can be used to convert between distances and units.
• Use the table to convert the following:
a. 2 km to m
b. 30 cm to km
c. 25 m to cm
d. 30 mm to cm
e. 13 m to mm
Conclusion / Sum up / Wrap up
• Wrap up the lesson by talking about the importance of converting between units and why
it is useful and necessary to make these conversions.
Assessment
• Ask students to solve the question on their notebooks individually.
a. 5 km to m
b. 50 cm to km
c. 120 m to cm
d. 88 mm to cm
• Take random feedback and ask a volunteer to solve the question on the board.
Follow up
Homework: Textbook, Unit 5, Ex-1: Q1

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Real Life Situations Involving Division
• Division is a method of distributing a group of things into equal parts.
• Division is the opposite of multiplication.
• Long division involves dividing, multiplying, and subtracting.
• Divisor: The number by which we divide.
• Dividend: The number which is to be divided
• Quotient: The factor obtained in division process. ·
• Remainder: If values do not divide completely, the left over is remainder.
• Ask the students to read the statement from book and underline the key words.
Tell them about the key words of all four operations like altogether, added, total sum up,
total numbers, difference, left, given away, more or less, equally divided, equally given/shared
etc.
Introduction
Write the given question on the board.
Three friends have 24 coins. If we divide the coins equally, then how many coins each get?
• Ask the students to solve individually. Ask any volunteer student to explain the steps of
division by calling them on board.
➢ Solve real life situation involving operation of division.
Materials:
writing board, chalk / marker, duster, Textbook Mathematics Grade 5, flash cards etc.

49
• Revise the terms divisor, dividend, quotient & remainder. i.e.
Quotient
Divisor Dividend
__________
Remainder
Development
Activity 1
• Ask students to recall the steps to solve word problems taught in earlier class.
• Write the statement solving steps on the side of the board.
a. Read the word problem.
b. Underline the given information.
c. Highlight the word which shows operation.
d. Solve the problem.
• Tell students, today we will learn to solve word problems related to division.
• Write the given word problem on the board.
A toy factory makes 28 550 toys in 25 days. How many toys does it make in a day?
• Ask students to read the situation carefully.
• Elicit the process of solving word problem to convert the story into a mathematical
statemen
• Tell them to find the toys made in one day, we divide 28550 by 25.
• Explain solve the by involving the students.
• Repeat the process with another question from the textbook emphasizing on following the
steps.
Activity 2
• Divide the class into pairs.
• Write the question on the board.
Huma saved Rs. 16620 from her pocket money. She wants to distribute this amount
in 12 children. How many rupees will each child get?
• Ask each pair to solve the question.
• Ask any volunteer student to solve them on the board.
Assessment
• Ask students to solve the given question individually.
“A shopkeeper sells 13 440 masks in 15 days. How many masks will he sell in a
day?”
• Check students work and provide feedback.
Sum up / Conclusion
• Ask students to think about the main points covered in the lesson.
• Tell them that they will have to explain them within a minute.
• Ask any two or three students to volunteer to recap the main points covered in the lesson in
one minute only.
Follow up
Ask students to solve the word problem given in their textbook.
“Aliya has Rs. 22 580. She wants to distribute them among 18 needy people. Find how
much amount will each person get? How much amount will be left?”

50
Mathematics Session 6,7 & 8
LESSON PLANNING
• Ask any volunteer to verbally recap the main learning points of the previous session.
• Display the topic and learning outcomes of Session 6, 7 & 8 on a chart paper/ PPT slide.
• Tell the participants that everyone will say a number from 1-8 in a sequence and that
number will be his or her group number.
• Provide template of lesson plan to each group.
• Tell the participants that they will develop lesson plans working in groups.
• Assign the following SLOs for each group and direct them to develop a lesson plan.
Learning Outcomes:
• develop a lesson plan according to the given SLO
• deliver the self-prepared lesson plan
• know the strength and weaknesses of their lesson plans
• use of lesson plan for teaching more effectively in the classroom
Materials:
• Writing Board, chalk /marker, duster
• Chart paper sheets, writing marker
• Lesson plans developed by groups
• Lesson plan feedback form
Activity 1: Developing Lesson Plans (75 minutes)

51
Group 1
Grade 3
Write the given set of numbers in ascending and descending order
(up to 3-digit numbers)
Group 2 Grade 3 Recognize point, line, ray, and line segment
Group 3 Grade 4 Identify unit, proper, im-proper fractions and mixed numbers
Group 4 Grade 4 Convert years to months, months to days, and week to days
Group 5 Grade 4 Factorize a number by using prime factors
Group 6 Grade 5 Recognize straight and reflex angle
Group 7
Grade 5
Solve real life situations involving conversion, addition, and
subtraction of units of distance
Group 8 Grade 5 Convert fractions to decimals numbers using division
• Give them sufficient time to prepare lesson plans on the assigned SLOs.
• After preparing the lesson plan ask the groups to review their work.
• To consolidate their learning while preparing this lesson plan ask participants for any
confusions.
• Share the Handout: Lesson planning feedback form with all the groups.
• Ask them to use it for peer feedback.
• Call the participants in group to present their lesson plan in front of other participants.
• Tell them that they will present their lesson plan and explain all the components one by
one.
• Give equal time to each group and ask them to focus on explanation of introduction,
concept building activities, wrap-up and assessment. .
• Encourage groups to give constructive feedback with the help of feedback performa to
other groups.
• To conclude, the trainer will also share his/her feedback.
• Distribute sticky notes to the participants.
• Tell them to write at least three take-away from the session.
• Take 2-3 responses to conclude the session.
Activity 2: Group Presentation
Wrap-up
(180 minutes)
(10 minutes)

52
LESSON PLANNING FEEDBACK FORM
Subject: ___________________ Group No.__________________
Remarks:______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Components Indicator Excellent Good Average Below
Average
SLO Written According to
the Curriculum
Introduction Clearly Defined /
Opening Activity
Development Appropriate number
of activities (At least
2)
Activities are
according to scope of
SLO
Activities are in
logical progression
Use of variety of
teaching strategies
Use of student-
centered activities
Conclusion/
Wrap up
Reinforcement is
properly done
Assessment Assessment is done
according to the SLO
Follow up Homework/
Assignment/
Extended learning
was focused

53
Mathematics Session 9- 12
MICROTEACHING
• Ask any one participant to recite the few verses of Holy Quran to start the day.
What was the most important thing you learnt ?
What question still remains in your mind?
• Encourage them to share their experience with the whole group.
• Brainstorm the word “Reflective Practices in Teaching”.
• Ask the participants to first think and then share their thoughts with their partner.
• Take a few random responses.
• To conclude, explain: Reflective Practices in teaching.
Duration: 360 minutes
Learning Outcomes:
• prepare and teach one or more activities using the methods they have learnt in this
training as a microteaching session.
• be more confident in their ability to use child-centered teaching methodology.
• give constructive feedback to their peers.
Materials:
• Writing Board, chalk /marker, duster
• Chart paper sheets, writing marker
• Microteaching feedback form
Activity 1: Reflective Practices in Teaching (30 minutes)

54
Reflective practices in teaching refer to the deliberate and systematic process of reflecting on
one's teaching practices, experiences, and interactions with students to gain insights, improve
instructional techniques, and enhance student learning outcomes. These practices involve self-
reflection, self-assessment, and critical thinking to continuously refine and develop teaching
approaches.
The process of reflection is a cycle which needs to be repeated.
o Teach
o Self-assess the effect your teaching has had on learning
o Consider new ways of teaching which can improve the quality of learning
o Try these ideas in practice
o Repeat the process
• Share Handout-List of SLOs with the participant to choose SLO for micro-teaching.
• Explain that they will work in the same groups in which they made their lesson plans.
• Inform that each member will prepare an activity of 4-5 minutes from the components
of their lesson plan.
• Remind the participants to keep the following points in mind while planning.
o getting attention
Activity 2: Preparation for Micro-teaching Session (50 minutes)

55
o explaining the selected content
o organizing class into pairs or groups
o using teaching methodologies learnt in the previous sessions
o using low-cost/no cost materials
o encouraging and being positive
• Tell them that each member of the group must deliver an equal amount of the
microteaching session, i.e., 5 minutes each.
• Share the Handout: Micro Teaching Session Feedback.
• Ask any volunteer to read the given criteria.
• Inform the participants that the trainer and other groups of participants will give feedback
to each presenters’ group.
• Call the participants in group to present their microteaching sessions in front of other
participants.
• Allocate time to each group according to the number of participants. (for example, 5
minutes per participant)
• Tell them that it will be a demonstration activity and each group members will act as a
teacher and the rest of participants will be supposed to be students at primary level.
• Remind the participants that this is not an assessment, but rather a chance to enhance
their teaching abilities.
• After each group presentation, encourage all the participants to do self and peer-reflection
keeping the following questions in mind:
o What went well? Why?
o What didn’t go so well? Why?
o What have you learnt from planning and preparing for micro teaching sessions?
Activity 3: Micro Teaching Sessions (240 minutes)

56
• Give 1/2 to 1 minute to each participant for their self-reflection regarding their
microteaching sessions.
• To conclude all the three days sessions, ask some of the participants to reflect on the
following questions:
o Three new things they found out
o Two interesting things they found out
o One question they still have
• Get a few participants to read out their reflection to the whole class and give feedback on
these.
Activity 4: Review and Reflection (30 minutes)

57
MICRO TEACHING SESSION FEEDBACK FORM
Subject: ___________________ Name of the participant: __________________
Sr.# Lesson Presentation
Not
achieved
Achieved
to some
extent
Achieved
well
1. SLO achieved through the activities
2.
Clear explanations to concepts,
words, etc.
3.
Giving clear instructions for an
activity
4.
Encouraging and supporting
learners
5.
Use different interaction patterns:
individual, pairs, groups, mingle,
teams, whole class.
6. Flow of activities
7.
Voice: good volume, friendly tone
(not authoritative)
8.
Monitoring and supporting learners
in their work
9. Assessment is according to the SLO
10. Time management
11. Board and material use
12.
Less Teacher Talk Time, More
Student Talk Time

58
HANDOUT
LIST OF SLOS
Mathematics SLO Grade 3 Mathematics SLO Grade 4 Mathematics SLO Grade 5
Write Roman numbers up to 20 Read number up to
100,000(one hundred
thousand)
Recognize place value of
numbers up to million
Differentiate between even and
odd numbers
Identify place values up to 6-
digit numbers
Add numbers up to 6-digit
numbers
Read and write given numbers
up to 10,000(ten thousand) in
numerals and words
Add numbers up to 5-digit
numbers
Subtract numbers up to 6-digit
numbers
Compare two numbers up to 3
digits
Subtract up to 5-digit
numbers
Multiply numbers up to 5-digit
number, by a number up to 3-
digit
Write the given set of numbers
in ascending and descending
order
Divide numbers up to 4-digit
by numbers up to 2-digit
Divide, up to 5-digit numbers
by up-to 2-digit numbers
Identify the place value of
numbers up to 5-digit numbers
Identify divisibility rules for
2,3,5, and 10
Solve real life situations
involving division of numbers,
up to 5-digit by a number up to
2-digit
Add numbers up to 4-digit with
and without carrying
Factorize the number by
using prime factor
Find HCF of two or three
numbers, up to 2-digits, using
prime factorization method and
division method
Subtract up to 4-digit numbers
with and without borrowing
Determine common factors of
two or more 2-digit numbers
Find LCM of two or three
numbers, up to 2-digits, using
prime factorization method and

59
division method
Solve real life number stories
involving subtraction
Determine common multiples
of two or more 2-digit
numbers
Solve real-life situations
involving HCF and LCM
Develop multiplication table
for 6,7,8,9
Recognize like and unlike
fractions
Add and subtract two or three
fractions with different
denominators
Multiply 2- digit number by 1-
digit numbers
Identify unit, proper,
improper fractions, and
mixed numbers
Multiply two or more fractions
with different denominators
Apply mental strategies to
divide 1-digit number by a 1-
digit number
Add fractions with like
denominators
Multiply a fraction by a 1-digit
numbers and demonstrate with
the help of diagram
Recognize proper and
improper fractions
Multiply fractions by two or
more fractions (proper,
improper, and mixed
numbers)
Recognize percentage as a
special kind of fraction
Add two fractions with same
denominators
Represent addition of fractions
through figures
Convert decimals numbers
(up to three decimal places)
to fraction
Multiply a 3-digit number up
to 3 decimal points
Subtract two fractions with
same denominators
Add and subtract 3- digit
numbers (up to 2 decimal
paces)
Multiply a decimal number
Use standard metric units of
length (kilometers, meters, and
centimeter) including
abbreviations
Use standard metric unit to
measure the length of
different objects
Convert the measures in
kilometers
Add measures of length in
same units with and without
Convert larger to smaller
metric units (2-digit numbers
To convert hours to minutes

60
carrying with one decimal place)
kilometers into meters,
meters into centimeters,
centimeters into millimeters
Use standard metric units of
mass (kilograms and gram)
including abbreviations
Read and write the time using
digital and analog clocks on
12-hours and 24-hours format
Convert years to months, and
vice versa
Read and write time from
analog and digital clocks
convert years to months,
months to days, and week to
days
Differentiate between
perimeter and area of a region
Read and write days and dates
from the calendar
Recognize straight and reflex
angles
Add units of time in hours Solve real life situations
involving conversion, addition,
and subtraction of units of
distance
To know about point, line, ray,
and line segment

61
Science

62
Science Session 1
INTRODUCTION TO TEACHING SCIENCE
• Greet and welcome the participants on the first day of Science training session
• Begin the session with the recitation of few verses from the Holy Quran.
• Share the learning outcomes of the workshop with the participants through OR
Place the learning outcomes charts in four corners of the room.
The science module will enable teachers to:
• Explain the term science and the importance of teaching science
• Discuss the Basic science skills at primary level
• Effectively introduce the scientific method.
• Apply the scientific method
• Discuss the products of science / scientific knowledge
• Discuss effective science teaching strategies
• Discuss the importance of teaching aids
• Develop a teaching strategy that suits your students’ needs
• Describe the meaning of STEM.
• Identify the role of a Science Teacher towards STEM Teaching.
• Identify teaching strategies for effective STEM teaching-learning process.
• Describe the components of an effective lesson plan
• Identify components of a lesson plan in the model lesson.
• Prepare lesson plans for microteaching
• Practice micro teaching
Learning Outcomes:
• Describe the workshop learning outcomes
• Explain the term science and the importance in teaching science
• Discuss the Basic Science Skills
Materials:
• Multimedia/ speakers, writing board, chalk /board marker, duster, chart papers, markers
and pencils.
Learning Outcomes (05 minutes)

63
• The trainer will introduce by saying the name, experience (in years) as a science teacher
and will answer the given question, if you could be any flavour of ice cream, what would
it be and why?
• The participants will introduce themselves in the same way:
a. saying their names, experience (in years) as a science teacher
b. answer to the question: if you could be any flavour of ice cream, what would it be
and why?
• Continue the activity until all the participants have introduced themselves.
• Divide the participants in pairs.
• Ask to reflect on the following question:
What is the first thing that comes to your mind when you think of the word “science”?
• Ask to share their responses with the partner.
• Elicit their views and write on the board.
Science
• To conclude, share the following definitions:
• “Science is a body of knowledge, investigation and a way of thinking in the
pursuit (quest) of an understanding of the nature".
• “Science is a way of knowing, a method of learning about nature”.
“Knowledge about the structure and behaviour of the natural and physical world
based on facts that you can prove by experiments”.
(Oxford dictionary)
Importance of teaching science
Ask participants:
• Why is science teaching important in primary schools?
After taking responses from participants sum up the discussion with the following points:
Science is a subject that helps children to:
• understand the world around them
• teaches how things work
• helps to develop critical thinking and problem-solving skills
• develop an open-ended question attitude
• develop basic science process skills
Activity 1: Importance of Teaching Science (15 minutes)
Ice Breaker (10 minutes)

64
• Pose question:
o What skills should be introduced at primary level to teach science effectively?
o What do you think are the science process skills?
• Take responses from participants and discuss the following points.
• The way a scientist works, thinks and studies problem is called science process skills
• The skills involve observation, communication, classification, measuring inference and
prediction.
• Early learning goals for the primary classes involve:
o Observation,
o Communication
o Classification
o Open ended questions
o Prediction
• Ask participants to observe your pen/pencil and make list of their observations on the
notepad.
Possible responses may be:
Colour, ink, plastic, nib, lead, name of company, spring in it, noise tick etc
• Most of the responses include sense of sight.
• Tactfully categorize the observations under the heading of five senses.
• Write the headings on completion of the activity.
• Conclude the activity with the following points:
• Observation involves collecting information about things by using the five senses, i.e.
sense of sight, hearing, touch, smell and taste.
• The sense of taste is only used with the food in the lunch box or healthy food.
• Encourage younger pupils to investigate objects using their senses by using the
following questions.
o What does it look like?
o What does it feel like?
o Does it have smell?
o Does it make a noise?
• Observing is the most basic science process skill.
• The ability to observe is important to the development of other science process skills.
• Ask participants to make pairs and recall the activity on observation and discuss how you
communicated your observations
• Take responses from participants and write on the board.
• Discuss the given points
Activity 2: Basic Science Process Skills (15 minutes)
Activity 3: Communication 10 minutes

65
Communication, the basic science process skills, goes hand in hand with observation.
Communicating is a process of receiving, spreading and sharing of information and ideas.
It involves speaking, writing, drawing and explaining through symbols etc. to express ideas or
meanings.
Recording information from investigations is also a means of communication.
Students communicate in order to share the observations made.
Encourage students to:
• be accurate and objective
• report exactly what the senses tell them and avoid opinions.
• translate the information into other forms such as charts, graphs and table
• to express ideas or meanings through speaking, writing, drawing and explanation
• Make groups of 4s.
• List the names of 10 objects you see in the room.
• Identify the general characteristics of the items.
• Sort out items of the same characteristics into their respective groups.
• Display the charts in the room and ask all groups to give feedback on each other’s work.
• Conclude the activity with points mentioned:
• Classification is a process of grouping objects according to certain characteristic for a
purpose.
• Encourage them to classify objects by:
o Detecting similarities.
o Grouping objects based on certain criterion.
o Compare and contrast
o Grouping objects in different ways as colours, shapes, sizes, shapes of leave etc.
• Students in the early grades are expected to be able to sort objects into groups based on
their observations.
• Grouping objects based on similarities, differences, and interrelationships.
• This is an important step towards a better understanding of the different objects and
understanding of the world.
• Make list of 10 measurable quantities in the room and share it with the participants.
• e.g table, chair, book, pencil, cell phone, switch board, window, length of room, board,
height of friend etc.
• Make groups of 4’s. Ask groups to make relevant / estimated measurements of length and
weight of the objects mentioned in the list
• Classify the measurements under the headings length and weight. Compare the heaviest
and lightest, longest and shortest measurements (whole class discussion)
• Sum up the activity with the following points
Activity 4: Classification 10 minutes
Activity 5: Measuring 05 minutes

Final PEIMA MODULE 19-6-2023.pdf

Final PEIMA MODULE 19-6-2023.pdf

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