Manjula kv singrauli on back to basic

KENDRIYA
VIDHYALAYA
SINGRAULI
Contents of Back to basics
programme
Class –v
Sub. Maths

CONTENTS
I TERM
(APRIL 2016 – SEPTEMBER 2016)
Sr no. Topic
1 THE FISH TALE
2 SHAPES AND ANGLE
3 HOW MANY SQUARES
4 PARTS AND WHOLES
5 DOES IT LOOK THE SAME
6 BE MY MULTIPLE ,I LL BE YOUR FACTOR
7 CAN YOU SEE THE PATTERN
II TERM
(OCTOBER 2016 – MARCH 2017)
Sr no. Topic
8 MAPPING YOUR WAY
9 BOXES AND SKETCHES
10 TENTHS AND HUNDREDTHS
11 AREA AND ITS BOUNDARY
12 SMART CHARTS
13 WAY TO MULTIPLY AND DIVIDE
14 HOW BIG ? HOW HEAVY ?

ACTIVITY SHEET
SUBJECT-MATHS CLASS-V LESSON- 1.THE FISH TALE
ACTIVITY – 1
COMPETENCIES – Knowledge and Understanding
TLO: Knowledge of different shapes
SUGGESTED STRATEGIES: Individual /group work
Seenu used different shapes to make drawing of fishes. Now use some shapes given to
draw the different sea animals.
Class Subject Lesson name Skill Focused TLO Suggested
Activity
L AT
V Mathematics The fish tale Knowledge and
understanding
Knows
about
various
shapes and
frames
different
shapes
Activity-1 Assessment-1
Understanding
Basic Concepts
Understand
s the
concept of
placevalue
in large
numbers
Activity-2 Assessment-2
Ability in
Computation
Understand
s the
concept of
mathemati
cal
operation
and
computes
problems
Activity- 3

ACTIVITY -2
COMPETENCY- Understanding
TLO: Understands the concept of place value and face value
SUGGESTED STRATEGIES: Playway method
Write the face and place value of underlined digit
ACTIVITY -3
COMPETENCY – Ability to compute
TLO: Understands the concept of mathematical operation.
SUGGESTED STRATEGIES: Individual activity
PRICE LIST PER KG
Fresh fish Rs. 65
Dry Fish Rs. 75
S.No. Number Face value Place value
1. 1452639
2. 8452963
3. 6366221
4. 4591253

King Fish Rs. 105
Sardine Rs. 98
(a) How many kg of sardine can you buy if you have Rs. 588?
(b) Gracy buys 2kg fresh fish, 1 kg dry fish, 4 kg king fish and pays Rs 1000. What amount
will she get back?
(c) Shyama buys 2kg of sardine. What amount will she have to pay?
LEARNING ASSESSMENT-1
1. Which is the largest 7 digit number?
(i) 1000000 (ii) 9999999 (iii) 8888888
2. How many lakhs make a crore?
(i) 100 (ii) 10 (iii) 1000

3. 4, 00, 000 + 2000 + 50 + 8=……………………………..
(i) 4,02,058 (ii) 4,20,580 (iii) 4,00,258
4. Cost of King fish is Rs. 120 per kg. What is the cost of a King fish which weighs five and
a half kg?
(i) Rs. 550 (ii) Rs. 600 (iii) Rs. 660
5. Find the distance covered by an Express train in 2 hours, if its speed is 120 km/hr
LEARNING ASSESSMENT-2
1 Write the numeral for the following:
i) Nine lakh
seventeen. ___________________________________________________
ii) One million two hundred thirty one.
_______________________________________________
iii) Six lakh ten thousand four hundred thirty seven.
_____________________________________
2 Write the number according to Indian system of numeration.
a) 124567._________________________________________________
_________________________________________________
b)5647892_________________________________________________
_________________________________________________

ACTIVITY SHEET
SUBJECT-MATHS CLASS-V LESSON- 2 (Shapes & Angles)
Sample Activity – 1 TLO: Understanding different angles
(Competencies–knowledge and understanding)
Suggestedstrategy:Group task
A few figures aregiven. Identify the different angles involved.
Class Subject Lesson
name
Skill Focused TLO Suggestive
Activity
L AT
V Maths Shapes
&
Angles
Knowledge
Understanding
 Classify angles by naming
them
 Understands the meaning
of an angle.
 Understands clockwise and
anticlockwise directions.
 Identify and construct
right, acute and obtuse
angels.
Activity- 1
Assessment-1
Ability to
compute
 Measure angles using a
protractor
Activity-2
Problem
Solving Ability
 Estimate and measure
angles using other
angles.

Sample Activity – 2 TLO:Measure angles using a protractor
(Competencies–Ability tocompute)
Suggestedstrategy:Group task
A pie chartis given with different angles. Use a protractor and measure the
angles.
Learning Assessment -1
1. What is the name of the figuregiven?
2. Which term best describes the angles below?
3. Find the value of unknown angle ABD? D

A B C
4. What type of angles is shown below?
(a)acute angle
(b)obtuseangle
(c)rightangle
(d)straightangle
5. Give the measureof each angle of the equilateral triangle ABC?
A
B C
6. What is the measure of one angle in a regular pentagon?
(a) 5 degrees (b) 108 degrees (c) 540 degrees (d) 900 degrees
7. Measurethe angles in the square?

ACTIVITY SHEET
Activity 1:
Word Study MeetsMath : Studentswrite theirweeklywordlistonSquare centimetergraphpaper
and thencalculate the areaand perimeterof eachword.
SuggestedStrategies - *Individual Task / Group Task
Word Study MeetsMath : Studentswrite theirweeklywordlistonSquare centimetergraphpaper
and thencalculate the areaand perimeterof eachword.
Subject -- Mathematics Class --V Lesson –3 How Many Squares?
CLASS
SUBJEC
T
LESSON
NAME
SKILL
FOCUSSED TLO
SUGGESTED
ACTIVITY /
STRATEGIES
LAT
V Maths
How Many
Squares?
Knowledge Understands the
concept of area and
perimeter.
Activity – 1
*Individual
Task
*Group
Task
Assessment -
1
Understandin
g/
Graphical
drawing
skill
Measures area of
regular and irregular
shapes using 1cm
square grid ( graph
paper ) or geo board
Activity – 2
*Individual
Task
*Demonstr
ation
method
Assessment -
2
Problem
solving
ability
Derives formulae for
finding the perimeter
and area of given
figure.
Solves simple
problems related to
the measurement of
area and perimeter in
real life. .
Activity – 3
*Individual
Task
*Group
Task
Assessment -
3
TLO : Understands the concept of area and perimeter

Firsttheyuse the square centimetergraphpapertowrite out theirnames.Nexttheyfindthe area
and perimeterof eachletterandadd those togethertofindthe areaand perimeterof theirentire
name .
Studentstryto compare the sizesof theirlettersandnames.Ihave also had studentsbreaktheir
wordsup and sortthemafter writingthemonthe centimetergrid.
Activity 2
In this follow-up activity, students use rubber bands on geoboards to create shapes with
different perimeters that I have written on the board. For example, I’ll ask them to make
a square with a perimeter of 16, a triangle with a perimeter of 12, etc. To wrap up this
activity, I ask students to create four different polygons and record the perimeter of each
on their small dry erase boards. As I walk around, it is easy to see who has grasped the
idea and who needs more time and practice.
TLO : Measures area of regular and irregular shapes using 1cm square
grid ( graph paper ) or geo board

Activity 3
We will discuss here how to find the perimeter of a square. Perimeter of a
square is the total length (distance) of the boundary of a square.
We know that all the sides of a square are equal.
We will discuss here how to find the perimeter of a square. Perimeter of a square
is the total length (distance) of the boundary of a square.
We know that all the sides of a square are equal.
Perimeter of the square ABCD
= AB + BC + CD + AD A 2cm
D
= 2 cm + 2 cm + 2 cm + 2 cm
= (2 × 4) cm 2cm
2cm
= 8 cm
Perimeter of a square is 4 times of s side. B 2cm
C
Perimeter of a square = 4 × length of a side.
Learning Assessment - 1
Q.1 Fill in the blanks
(a). Area of a rectangle = ……………….. x ……………………
(b). Area of a square = …………………..x…………………….
(c). Perimeter of a square = ……………………………………...
(d). Perimeter of a rectangle = …………………………………...
TLO : Derives formulae for finding the perimeter and area of given figure. ( Perimeter of
a Square )

Q.2 Measure the perimeter of these figures by counting the lines along the
boundary. (Each square is 1 cm in length)
Q.3 Find the missing length:
(a) 6 cm (b) 4cm (c)
? 5
cm 6 cm
4 cm ? 3 cm
2 cm
3 cm 4 cm ?
Perimeter = 18 cm Perimeter = 15 cm
Perimeter= 20 cm
Length=_________ length = _______
length = _______

Q. Find out the length of the boundary of these shapes.(Youcanuse the
thread).

ACTIVITY SHEET
CLASS
SUBJECT LESSON NAME SKILL
FOCUSSED TLO
SUGGESTED
ACTIVITY /
STRATEGIES
LAT
V Maths
PARTS AND
WHOLE
Knowledge  Identifies
fraction as a part
of whole or a
part of
collection.
Activity – 1
Activity
method /
play way
method
Assessment -1
Understanding  Understands
fraction as a
division.
Activity – 2
*Individual
Task
*Demonstra
tion method
Assessment -2
SuggestedStrategies - *Individual Task
Activity I
COMPETENCY-UNDERSTANDING/KNOWLEDGE
TLO – Identifies fraction as a partof whole or a partof collection
1. Game: Who colours the Circle Fast?
This game is to be played in groups of 4. Each player has to make
a circle as shown. Each one has to make 15 tokens on slips on
paper.
Write to make your tokens.
Shuffle, the tokens and make a pile in the middle of the group.
Now you are ready to start the game.
SUBJECT : - MATHS CLASS : - V TOPIC - 4. PARTS AND WHOLE

The first player takes a token from the pile, colours that part of
the picture, and puts the token under the pile. The next player
does the same, and so on. The winner is the one who first colours
the circle completely.
Who won the game?
What are the winner’s tokens?
Write the tokens you got.
What part of the circle did you colour?

LEARNING ASSESSMENT -1
Activity II
COMPETENCY:Understanding basic concepts
TLO – Identifies symmetrical and non symmetrical shapes .
- Solves simple problems related to symmetrical and asymmetrical
patterns.

LEARNING ASSESSMENT - 2
1. Compare the fraction and fill the correctsymbol<, > or equal in circle.
2.

ACTIVITY SHEET
SUBJECT : - MATHS CLASS : - V TOPIC 5. DOES IT LOOK THE SAME
CLASS
SUBJECT LESSON
NAME
SKILL
FOCUSSED TLO
SUGGESTED
ACTIVITY /
STRATEGIES
LAT
V Maths
DOES IT LOOK
THE SAME
Knowledge Observes , describes
the simple geometrical
patterns.
Activity – 1
Activity
method /
play way
method
Assessment -1
Understanding Identifies symmetrical
and non symmetrical
shapes,alphabets etc
Activity – 2
*Individual
Task
*Demonstra
tion
method
Assessment -2
Observation Understands the
clockwise and
anticlockwise ½ turn ,
1/3 turn and ¼ turn.
Activity -3
Audio /
Visual
presentatio
n
Assessment -3
Activity I
TLO – Generate pattern involving numbers and operations.
 Observethe following shapes on rotating 1/3, 1/2, 1/4, 1/6 .
Q1.Which of these English words reads thesame on half a turn?

(a) ZOOM, MOW , SWIMS , SIS , NOON
Sol._____________________________________________________________
_
Q2.Writeall 2 , 3 and 4 digit numbers which look the sameon half a turn.
(a) 2 digit numbers 11 , ------------- , --------------
(b) 3 digit numbers 101 , 111 ------------- , --------------
(c) 4 digit numbers 1001 , 1111 ------------- , --------------
Q3.Draw whatthefollowing shapes would look like on ¼ turn and half a turn.
On ¼ turn on half turn
(a) ----------------- ----------------------
(b) --------------------- ------------------------
(c) -------------------- -----------------------
d) --------------------- -----------------------

Q1.Draw themirror halves:-
(a)
(b)
(c)
d)

Activity II
- Solves simple problems related to symmetrical and asymmetrical
patterns.
*Observe and write whether the dotted line on each shape represents a line of
symmetry.
(Write yes or no.)

2. Draw lines of symmetry on the shapes below. Some shapes may have
more than one line of symmetry.
2.Colour the pattern to make a symmetricaldesign.

Activity III
COMPETENCY – Observation /Understanding
TLO – Identifies symmetricaland non symmetrical shapes , alphabets .
A. Draw linesof symmetryinthose alphabetsthatare symmetrical.Colourthem.

A) Colour those shapes which will look the same after rotation – BLUE.
B) Colour those shapes which will look the same after rotation – RED.

Activity Sheet
Sub: Maths Class V Lesson- 6. Be multiple, I will be your factor
class subject Lesson
name
Skill
focused
TLO Suggested
activity
LAT
Maths Be
multiple,
I will be
your
Factor
Factors of
number
Applies the
knowledge to
form multiple
Activity 1 Assessment
1
Prime and
composite
number
Understanding
of type of
number
2
LCM and
HCF
Ability to
understand
lower /higher
number
3
Activity -1
Suggested Strategies Individual /group work
(competencies -Knowledge and Understanding)
The Mouse and the Cat
The hungry cat is trying to catch Kunjan the mouse. Kunjan is now on the 14th
step and it can jump 2 steps at a time. The cat is on the third step. She can
jump 3 steps at a time. If the mouse reaches 28 it can hide in the hole. Find
out whether the mouse can get away safely!
TLO:-Understand the concept of factors and multiples of a number.

1. The steps on which the mouse jumps-
2. The steps on which the cat jumps-
3. The steps on which both the cat and the mouse jump -
Activity -2
Using the numbers fromthe earthen pot find that multiply together to give the
following numbers
Then find the factors of given number;
(1)36 (3×12, 4×9)
So (3, 4, 9 and 12 are factors of 36)
36 is the multiple of all these numbers
(1)18 ( 2) 24 (3) 30
Q. Do the factor of these numbers.
(a) 18 (b) 24 (c) 30
Q.Sortout the primary and composite numbers between the given numbers.
TLO:-To understand the relationship of factor and multiples
2 3 6 15 8 4
12 1 9 5 24 32

Activity -3
These prime and composite number worksheets haveM.C.s to find the odd
prime, even prime, odd composite and even composites.
(A)Circle all the Prime numbers
13, 96, 45, 61, 78 ,
29, 78 41 53 36
(B) Circle all the composite numbers
73 78 67 45 11 59
78 56 92 78 56 78
Learning Assessment 1
Choosethe greatest prime number
(a) 74 (b) 23 (c) 69 (d) 31
(D) Choosethe smallest compositenumber
(a) 12 (b) 59 (c) 8 (d) 43
TLO:-To understand the relationship of factor and multiples

Find the highest common factor and least common multiple of
the following pairs of numbers:
(i) 576 and 1440
(ii) 625 and 325
(iii) 496 and 1116
(iv) 1000 and 1125
Word problems on highest common factor (H.C.F.) and
lowest common multiple (L.C.M.):
(i) The product of two numbers is 120. If their H.C.F. is 6 what
is their L.C.M.
(ii) Find the smallest number which, on being added 23 to it, is
exactly divisible by 32, 36, 48 and 96.
(iii) Find the least length of a rope which can be cut into whole
number of pieces of lengths 45 cm, 75 cm and 81 cm.
(iv) Find the greatest number of 4-digits which is exactly
divisible by 40, 48 and 60.

ACTIVITY SHEET
Sub: Maths CLASS -V Lesson – 7.Can You See The Pattern
Activity -1 Observe the rule and complete the pattern using the rule.
Suggested Strategies - Individual /group work
(competencies-knowledge &Understanding )
name
Skill
focused
TLO SUGGESTED ACTIVITY LAT
v Maths Can you
see the
pattern
understanding
specificpattern
of numbersina
seriesand
extendsit.
Apliesthe
knowledge to
formpattern.
Activity -1 Assessment-1
Identifies
patterns
inmultiplication
,addtionand
division
Understanding
of patterns
Abilitytomake
patterns
TLO -Apliesthe knowledge to form pattern

Activity -2 Makes patterns with numbers
(competencies-knowledge &understanding)
TLO -Understandingof patterns

Activity -3 Left and right same to same
(competencies-problem solving ability)
Take any number 48
Now turn it back to front 84
Than add them together 132
Again turn it back 231
Than add the two together 363
Learning Assessment -1Patterns and sequences Look at
what is happening from What will occur next in thepattern
Fill in the blank speces in the same
14 + ------- + --------- = 34 +
14 + 20
200 + ---------- +300 + --------- = ----------- +
400 + -------------
24 + 19 + -------------- = 37 + 24
+ 19
TLO -Ability to solve patterns

Draw the shapes wouldlook like on 1/4 turn1/2 turn
Complete the patterns for next twosteps:
1. 16 x 1 + 3 = 19
16 x 2 + 3 = 35
16 x 3 + 3 = 51
16 x 4 + 3 = ___
Fill in the blanks
25 ___ + ___ = 38 + ___ + 64
____x____+ ______ = 83
1 + 3 + 5 = 16 = 4 x _______
look at the calender let us mark a 3x3 box ( 9 dates ) on the calender and
see some magic

Take the smallest no. ______________
Add 8 to it ________________
= ______________________
Multiplyit by 9 = _________________________
= ___________________________
Add it from both side = __________________________

ACTIVITY SHEET
SUBJECT : - MATHS CLASS : - V TOPIC - 8. MAPPING YOUR WAY
CLASS
SUBJEC
T
LESSON
NAME
SKILL
FOCUSSED TLO
SUGGESTED
ACTIVITY /
STRATEGIES
LAT
V Maths
Mapping
your way
Knowledge
Reads a school map,
city map and other
maps.
Activity – 1
Activity
method /
play way
method
Assessment -1
Understanding Understands the need
of a scale in a map
Develops the concept
of enlarging /reducing
the area in the given
map.
Activity – 2
*Individual
Task
*Demonstrati
on method
Assessment -2
Problem
Solving Ability
Understands the four
directions and locates
the areas asked
Activity -3
Audio /
Visual
presentation
Assessment -3
Sample Activity 1 : Reading a Map
SuggestedStrategies - *IndividualTask
COMPETENCY-Understanding & Knowledge
Look at the view if the classroom from above.Now answer the
following.You can use words like front,back, left and right.
1- How many doors and windows are there in the classroom?
2- Where is the blackboard?
3- How many rows of desks are there in the middle and back rows?
TLO –Understand the concept of direction

1- There are ________trees between the classroomand the playground.
2- The ___________trees line the passagefrom the entrance.
3- Many __________trees are along the side of the playground.

Activity II
Suggested Strategies - *Individual Task
COMPETENCY: Understanding basic concepts
i) Largest state in term of area ____________
ii) The state which touches all the three oceans:
Arabian sea, Indian ocean and Bay of Bengal
________________.
iii) Tamil Nadu and Kerala lie in the __________ofthe
country
iv) Rajasthan lies on the ___________of the country
v) Three states which share border with Nepal are
________,________and _________.
Look at the map of India as shown and answer the
questions that follows.
TLO - Develops the concept of enlarging /reducing the area in the
given map

Activity III
COMPETENCY: Problem solving ability
a) Name any one state which is present in the east part of India
a) Name any one state which is presentin the south-eastpartof India.
b) Name the states which touches border of Haryana.
c) Name the states which touches the border of Pakistan
TLO - Understands thefour directions and locates the areas asked

LEARNING ASSESSMENT- 1
The actual distancebetween Boirdadarand Chakradharnagaris 4
km but in map it is 2 cm. What would be the scale.
a)1 km on the ground = 1 cm on map.
b) 1 km on the ground = ½ cm on map.
c) 1 km on the ground = 2 cm on map.
d) 1 km on the map = ½ cm on the ground.
Look at weather map and answer the followingquestions

1. Which place had the lowest temperaturein January month?
Ans-
2. Which place had the highest temperaturein January month?
Ans-
3. Which place had the lowest temperaturein June month?
Ans-
4. Which place had the highest temperaturein June month?
Ans-
5.How much higher is the temperaturein Delhi from that in
Srinagar?
Ans-
Look at the weather chart for Indian cities and answer the questions.

ACTIVITY SHEET
(a) Name the states you cross while
going from Thiruvanthapuram in Kerala to Amritsar in Punjab.
Ans-
(b) Name the states which touch the border of Pakisthan.
Ans-
(c) Which stateis located in center.
Ans-
(d) What is the capital of uttarpradesh.
Ans-

SUBJECT : - MATHS CLASS : - V TOPIC - 9. Boxes andsketch
CLASS
SUBJECT LESSON
NAME
SKILL
FOCUSSED TLO
SUGGESTED
ACTIVITY /
STRATEGIES
LAT
V Maths
Boxes and
sketch
Knowledge
Understands the
concept of 2D and
3D shapes
Activity – 1
Activity
method /
play way
method
Assessment -1
Understanding
Differentiates between
the 2D and 3D figures
Activity – 2
*Individual
Task
*Demonstr
ation
method
Assessment -2
Observation
Draws 2D and 3D
shapes
.
Activity -3
Audio /
Visual
presentatio
n
Assessment -3
Activity I
TLO – Understanding the concept of 2D and 3D shapes.
Trace the following figure on the tracing paper;
Make same figure on chart paper using the above used tracing paper.

Cut out the shape along dark or bold line and fold along the light lines
Solid figure, thus obtained, is having five faces without cover.
Observe and write
 Number of faces______________
 Number of edges______________
 Number of vertexes ______________
1. Draw a 2-Dimensional figure by cutting and flattening the edges of a match-box of
cuboids shape.
2. Draw any two 3 dimensional shapes.
3. Label 2 D and 3 D shapes for the given figures:

Activity II
Here are some drawings of the model. Mark the correcttop view drawing with
T and the correctside view drawing with S.

Activity III
COMPETENCY – Observation /Understanding
TLO – Identifies symmetricaland non symmetrical shapes , alphabets .
This cut-out is folded to make a cube.

Which of these are the correct deep drawings of that cube?
How many cubes are needed to make this interesting model?

ACTIVITY SHEET
SUBJECT-MATHS CLASS-V LESSION- 10. Tenths and hundredths
Activity I
TLO – Understanding the concept of Decimal number name
Class Subject Lesson name Skill Focused TLO Suggestiv
e Activity
LAT
V Maths Tenths and
hundredths
Knowledge
Understanding
Understandi
ng the
concept of
Decimal
number
name
Group
activity
Individual
Activity
Assessment
-1
Ability to
compute
Compares the
fractions
Demonstr
ation
Problem
Solving Ability
Develops
understandin
g of decimal
Play way

. Solve it
(a) 5.8-2.7 =__________
(b) 0.38-0.12 =___________
(c) 18.6+6.4 =____________
(e)32.8÷4 =____________
Activity 2
TLO – Develops understanding of decimal
Here is a grid of 100 squares. It has 10 columns. Colour each column in the table according
to instructions.
Read the instructions for each column given below.
1 2 3 4 5 6 7 8 9 10

Activity 2
Suggested Strategies - *IndividualTask
Write fraction of shaded part of the whole:
Activity 3
Suggested Strategies - *IndividualTask
1. The graph displayed here has 100 small squares and 10 bars of which 9 have been
coloured. Observe the coloured bars and answer the following questions.
J
I
H
G
F
E
D
C
B
A
1 2 3 4 5 6 7 8 9 10

What fraction of the graph is orange? /10
What fraction of the graph is blue? /100
How much smaller is the pink bar compared to the
brown bar?
3/
What fraction must be added to the light green
bar to make it equal to the yellow bar?
5/
What fraction of the graph is white? /
What fraction of the graph is taken up by the blue
and green bars?
/100 = /10
Assessment-1

ACTIVITY SHEET
Sub: Maths CLASSV Lesson –11. Area and its Boundary
Activity -1 Find out the perimeter of the following figure
name
Skill focused TLO SUGGESTED
ACTIVITY
LAT
v Maths Area and its
Boundary
Knowledge
Understanding
Understands
the concept of
area and
perimeter
Ability to
compute
Derives the
formula for
finding
perimeter and
area of a
square and
rectangle
Problem
solvingability
Solves simple
problems
related to area
and perimeter
TLO - Understands the concept of perimeter

Activity -2 choose the correct answer
(competencies -Ability to Compute)
a) The perimeter of a square whose sides are 10.5cmwill be
b) The area of a square of side 12 cm will be
c) A rectangular plot is 20cm by 15 cm its area will be
d) The perimeter of a square whose sides are 10.5cmwill be
e) The perimeter of a square whose sides are 10.5cmwill be
f) The area of a square of side 12 cm will be
36.6cm33.625.6
TLO - Understands theconcept of area and perimeterof rectangle and square
32 sq cm 156 sqcm144 sqcm
300 sqcm 340 sqcm 240 sqcm
36.6cm33.625.6
36.6cm33.625.6
32 sq cm 156 sqcm144 sqcm

Activity -3
(competencies -Problem Solving ability )
i )Find the area of the floor of a room to carpet whose length is 12m and breadth
is 9m
.
ii) What will be the costof the carpet if sq. m costs Rs50?
iii) Find the cost of fencing a Rectangular park of 120m length and 80m
breadth at the rate of Rs.2 per metre .
TLO - Understands theconcept of area and perimeterof rectangle and square

Measurethe perimeter of these figures by counting the lines along the
boundary. (Each squareis 1 cm in length

Objective Question
1. Area of a square = ____________ x ______________.
2.Area is expressed in ______________ units.
3.Area of rectangle = ______________ x breadth.
4.All sides of a square are ______________ in length.
5.The area of a square of side 1 cm is ______________.
6.The perimeter of a square of side 1 cm is ________________.
7. Area is expressed in ______________ units.
8. The distance around a closed figure is called its ______________.
9. The formula used to find the perimeter of rectangle is ______________.
10. sq. m and sq. cm are units of measuring ___________________.
Find area of this figure_______________sq cm and draw one more figure
whose area is 4 sq cm
Complete this table

ACTIVITY SHEET
SUBJECT : - MATHS CLASS : - V TOPIC - 12 SMARTCHARTS
Activity 1:
Tally marks – Yamini did a project animals and birds : She asked each child of her class
about one favourite pet animal .
She used Tally marks to record each answer. For example if someone said ‘ cat ‘ she put one
line | in front of ‘cats ‘. When someone said ‘cat’ again ,she added a line . So ∟ means two
cats and means 5 cats . In all 24 children said ‘ cat ‘ was their favourite animal. Help
Yamini complete the table .
CLASS
SUBJECT LESSON NAME SKILL
FOCUSSED TLO
SUGGESTED
ACTIVITY /
STRATEGIES
LAT
V Maths
SMART
CHARTS
Knowledge Collects and records
data
Activity – 1
*Individual
Task
*Group
Task
Assessment -1
Understanding Understand the
graphical
representation of data
( Bar graph , Pie graph )
Activity – 2
*Individual
Task
*Demonstra
tion method
Assessment -2
Problem
solving
ability
Compares the data and
Solves simple problems
using chart / data .
*Individual
Task
*Group
Task
TLO : Collects and records data

Animals Tally Marks Number
Cats 24
Dogs ∟ 32
Rabbbits 10
Cows ∟ 22
Parrots | 7
Goats 20
Squirrel 15
Look at the tally marks and find out how many children in all did Yamini talk to ? Which is
the most favourite pet animal in this table ?
Similarly students can make their own tally marK
Activity 2
Bar Graph : Bar graph or bar diagram is another way of representing data. This method is
easy and less time consuming as compared to pictograph. Here we use bars of equal width
and spacing to represent the data. These bars be represented horizontally or vertically on
the graph.
Representation of data by using bars or rectangles is called bars graph.
INTERPRETATION OF BAR GRAPH Let us read the bar graph given below
showing the number of students playing different types of games.
0
20
40
60
80
100
120
football cricket chess basketball
TLO -Understand the graphical representation of data : Bar graph

Students playing different types of games
In this graph , vertical bars represent the number of students playing a
particular games.
Now let us answer the questions given below :
 What are the different types of games playing by students ?
 How many students playing chess ?
 Which game is playing by maximum number of students ? Also gives its
number.
Q 1: Look at the pictograph showing the strength of students in a primary
school . Complete the table and answer the questions that follow :
Class
Tally marks
Number of
students
I
45
II
36
III
40
IV
35
V
40
Total
(a) Which class has the maximum number of students ?
__________________.
(b) Which class has the minimum number of students ?
__________________ .
(c) Which two class have the same number of students ?
_________________.
(d) The total number of students of class I and II is ____________ than the
total number of students of class IV and V .
(e) The total number of students is ____________.

Q 2 : Read the bar graph which is showing the number of students present in a
school from Monday to Saturday.
Now let us answer the questions given below :
(a) Mention the day when maximum students were present in the
school . ___________.
(b) Mention the day when minimum students were present in the
school . ___________.
(c) Name the days in which number of students were the same .
Ans
=_______________________________________________________________
(d) Find the difference number of students between Monday and
Tuesday .__________.
(e) Find the total number of students present in a school from a week
.______________.
0
200
400
600
800
1000
Monday Tuesday Wednesday Thursday Friday Saturday

ACTIVITY SHEET
SUBJECT-MATHS CLASS-V LESSION-13. WAY TO MULTIPLY
AND DIVIDE
Sample Activity – 1 TLO: To understand the lowest common multiple
(Competencies – knowledge and understanding)The lowest common multiple (L.C.M) of
two or name numbers is the smallest numbers which is the smallest number which is a
multiple of the number Calculating L.C.Mof 264 and 624 by prime factorization method.
Step-1- Prime Factorization of 204
X
X
X
X
Class Subject Lesson name Skill Focused TLO Suggestive
Activity
L AT
V Maths Be My Multiple
And I’ll Be Your
Factor
Knowledge
Understanding
Solves
problems
related to
multiplication
and division
Individual
Task
Demonstra
tion
Method
Assessment-1
Ability to
compute
Can multiply
2 or 3 digit
numbers
Play Way
Problem Solving
Ability
Understands
that division
is repeated
subtraction
Pair task
264
132
66
33
311
2
2
2

Activity – 2
Complete the multiplicationchart
(TLO Understanding the concept of multiplicationtable)

Activity – 2
Complete the multiplicationchart
(TLO Understanding the concept of multiplicationtable)
Calculate the total cost of the items in each row then work out how much change you would get
Rs 20 Rs 15
Rs 10 Rs8 Rs10
Rs 9 Rs40
total
2 1 1
1 2 5
1 2
1 4 4
2 3 1
2 2 1 2
1 1 1
2 1 2 2
1 1 1 1 1

Learning Assessment
1. Complete the bill and write the total money spent
It
e
m
Cost per item Quantity Total Cost
Water Bottles RS.50.00 4waterbottles
Pencil Boxes Rs.20,00 3pencilboxes
Socks Rs.35.00 2pairs of socks
Shirts Rs.75.00 3shirts
Poster colours Rs.40.00 4postercolours
Write total money in words
Total
2. Fill in the blanks
(a) 12 × 7 = ______ × 4
(b) ______ × 7 = 147
(c) 78 ÷ ________ = 13
3. What is the missing operation? × , + , - , ÷
(a) 440 10 =44
(b) 315 20 = 6300

ACTIVITY SHEET
SUBJECT-MATHS CLASS-V 14. LESSON- HOW BIG? HOW
HEAVY?
ACTIVITY -1
COMPETENCY – Understanding
Class Subject Lesson name Skill Focused TLO Suggestive
Activity
L AT
V Mathematics HOW BIG? HOW
HEAVY?
Understanding
Basic Concepts
Differentiat
es between
length,
breadth
and height
and
develops
spatial
understand
ing
Activity-1 Assessment 1
Ability in
Computation
Understand
s the
concept of
volume.
Computes
volume of
cube and
cuboid.
Activity 2 Assessment 2
S.No. Doors Length Breadth Height

TLO: Differentiates between length, breadth and height an develops spatial understanding
SUGGESTED STRATEGIES : Playway method
Measure doors in your house and school and find its length, breadth and height.
ACTIVITY -2
COMPETENCY – Ability to compute
TLO:Understands the concept of volume
Suggested Strategies : Demonstration method
Calculate the volume of the given objects below.{The measurements are all in
centimeters(cm)}
3cm 1
cm
1 cm 6 cm 1 cm
3cm 5 cm
4 cm
1 cm
Vol-…….…cmcubes Vol-…….…cmcubes Vol-…….…cmcubes
1. Fill inthe blanks:
(i) Volume of a cube = …………………. x……………………….. x……………………….

(ii) Volume of a cuboid = …………………. x ………………………. x……………………….
1. A storage container is 60cmlong, 25cmwide and 15 cm deep. What is its
volume in cubic cms?
2. Seemahas a rectangular pool inher gardenwhich is4mby 2m. She has
cleaned it out and wants torefill it withwater toa depthof25cm.
how many litres of water does she need?
Volume=_________________________cm cubes
Volume=_________________________cm cubes

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