APSACS Online Support Program

Round 2

(6 Weeks + 2 Days)

Army Public Schools & Colleges System Secretariat

Guidelines for Parents:

1. Second round of Online Support Program (OSP) week 1-6+2 days has been
uploaded to facilitate students as the opening of schools cannot be predicted
in near future.
2. For effective implementation of OSP, the comprehensive guidelines/
instructions, uploaded for parents must be read & understood.
3. Relevant course content uploaded on AIS Student Portal should be
downloaded, and studied offline as per convenience.
4. OSP are accompanied by lesson specific Video Tutorials prepared by
APSACS Resource Pool of subject specialists.
5. For further facilitations, students can seek help from subject teachers which
schools have made available online for specific guidance.
6. The weekly work assigned will be split over the week days according to the
timetable set by parents and monitored by them.
7. The OSP 9-14 weeks’ work is textbook specific and all subjects except Arts,
have been included. The assignments focus on reading, comprehension of
concepts, written work and projects research.
8. Publishers have confirmed availability of textbooks in bookstores across the
country. It is expected that students will have bought textbooks by now.
9. Written work is to be done on loose sheets or notebooks with clear mention of
student’s name, class/section, subject/topic and date.
10. The completed assignments will be scanned and submitted on student’s
portal/ any medium given by the school for teachers’ checking. In case, online
submission of assignments is not possible, student will maintain the
completed work in a folder, using separators for weekly work to be presented
to teachers for checking/assessment purposes when the school asks
11. It is mandatory for students to complete and submit all assignments. The
teachers will check and return soon that students may do their corrections
12. The videos/ research work suggested in the assignments should be strictly
monitored by parents. Students should not be left unattended while visiting
sites.
13. In OSP Wk 1-6+2 days, project work has been given for all subjects.
Projects/research work provides the opportunity to explore, get hands-on
practice, and connect curricular learning to real life application.
14. Please note the following:
a. The list of projects is provided in the beginning of OSP for every class.
b. It is not mandatory to do all projects but minimum
following is recommended; students may do more if they want to.
Students can choose the projects related to subjects of their liking.
ü Class I&II: 02 projects
ü III : 03 projects
ü Class IV& V: 04 projects
ü Class VI- VIII: 05 projects
c. Narrative of student's performance in the Project/Research work will be
reflected in the Student's Progress Report.

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 d. Detailed guidelines for project work and format for its written presentation
are given in the week in which they are indicated.
e. Students will keep project work and artifacts in Portfolios which will be
submitted when the schools reopen.
f. They can scan the written assignment and pictures of resources, models
charts /artifacts and upload them for checking.
g. In schools projects are group work, in view of present situation, siblings
and parents may help, but most of the project work should be student’s
own effort that he/she has enjoyed doing it and learning has been fun. The
process of doing the project is more important than the final finished
product.

: ‫ا ت ا وا‬
‫ا‬ ، ‫اَپ ڈ‬ / ‫( دو ا‬OSP)‫رٹ و ام‬ ‫آن‬ (1
‫۔‬ ‫ں‬ ‫ا‬
‫ورى ۔‬ ‫اور‬ " ‫ا ت ا وا‬ " ‫ذ‬ ‫رٹ و ام‬ ‫آن‬ (2
‫۔‬ ‫آف‬ ‫اور‬ ‫رس ڈاؤن ڈ‬ ‫ا ڈ ہ‬ ‫ر‬ ‫ ڈ‬AIS (3
Subject ) ِ ‫ا‬ ‫د‬ ‫ر‬ ‫و‬ OSP (4
‫۔‬ ‫ر‬ (Specialists
‫د ۔‬ ‫(آن‬Subject Teachers)‫ہ‬ ‫ا‬ ‫اورر‬ (5
‫ا‬ ‫اُس‬ ‫وا‬ ‫د ں‬ ‫ر دہ‬ ‫وار م وا‬ ‫ د‬OSP (6
‫۔‬
، ‫۔دى ا‬ ‫وہ م‬ ‫آر‬ ، ‫مدر‬ ‫ د‬OSP (7
‫ز ۔‬ ‫اور و‬ ،‫ى م‬ ، ‫رات‬
‫ا‬ ‫اب‬ ‫ٰا‬ ‫د‬ ‫ں د ں در‬ ‫ز‬ (8
‫۔‬
ُ
،‫ ان‬/‫ن‬ ، /‫ س‬،‫م‬ ، ‫( ٹ‬loose sheets) ‫ىم‬ (9
‫۔‬ ‫ر‬ ‫وا‬ ‫اور ر‬
‫آر‬ ‫وا‬ ‫ا‬ ‫ا آن‬، ‫وا‬ ‫ر‬ ‫ا ڈ‬ ‫دہا‬ (10
‫ہ‬ ‫ا‬ ‫اور‬ ‫ظ‬ ‫وارا‬ ‫ر‬ ‫ا ا‬
‫۔‬
‫ا‬ ‫وا‬ ‫ہ‬ ‫ا‬ ‫وا زم ۔‬ ‫ر‬ ‫ا ڈ‬ ‫دہا‬ (11
‫۔‬ ‫ں ا ح‬
‫ر و‬ ‫ا‬، ‫ٓ وا‬ ‫ر ا‬ ‫م‬ /‫دہو ز‬ ‫ا‬ ‫وا‬ (12
‫۔‬ ‫د‬

APSACS Curriculum Planning & Development Department Page 2 of 4

 ‫ر م‬ ‫‪،‬‬ ‫مدر‬ ‫‪/‬‬ ‫۔ و‬ ‫مد‬ ‫و‬ ‫م‬ ‫‪(6 – 1 )OSP‬‬ ‫‪(13‬‬
‫۔‬ ‫ا‬ ‫ا‬ ‫ز‬ ‫‪،‬اور بِ‬
‫‪:‬‬ ‫ت ٹ‬ ‫ر ذ‬ ‫ا‬ ‫‪(14‬‬
‫۔‬ ‫وع دى‬ ‫‪OSP‬‬ ‫و‬ ‫‪.i‬‬
‫‪:‬‬ ‫ر ذ‬ ‫ز‬ ‫م و‬ ‫‪.ii‬‬
‫و‬ ‫ءا‬ ‫‪،‬‬ ‫اس ا‬ ‫) ا‬
‫(‬ ‫ا ب‬
‫ا ّولاوردوم‪ :‬از ‪ 2‬و‬ ‫‪ü‬‬
‫‪ 3‬و‬ ‫م‪ :‬از‬ ‫‪ü‬‬
‫رماور ‪ :‬از ‪ 4‬و‬ ‫‪ü‬‬
‫‪ :‬از ‪ 5‬و‬ ‫‪ü‬‬
‫ر رٹ)‪(progress report‬‬ ‫ا‬ ‫ر د ‪،‬اُس‬ ‫م‬ ‫‪/‬‬ ‫و‬ ‫‪.iii‬‬
‫۔‬
‫و‬ ‫ات د‬ ‫اور‬ ‫ر‬ ‫ى ر‬ ‫اوراس‬ ‫و‬ ‫‪.iv‬‬
‫۔‬ ‫ر‬ ‫وا‬
‫۔‬ ‫ا‬ ‫ز ر‬ ‫م رٹ‬ ‫و‬ ‫ا‬ ‫‪.v‬‬
‫اُن‬ ‫) ‪(scan‬‬ ‫و ہ‬ ‫و ‪ ،‬ڈل‪ ،‬رٹاور‬ ‫اورذرا‬ ‫ىا‬ ‫‪.vi‬‬
‫۔‬ ‫اَپ ڈ‬
‫اور‬ ‫ِ وا‬ ‫دہ ر ل‬ ‫‪،‬‬ ‫ر‬ ‫وپورك‬ ‫و‬ ‫ا‬ ‫‪.vii‬‬
‫وہا ِس م‬ ‫ا‬ ‫ز دہ م‬ ‫و‬ ‫۔‬ ‫د‬ ‫و‬
‫و‬ ‫۔‬ ‫ر‬ ‫)‪(fun‬‬ ‫اور‬ ‫ا وز‬ ‫اور‬
‫۔‬ ‫)‪ (product‬ز دہا‬ ‫ر ہ وڈ‬

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 OSP (Round 2)
List of Projects

Class IV

Serial Week Subject Project

No
1. 1 Islamiyat "( ‫رڈز‬ ) ‫"ا م‬
Social Famous People in the world
2. 1
Studies
3. 2 Urdu "‫" دے‬
4. 2 Science Melting Point of Liquids
‘Create an advertisement about a
5. 3 English special event’
6. 4 Maths Area and perimeter card game
7. 5 - NIL
Computer Time for Statistics
8. 6
Science

APSACS Curriculum Planning & Development Department Page 4 of 4

 APSACS Online Support Program

Class: 4 Week 1
List of Projects
Serial Week Subject Project
No
1. 1 Islamiyat "( ‫رڈز‬ ) ‫"ا م‬

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 APSACS Online Support Program

Class: 4 Week 1
Subject: English Language & Literature
Textbooks The Railway Children (Novel)
Cambridge Global English Learner’s Book 4
Cambridge Global English Activity Book 4
The Railway Chapter 4
Children: One day while playing near the railway lines the
children see a crowd of people gathered around a stranger. He
is a Russian searching his lost family. The Mother and the three
children take him home and help him by providing food &
shelter.
Task 1
· Discuss the pictures on (Pg 17 &18) with a parent/sibling.
(Oral Work) Discuss the places, characters, & situation in the
pictures.
· Read the Chapter 4 (Pgs 16-18), take help where needed
from a facilitator (parents/elder sibling or an online peer).
· Listen to chapter 4 on CD provided with novel. Focus on the
correct pronunciation of the following words: Parlez-vous
Francais (Pg 16), Maid bridge (Pg 16)
· While reading, underline the following words: crowd,
platform, replied, decided, bowed, afraid, asleep
· Look up their meanings in the dictionary.
Written work
· Student practice work, (not to be uploaded):
· Enter the underlined words in the Vocabulary Journal along
with their meanings.
· Use any four words to make sentences
Note: If a student does not understand anything, he/she will
put a ? Mark in the margin of that line and contact their on
line school teacher who will be available from Monday-
Friday throughout the week.
Cambridge An ‘Eco house’ is built using natural resources. By building eco-
Global English houses we can conserve water, reduce wastes through reusing
4: and recycling materials and control pollution to stop global
Unit 4:Homes warming.
Task 2
· Read the text about an ‘Eco-house’. Lesson 1: Learner’s
Book 4 (Pg 51)
· While reading focus on the materials that are used to build
an eco-house.
· Revise in your own words, what you have understood about
the text after reading. This will develop their spoken skills.
· Make rough notes on the advantages of building an eco-
house.
Creative Task 3
Writing (To be uploaded for teacher’s checking)
Do Ex 4 Pg 41 Activity Book.

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 APSACS Online Support Program

Class: 4 Week 1
· Write a short paragraph on ‘My house’ in 60-65 words.
· Find and write the materials the family used to build the
house.(Ref text on Pg 51 Learner’s Book) use this
vocabulary in the paragraph given below
· Make mind map/web diagram on the work page by
answering the given questions. You may add any other
details you want to.

My house

In the web add:

· Where is your house located?
· When was it constructed / hired?
· How many storeys are there?
· How many rooms are there?
· Name the materials that are used to build the house.
· Use descriptive adjectives to describe your house.
· How you take care of the house.
· Use Simple Present Tense.
Cambridge Question tag is also known as tag question. It turns a
Global English statement into a question. Remember:
4:Unit 4 · The question tag is usually built by adding an auxiliary
Homes verb (helping verb) and a pronoun (a word used in place of
a noun )at the end of a sentence.
· If the verb in the statement is positive then the verb in the
question tag is negative.
· If the verb in the statement is negative, then the verb in the
question tag is positive.
Examples:
· The weather is nice outside today, isn’t it?
· The clouds are not coming back, are they?
Task 4
· Following video will help the students to learn the concept of
Question tags. All research work to be done under strict
parental supervision.
https://www.youtube.com/watch?v=fpVLisPQzjY
· Read the Language detective box on Pg 45 Activity Book
Lesson 3 for more clarity.
· The following video will help the students to check their
understanding of the concept (Oral work).
https://www.youtube.com/watch?v=IZnfMvX1JrA

Written work

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 APSACS Online Support Program

Class: 4 Week 1
(To be uploaded for teacher’s checking)
a. Do Exercise 3 (Ref Activity Book Pg 45).
b. Make five sentences using question tags.
c. Write 2 positive and 2 negative entences/statements.
Add an auxiliary verb (helping verb) and a pronoun (a
word used in place of a noun) to turn the statements into a
tag question.
Hint: To use correct auxiliary verb and pronoun focus on the
noun and verb used in the first part of the sentence.

‫اردو‬ ‫ن‬
، ‫ب‬ ‫در‬ ‫ذرا‬
58‫ـ‬54 ‫ب‬ ‫در‬، ‫ر‬

‫اور‬ ‫ا ظ‬ ، ‫ا ( وا‬ ) ‫· وا‬ ‫و‬،

‫ے‬ ‫وا‬ (‫ل‬ ‫ا‬ ‫ا‬، ‫رے ا‬ ) ‫ا‬
‫رت وا‬ ‫اور ت‬ ‫۔‬ ‫ت‬
‫ے‬
‫ان ا ت‬ ‫ر‬ ‫ذ‬ ‫ر‬ (‫د‬،‫ب‬، ‫د ا ت)ا‬ 1 ‫ال‬ ·
‫۔‬ ‫ا تز د‬
‫ات‬ ‫اان ت‬ ‫ر‬ ‫اور ت‬ (‫ہ‬،‫د‬،‫ج‬،‫ب‬، ‫)ا‬۲ ‫ال‬ · ‫ىم‬
‫وا‬ ‫ت اور‬ ‫د ا‬ ‫ وا‬4،5،6، 2 ‫ ال‬، ‫د‬
‫د‬ ‫آپ‬ ‫وہآن‬ ‫رت ا ا د را‬ ‫۔‬
‫د‬ ‫ل او ت ں‬

‫دو‬ ‫ت‬ ‫ا‬ ‫رات‬ ‫و وا س دوران ا‬ ·

‫ا اف‬
‫ن‬ /‫ا اف‬ ‫ر‬ ‫اورا وا‬ ‫ل‬ ‫ا ذ ہا ظ ا‬ ‫٭‬
‫۔‬
‫ع‬ ‫ر‬ ‫ت ذ‬ ‫ر‬
‫ت‬ ‫ان‬ ‫د‬ ‫ے‬ ‫وا‬ / ‫ا اف‬
‫ب وى‬ ( ‫ر‬ ‫ر‬ ‫ذ‬ ) ‫ا س‬ ‫۔وا‬
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 ‫‪APSACS Online Support Program‬‬

‫‪Class: 4‬‬ ‫‪Week 1‬‬

‫ت‬ ‫ان‬ ‫د‬ ‫و ام‬

‫وا ۔‬ ‫ل‬ ‫ہ‬ ‫ى م(ا د‬ ‫ى م)‬ ‫ٹ‪:‬د‬

‫۔‬ ‫و‬
‫ت‬ ‫‪+‬ا‬ ‫ن‬
‫‪ +‬رٹ‬ ‫‪+41،42:‬ا‬ ‫‪،۴-‬‬ ‫ذرا‬
‫‪10-8:‬اور‪60-58‬‬ ‫ت‪،4-‬‬ ‫ا‬

‫(‬ ‫ز ادا‬ ‫· ﺗﮑﺒﯿﺮ‪ ،‬ﺛﻨﺎء)د ا (‪)+‬‬ ‫م‬ ‫ى‪+‬‬ ‫ز ‪+‬‬

‫ﺼﺮ د ا‬
‫روزا ﺳﻮرةُ اﻟ َﻌ ِ‬ ‫د‬ ‫ﺼﺮ)د ا ()وا‬
‫· ﺳﻮرة ُ اﻟ َﻌ ِ‬
‫وا (۔‬
‫· ﺳﻮرة ُ اﻟ َﮑﻮﺛَﺮ*‬
‫د وا ۔ رۃا‬ ‫ز‬ ‫آ ت ر ً روزا ا ا آ‬ ‫رۃا‬ ‫*وا‬
‫د‬ ‫ا‬ ‫۔ا‬ ‫د‬ ‫حز‬ ‫ا‬ ‫وا‬ ‫آ ت ر رد ا‬
‫۔‬ ‫در‬ ‫آت ا‬ ‫رۃا‬ ‫آواز‬ ‫وف رى‬
‫۔‬ ‫ز‬ ‫‪ v‬ز ‪ :‬رۃا‬

‫(‬ ‫‪ :‬رف"*)‬ ‫تاور دات"‬ ‫بدوم‪:‬ا‬ ‫·‬

‫آ ناوروا ا ظ‬ ‫وا اورا م ‪ 5‬دى‬ ‫‪ :‬رف"‬ ‫"‬ ‫*وا‬
‫ںاورآ ت ا ن‬ ‫ں‪،‬ر‬ ‫ں ا ن‪،‬آ‬ ‫ٰ ا ن‪،‬‬ ‫ا‬ ‫۔‬
‫۔‬ ‫روزا ا‬ ‫۔د‬ ‫م‬
‫۔‬ ‫ٹ‬ ‫ى‪:‬ا م ‪ 5‬دى‬ ‫‪v‬‬

‫(‬ ‫ارى"*)‬ ‫ب رم‪:‬ا قوآداب"ا‬ ‫·‬

‫ارى‬ ‫ا‬ ‫د‬ ‫وا اورروز ہز‬ ‫ارى"‬ ‫"ا‬ ‫*وا‬
‫ہ‬ ‫ارى‬ ‫م ا‬ ‫ے‬ ‫ارى‬ ‫ا‬ ‫۔‬ ‫ح‬ ‫ما‬
‫روزا‬ ‫۔د‬ ‫ا‬ ‫‪/‬‬ ‫ارى‬ ‫ا‬ ‫روز ہز‬ ‫۔‬
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 ‫‪APSACS Online Support Program‬‬

‫‪Class: 4‬‬ ‫‪Week 1‬‬

‫۔‬ ‫ا‬
‫آپ‬ ‫ا وا ز‬ ‫ارى‬ ‫ا‬ ‫‪ v‬ز ‪:‬ا روز ہز‬
‫۔‬ ‫ہ‬ ‫ارى‬ ‫ا‬

‫رڈز ("۔‬ ‫)‬ ‫ان‪" :‬ا م‬ ‫و‬ ‫و‬

‫‪(8‬‬ ‫ت‪– 4‬‬ ‫ب‪:‬ا‬ ‫) ا ‪:‬در‬

‫آ ت ا ن‬
‫ر ں ا ن‬
‫ں ا ن‬ ‫آ‬
‫ں ا ن‬
‫ٰ ا ن‬ ‫ا‬

‫‪:‬‬ ‫‪/‬‬
‫‪:‬‬ ‫ں‬ ‫ءاس‬
‫۔‬ ‫رڈز‬ ‫ا م ‪ 5‬دى‬
‫ا ت‪:‬‬
‫ذرا ‪:‬‬
‫· ‪ 02‬رٹ‬
‫ر ں ‪ 5‬رڈز)‪(5x6 inches‬‬ ‫·‬
‫·‬
‫·‬
‫·‬
‫· ر‬
‫·‬
‫ر‪:‬‬
‫ذر‬ ‫ر‬ ‫۔اب‬ ‫ر‬ ‫رٹ ۔اُس‬ ‫ر‬ ‫‪ .1‬ا‬
‫۔‬ ‫‪ 5‬ك‬ ‫‪10x12‬ا‬

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 ‫‪APSACS Online Support Program‬‬

‫‪Class: 4‬‬ ‫‪Week 1‬‬

‫‪ 5‬كٹ ۔‬ ‫رٹ‬ ‫ذر ‪،‬ا ا‬ ‫‪ .2‬اب‬
‫دےد ۔‬ ‫رڈ‬ ‫‪/‬دو ا‬ ‫در ن‬ ‫م‬ ‫ا ا‬ ‫‪ .3‬اُس‬
‫۔‬ ‫‪ /‬ر‬ ‫ر ا ل‬ ‫ر ں‬ ‫‪ .4‬اب م رڈز‬
‫مر‬ ‫"‬ ‫دى‬ ‫"ا م‬ ‫ف‪ /‬وا‬ ‫وا‬ ‫‪ .5‬اب رى رى رڈز‬
‫(‬ ‫ے م‬ ‫فا‬ ‫رڈ‬ ‫۔)ا‬ ‫ذر‬
‫رے دودو‬ ‫‪،‬‬ ‫ف‪/‬ا روا‬ ‫ل ان ا رو‬ ‫رڈز‬ ‫‪ .6‬اس‬
‫۔‬ ‫ُ‬
‫ان"ا م‬ ‫و‬ ‫ذر‬ ‫رٹ اوراُس او ر‬ ‫ا‬ ‫‪ .7‬آ‬
‫۔‬ ‫"‬
‫ں‬ ‫اُس رٹ‬ ‫ف‬ ‫‪ /‬وا‬ ‫رڈز‬ ‫م ر ہ‬ ‫‪.8‬‬
‫۔‬ ‫ل‬ ‫رڈز آ‬
‫۔‬ ‫ر‬ ‫ا‬ ‫وا ‪/‬ر ار‬ ‫اور‬ ‫‪ .9‬و‬
‫‪:‬‬ ‫ى رت‬ ‫ر ذ‬ ‫م‬ ‫و‬ ‫ا‬ ‫‪ .10‬ا‬
‫ن‪:‬۔۔۔۔۔۔۔۔۔۔۔ ر ‪:‬۔۔۔۔۔۔۔۔۔۔۔‬ ‫‪:‬۔۔۔۔۔۔۔۔۔۔۔‬ ‫·‬
‫م‪:‬۔۔۔۔۔۔۔۔۔۔ا ذرا ‪:‬۔۔۔۔۔۔۔۔۔۔۔۔‬ ‫و‬ ‫·‬
‫وارا ا ت‪:‬‬ ‫·‬
‫ح‬ ‫‪،‬ا‬ ‫م ‪،‬م‬ ‫آپ‬ ‫۔۔۔۔۔۔۔۔۔‬ ‫‪.1‬‬
‫۔۔۔۔۔۔۔۔‬ ‫‪ .2‬دو ا‬
‫و‬ ‫‪ ،‬ں‬ ‫ا‬ ‫دو ااور‬
‫۔۔۔۔۔۔۔۔‬ ‫ا‬ ‫‪.3‬‬
‫۔‬ ‫درج‬ ‫اور‬
‫‪:‬۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔‬ ‫·‬
‫و ‪:‬۔۔۔۔۔۔۔۔۔۔‬ ‫و‬ ‫·‬
‫د ؟‬ ‫آپ‬ ‫رى‬ ‫‪ .11‬و‬
‫؟‬ ‫ں د‬ ‫تآپ‬ ‫ں‬ ‫رے دودو‬ ‫‪.12‬‬
‫؟‬ ‫ر‬ ‫ان‬ ‫‪ 5‬دى‬ ‫د‬ ‫‪ .13‬آپ و‬

‫‪ ،‬ااس ت‬ ‫ہ‬ ‫م‬ ‫‪/‬‬ ‫و‬ ‫وا‬ ‫ٹ‪ OSP:‬د‬

‫۔‬ ‫ز‬ ‫م‬ ‫و‬ ‫ى‬ ‫۔‬ ‫‪ /‬ن‬ ‫ح‬ ‫اس ا‬

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 APSACS Online Support Program

Class: 4 Week 1

Subject: Mathematics
Resources New Syllabus Primary Mathematics 4
Primary Mathematics Practice workbook 4
Chapter 3 Fractions
Textbook 4 Topics:
(pg 61-77) · Mixed Numbers
Practice W.B 4 · Improper Fractions
(pg48-59) · Converting Fractions
Improper fractions:
https://www.youtube.com/watch?v=2h8XiqSnzaU
Mixed Numbers:
https://www.youtube.com/watch?v=dQ8zi8LyX08
Mixed fractions to improper fractions:
https://www.youtube.com/watch?v=TrutPJf9GmQ
Improper fractions to mixed fractions:
https://www.youtube.com/watch?v=GpumUOiGS6Q
Show the given video to your child to help understand the
concept of Fractions, Types of fractions, Proper, Improper
Fractions and Mixed numbers.
Pl explain:
· Fraction is a part of a whole.
· the Part is written as numerator
· The whole is written as denominator.
· Real life examples: pieces of pizza, slice of a cake, two
coloured trees (out of many) by the road side etc.
· Types of fraction, proper fraction and improper fraction.
(1) In proper fraction the numerator is smaller than
denominator.
(2) In improper fraction, the numerator is bigger than
denominator. In other words improper fractions are
another form of mixed numbers.
· Mixed numbers are the combination of a whole number
and a proper fraction. (Ref. to Textbook pages 61-65).
(a) Mixed numbers can be represented by the number
line.
(b) Simplification of mixed numbers can be done
(c) The simplification is done by dividing the numerator
and the denominator by a common factor.
For better understanding practice examples 1-8 T.B page 62-
65 with parent’s guidance.
· Converting improper fractions to simplified form and
to mixed number
(a) Improper fractions can be represented by the number
line.
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(b)Simplification of improper fractions can be done
(c)The simplification is done by dividing the numerator
and the denominator by a common factor.
v To covert an improper fraction to a mixed number several
methods can be followed in the book. As a suggestion the

given steps are to be followed: (let)

· Divide the numerator by the denominator 13÷ 5= 2 is

the answer and 3 is the remainder
· Write down the (2)answer as whole number
· write down the remainder(3) above the denominator

=2 ( so whole number is 2, numerator is 3 and

denominator is 5)
For better understanding practice examples Qs 2,3,4 of pages
74-75 with parents guidance
v To convert a mixed number( let 2 ) to an improper
fraction the given steps are followed:

· Multiply the denominator of the fraction by the whole

number 2×5
· Add the result to the numerator.10+ 3
· Use the result as numerator and place it over the

denominator =
For better understanding practice examples Qs 4,5,6 T.B.
pages 75-76 with parents guidance
Written Work Students Practice:
1. Practice Q 1-4 Textbook page 66
2. Practice Q1-3, Textbook page 71,72
3. Practice Q1-2, Textbook page 77
Following work will be uploaded for teacher’s checking :
1. Worksheets 1- Qs 3,4,5 Practice Workbook pages 50-51
2. Worksheets 2- Qs 2,3,4 Practice Workbook pages 54-55
3. Worksheets 3- Qs 3,4 Practice Workbook pages 58-59
· Do the written work of T.B. in the loose sheet
· Do worksheets in workbook.
o Write week number,
o page number,
o name, class and date in every page
· Take picture or scan & upload for teachers.
Work to be done 1. Work sheet 1, Qs 1,2 Practice Workbook page 48,49.
with teachers 2. Work sheet 2, Qs 1 Practice Workbook page 52,53
when schools 3. Work sheet 3, Qs 1,2 Practice Workbook page 56,57
reopen

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Subject: Science
Chapter 4 States of matter: Melting and Freezing
Note: New vocabulary words to be noted down on loose sheets from pgs 59-64.
(Undergo, Temporary, permanent, substance, Ash, original, furnace).
Parents to help their children to find and learn the meaning of these words from
dictionary.
Following videos will help the students in understanding the
concept heating and cooling. It is advised that videos must
e-support be seen under complete parental supervision.
· https://slideplayer.com/slide/7581112/

Reading: Students to read the given pages (59-64) before attempting

Text Book the written work
(pg 59-64) l Read “What is in this chapter?”on page 60. This will
help the students know about the content of the chapter
and its objectives.
l Students to critically read and comprehend “What
happens when materials are heated and cooled? on
page 61.
l Parents to ask their child have they observed what
happens when an ice cube is placed on a shelf and is
left there for 1 hour? What happens to a paper when it is
placed in a fire? What happens to a candle when it
remains on fire for the whole day?
l Students to read page 61, find out the interesting fact
about change in state of matter takes place as a
result of heating and cooling, observe the pictures
given as examples.
l Students to think about other changes that they might
have observed in their daily life. New examples may be
noted down on the loose sheets as well.
l Students to read and comprehend the details given as
“Permanent and Temporary changes” on page 62. They
need to critically think of the how cooking, burning and
heating affects the shape or colour of different
materials? Does heating always change the state of
matter permanently?
l Students to learn how jewelry is made from gold?
(Solid gold when heated at very high temperature , it
becomes liquid gold and then it can be shaped in any
design)

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l Students to look into the examples given on page 62 and

identify whether it is a reversible or irreversible change?
Parents to help them in this identification.

Written work: Following work is to be done on loose sheets:

(Loose Sheets)
l Definition of heat.
(Student to read the definition on page 61, 62 and write the
definitions in their own words. Parents to guide them in
writing this answer)

l List 5 daily life examples of Permanent Changes and

5 daily life examples of Temporary changes.

(Student to write the answer in the

form of Web each for each type of
change)

l Find 2 differences between a Temporary and a

Permanent change.
(Student needs to think critically about this question and has
to answer by her/himself. Students may search for this
answer under complete supervision of Parents. Answers can
be recorded in the form of Columns)

l Solve the activity given on pg 63. Write answer on

loose sheets.
(Student needs to think critically about this question and has
to answer by her/himself.

Subject Social Studies

Textbook Know Your World 4
Unit 4 Citizenship

Reading Read the following topics given on pgs. 47-49 to develop an

understanding about the topics and get familiar with the
vocabulary:
1. Being a hero or heroine (talk about that everyone has different
people whom they idealize as their hero/heroine. Draw a web and
share common characteristics that make someone outstanding or
distinguished. Share with them some sportsmen, politicians, religious

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leaders for their outstanding work.)

2. A heroic social worker (talk about Abdul Sattar Edhi as the most
distinguished social worker and his achievements in providing
destitute/poor, orphans and his ambulance services.)

3. A heroic politician (discuss about who is a politician? A politician of

any country should have integrity, honesty and devotion to work for
the betterment of their people. Nelson Mandela, Nobel Peace Prize
Winner and his achievements about apartheid (racial segregation)
needs to be shared with the students in detail.

Vocabulary Write the meanings of any 10 difficult words from page 47-49. Also
learn spellings of difficult words.

Project Project Title: Famous People in the world

Objectives:
1. Learning about 5 renowned People and their reason for
fame
2. Present Information according to Guidelines.

Instructions for Project Work:

a. Students will search for 5 national and 5 international
acclaimed heroes/heroines
b. List down the reason for their fame and the qualities
they possessed.
c. Once you’ve listed down the above, set respective
days for each individual hero where you’ll try to
emulate/follow the qualities they possessed.
d. Write down what good things you did and how you
acted like your hero.
e. take pictures where possible, showing you in the act.
f. Project can be done on MS Word or loose sheets.

One example of “My Hero” is given.(Sample is

g.
attached for student’s guidance.
Steps to be followed:
· Decide which personalities you consider as your hero.
· List them down.
· Research about their life and their achievements.
· Identify the qualities that made them stand out from
others. (Like hard working, intelligent, sacrificing,
leadership qualities etc.)
· Write down the above in narrative for all the chosen
personalities/heroes.
· Now you will write about what you did to follow your
hero. (Take pictures of the good acts you have done
to follow your hero. Title them as day 1, day 2, ….)
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Resources needed
Internet /books/magazines or parents/grandparents,
mobiles phone/ camera
Pease present your working and findings in written form as
follows.
Week no: _________
Subject: __________
Date: _____________
Project name: ____________
Resources: _______________
Steps followed
Step 1 ____________________
Step 2 ______________________
Step 3 ____________________ so on
Findings: _______________________
Conclusion: ____________________
Who helped you? ________________
Write a Thank You note to person who helped you.
Attach it with your assignment.
Note: Submission of project work in form of written
assignment is mandatory
Sample for Project Work
My Hero 1: Fatima Jinnah

She is widely known as Māder-e Millat ("Mother of the

Nation") She was a Pakistani politician, dental surgeon,
stateswoman, and one of the leading founders of Pakistan.
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She stood by her brother and was a close advisor. She
was an extremely hard-working person from a very young
age and got admitted in the University of Calcutta. She was a
popular and confident speaker who spoke up against the
injustices around her.
My Fatima Jinnah Day
I helped my brother/sister in doing her homework. I advised
him/her on doing his homework daily so that it does not pile
up. I helped my mother in doing some of the house chores
like setting the table, making my bed etc. I was extremely
tired after all the hard work. I like to sing so I also practiced
on my singing. Etc.

Paste your picture of doing the act you

have done to follow
*Note: Relevant pictures of your project can also be
pasted with this information.
* Do the same for all 10 of your heroes (5 national, 5
international.)
Worksheet After thorough reading and understanding of the lesson students will
attempt this worksheet 1. Content Review’ and ‘Going Further” questions
given on p.49 are excluded from the syllabus.

Subject: Computer Science

Textbook eSkills Learner Level 4 (Second Edition)

Module 2 Formatting numbers

(Page 27-33) Task 1: Format a cell

· Start with the recap of those MS Excel options which the

students have already learnt in class 3.
· Ask yourself questions such as:
o Is it easier to insert lists of numbers to a blank page or
to a page with rows and columns which form cells?
o What can we do if the text we want to type in a cell
doesn’t fit?
o What does Merge of cells mean?
· Have a discussion with your parents/siblings in order to
understand that Excel is a program that enables to insert

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information and format it in order to make it more
understandable. Excel gives the ability to work with the
rows, columns and cells.

· Practice different features of Microsoft Excel given in the

task such as change column width, change row height,
merge cells, wrap text, insert column and rows.

· Follow the instructions given on each page.

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