Namma Kalvi 5th Standard Lesson Plan Term 1 English Medium 219180

LESSON PLAN
TERM - I
5 in 1 5
TAMIL 2 ENGLISH 2 MATHS
2 SCIENCE 2 SOCIAL SCIENCE
SRI GANGA PUBLICATIONS

(A UNIT OF SHYAMALA GROUP)
Corporate Office : Registered Office :

No. 1, Sugar Mill Colony, New No. 59, 4th Avenue,
Salai Kumaran illam, Opp. to Govt. Boys Hr. Sec. School,
Madurai Road, Ashok Nagar,
Tirunelveli - 627001. Chennai - 600 083.
Phone : 0462 - 233 8899 / 233 8484 Phone : 044 - 2474 4484
Mobile : 94431 58484 / 95978 39822 Mobile : 94421 58484 / 94425 58484
Email : suryaguides@yahoo.com Email : srigangapublications5@gmail.com
Website : www.suryapublications.in
Price : ` 150/-
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Published By
B. ARUMUGAM
SRI GANGA PUBLICATIONS
(A unit of Shyamala Group)
OUR BANK DETAILS

TIRUNELVELI ACCOUNT
Account Name :4 SURYA PUBLICATIONS
Account Number :4 446971431
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Account Number : 510909010051752
Bank Name : CITY UNION BANK
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Branch Name : PALAYAMKOTTAI
CHENNAI ACCOUNT
Account Name :4 SRI GANGA PUBLICATION
Bank Name : INDIAN BANK
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Branch Name : ASHOK NAGAR
Account Name :4 SRI GANGA PUBLICATION

Bank Name : CITY UNION BANK
IFSC Code : CIUB0000230
Branch Name : PALAYAMKOTTAI
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PREFACE
We are pleased to know that our

publications play an important and key
role in helping the teachers on their
endeavour to mould and shape the future
generations of our country.
It is no doubt that this guide will
definitely assist you in your planning for
teaching in the class room.
This guide has also been meticulously
prepared in accordance with the new
syllabus.
With no eye on profit generation, this
book has been prepared to kindle the
creativity of students with ''Empty Mind
Map'' technique.
We fee
l grateful for your continous patronage
shown towards our publication so far.
We also thank for the cooperation of
www.thodakkakalvi.com team in the
preparation of this guide.
Yours
Ganga Publications
Tirunelveli.
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TAMIL
1. 1
CONTENTS
jkpHpd; ,dpik
2. ftpijg; gl;okd;wk; 6
3. vd;d rj;jk;.... 13
4. @Jiu 19
5. fy;tpr;bry;tKk; bghUl;bry;tKk; 24
6. tWikapYk; neh;ik 30
7. bgah;r;brhy;/ tpidr;brhy; 36
8. fly; 41
9. glk; ,=;nf- gHbkhHp v=;nf- 47
10. jg;gpg; gpiHj;j khd; 53
11. brhw;bwhlh; mikg;g[ Kiw 59
ENGLISH
1. Exploring Space - Part -1 65
Exploring Space - Poem 71
Exploring Space - Grammar 77
Exploring Space - Part - 4 83
2. My Native Place - Prose 89
My Native Place - Grammar 96
My native place - Poem 103
My Native Place - Part - 4 108
3. Our Nation - Part -1 114
Our Nation - Poem 120
Our Nation - Grammar 126
Our Nation - Part - 4 132
MATHS
1. Geometry - 1 141
Geometry - 2 147
Geometry - 3 153
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2. Numbers - 1 159
Numbers - 2 165
Numbers - (Addition, Subtraction) - 3 172
Numbers - (Multiplication, Division) -3 180
3. Patterns 188
4. Measurements - 1 (four operations) 195
Measurements - 2 (four operations) 201
5. Time 207
6. Information Processing 214
SCIENCE
1. Organ System - 1 223
Organ System - 2 229
2. Matter and Materials - 1 235
Matter and Materials - 2 242
3. Energy - 1 248
Energy - 2 254
4. Science in Everday Life - 1 260
Science in Everday Life - 2 266
SOCOAL SCIENCE
273
CONTENTS
1. Our Earth - 1
Our Earth - 2 278
2. Towards History - 1 283
Towards History - 2 288
3. Good Citizen - 1 295
Good Citizen - 2 301
4. Atmosphere - 1 307
Atmosphere - 2 314
Mind Map 321
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Details of School Working Days for the
Academic Year 2019-2020
Sat., Sunday Days of Working
Month List of Holidays
Holiday Holidays days
Jun 5 W Ramjan 1, 2, 8, 9, 15, 11 19

16, 22, 23,
2019
29, 30
Jully ? ? ? 6, 7, 13, 14, 8 23
20, 21, 27,
2019
28
Aug. 12 M Bahrith 3, 4, 10, 11, 11 20
2019
15 T Independence 18, 24, 25,
23 F Krishnajeyanthi 31
17.08.2019 ? Saturday (Working day)

Sept. 2 M Vinayagarsaturti 1, 7, 8, 14, 16 14
2019
10 T Muharam 15, 22
23 ?30 I Term Holiday

Oct. 2 W Gandhi Jeyanti 5, 6, 12, 13, 11 20
7 M Saraswati pooja 19, 20, 26,

2019
8 Vijaydasami 27
T
Nov ? ? ? 2, 3, 9, 10, 9 21
16, 17, 23,
2019
24, 30
Dec. 24 ?31 II Term Holidays 1, 7, 8, 14, 14 17
2019
15, 22
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Details of School Working Days for the
Academic Year 2019-2020
Sat., Sunday Days of Working
Month List of Holidays
Holiday Holidays days
Jan. 1 W New year 5, 11, 12, 18, 11 20

2020
15 W Thai Pongal 19, 25, 26
16 T Mattupongal
17 F Uzhavar day
04.01.2020? Saturday (Working day)
Feb. ? ? ? 1, 2, 8, 9, 15, 8 21
2020
16, 22, 23
Mar. 25 W Telugu new year 7, 8, 14, 15, 8 23
2020
21, 22, 29
28.03.2020? Saturday (Working day)
April 6 M Mahavir Jeyanthi 4, 5, 11, 12, 18 12
2020
10 F Good Friday 19
14 T Tamil New Year
21 T III Term Holidays

start
May 1 M Summer - 31 -
Holidays
2020
31 S
Total Days 156 210
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Lesson Plan
TAMIL
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1. ªê‰îI› = ………………… + …………………
2. èMòóƒè‹ = ………………… + …………………
III. îI¬ö„ CøŠH‚°‹ ªðò˜è¬÷Š ð£ìŠð°FJL¼‰¶ â´ˆªî¿¶è.

2×1=2
-___________________________________________________________
___________________________________________________________
___________________________________________________________
_____________________________
IV. M¬ìòO 2 × 1 = 2
1. ÜPõ£™ àò˜‰îõ˜è÷£è Þ¡²¬õ ò£˜ ò£¬ó‚ °PŠHÁø£˜?
2. àJ˜ è£‚°‹ ªï™L‚èQ¬ò ò£˜, ò£¼‚° ªè£´ˆî£˜?
12
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Þò™ - 1
ð£ì‹ 3
¶¬íŠð£ì‹ : â¡ù êˆî‹....

Þô‚èí‹ - ñó¹„ªê£Ÿèœ
¾¾ è¬î Ë™è¬÷ ð®ˆ¶ ªð£¼÷Pî™ ñŸÁ‹ «è†°‹
Mù£‚èÀ‚° M¬ìòOˆî™.
¾¾ ñó¹„ ªê£Ÿèœ ðŸP»‹, Üî¡ õ¬èèœ ðŸø»‹ ÜPî™.
¾¾ °ó™ ãŸøÞø‚èˆ«î£´‹, îƒ°î¬ìJ¡P»‹ ð®‚°‹
¶¬í‚è¼Mèœ:
¾¾ ð
ø¬õ, Ì„Cèœ, Môƒ°èO¡ ðìƒèœ è¬î Ü†¬ìèœ
ñó¹Š ªðò˜èœ â¿Fò Ü†¬ìèœ ²öô†¬ìèœ, ºèÍ®èœ
ÜPºè‹
¾¾ ñ
£íõ˜èOì‹, CÁõ˜ Þî›èO™ õ¼‹ è¬îè¬÷
ªè£´ˆ¶ ð®ˆ¶ è£†ì„ ªêŒî™.
¾¾
Môƒ°èO¡ ðìƒè¬÷‚ ªè£´ˆ¶ ÜõŸP¡ åLè¬÷
â¿Šð„ ªêŒî™.
¾¾
Môƒ°èœ, ðø¬õèO¡ ðìƒè¬÷‚ è£‡Hˆ¶ ÜõŸP¡
Þ÷¬ñŠ ªðò˜è¬÷‚ «è†ìPî™.
õ£Cˆî™:
¾¾ Ý
CKò˜ è¬îŠð°F º¿õ¬î»‹ å¼ º¬ø õ£Cˆ¶‚
è£†´î™.
13
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 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
¾¾ ñ£íõ˜è¬÷‚ °¿M™ Üñ˜‰¶ ðˆFõ£Kò£è õ£C‚è„
ªê£™½î™.
¾¾ ñ£íõ˜èœ ð£ìŠð°F¬ò õ£Cˆî Hø° ÜF™ àœ÷
¹Fò õ£˜ˆ¬îè¬÷ è‡ìP‰¶ â¿î„ ªêŒî™.
¾¾ ¹Fò õ£˜ˆ¬îèÀ‚° ªð£¼œ ÃP ð£ìŠð°F¬ò
M÷‚°î™.
¾¾ êˆî‹ – åL
¾¾ «ñŒ„ê™- – è£™ï¬ìè¬÷ àíMŸè£è
è£†´Š ð°F‚° Ü¬öˆ¶„
ªê™½î™
¾¾ ÜôŠð¬ø – Üô†ì™, «ê†¬ì
¾¾ ðóðóŠ¹ – àœ÷ˆF™ ãŸð´‹ A÷˜„C
¾¾ âŒî™ – Ü‹¬ð„ ªê½ˆ¶î™
¾¾ è¬ùˆî™ – °F¬ó ºîLòõŸP¡ èˆî™
¾¾ ªî£¿õ‹ – ñ£´è¬÷‚ è†® ¬õ‚°‹ Þì‹
¾¾ ¶E¾ – ¬îKò‹
¾¾ ð¼°î™ – °®ˆî™
¾¾ ñó¹ – ï‹ º¡«ù£˜èœ âŠªð£¼¬÷
â„ªê£™ô£™ âšõ£Á
õöƒAù£˜è«÷£, Üšõ£«ø
õöƒ°õ¶
14
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1 5 Ý‹ õ°Š¹- ð¼õ‹ 5 in 1  GANGA  îI›
è¬óò£¡ ..................... Ü‹¹ ...........................

«è£NŠ ......................... Ã¬ì .........................
°F¬ó‚ ...................... ð£™ ............................
M¬ù
ñó¹
Þ¼ŠHì Þ÷¬ñ
ñó¹ ñó¹Š ñó¹
ªðò˜èœ Cƒè‚ ..........................
WKŠ ..............................
°F¬ó‚ .......................
åL àÁŠ¹
ñó¹ ñó¹
°J™ ........................... õ£¬ö ...........................

ò£¬ù ......................... ð¬ù ............................
Cƒè‹ ......................... Üõ¬ó .........................
ªî£°ˆî™
¾¾ ª êNò¡ î¡ ð£†®»ì¡ Ý´è¬÷ ..............................

æ†®„ ªê¡ø£¡
¾¾ ñóˆF¡ «ñL¼‰î °óƒ°èO¡ ÜôŠ¹‹ ......................
æ¬ê âK„êô£è Þ¼‰î¶.
¾¾ °JL¡;.................... ªêNòQ¡ ªêM‚° ÞQ¬ñò£è
Þ¼‰î¶.
¾¾ ïK å¡Á ....................... ªè£¡Á F¡ù «ïó‹ ð£˜ˆ¶‚
ªè£‡®¼Šð¬î‚ è‡ì£¡.
¾¾ Ü‹¹ ð†´‚ è£òñ¬ì‰î ïK .......................................
ªè£‡«ì æ® M†ì¶.
¾¾ Cƒè‹ .......................... êˆî‹ «è†´ è£«ì ðóðóŠð£A
M†ì¶.
¾¾ ò£¬ù ............................., Ý‰¬î ............................., ñJ™
.............................. °F¬ó ..............................
15
www.nammakalvi.in
 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
¾¾ ª êNòÂ‚° ðòˆî£™ ï£‚° õø‡ì¶. î£¡ ¬õˆF¼‰î
î‡a¬ó‚ .........................................
¾¾ ªêNò¡ Ý´è¬÷ .............................................. M†´, î¡
Ü‹ñ£Mì‹ è£†®™ î£¡ è‡ì¬î ðóðóŠ«ð£´ ÃPù£¡.
¾¾ õ£¬öˆ ...............................Þ¼‰î î‡a˜ˆ ªî£†®J™
ªêNò¡ °Oˆ¶ M†´ õ‰î£¡.
¾¾ îƒ¬è ÌMN ð£™ ....................................... ªè£‡®¼‰î£œ.
¾¾ CP¶ «ïóˆFŸ°Š Hø° Ü‹ñ£ ªè£´ˆî àí¬õ
.........................................
¾¾ ÉƒèŠ «ð£°‹ º¡ ð£†® è¬î ...................................
¾¾ âL»‹ âL‚ ..................................... W„ .... W„ ...... â¡Á
êˆîI†ìù.
¾¾ ï£Œ ................... êˆî‹ «è†´ ªõO«ò õ‰¶ ð£˜ˆî£¡.
¾¾ «êõ™ ............................ æ¬ê¬ò‚ «è†´ è‡ MNˆî£¡.
¾¾ è£....... è£...... âù‚ è£èº‹ î¡ ðƒ°‚°‚ ...................
õöƒ°î™
õ½×†´î™
¾¾ ñ £íõ˜èÀ‚°Š ðø¬õèœ, Môƒ°èO¡ ºèÍ®è¬÷
¾¾ ÜE‰¶ ÜõŸP¡ Þ÷¬ñŠªðò˜, åL ñó¹, Þ¼ŠHì
ñó¹Šªðò˜è¬÷ M÷‚A‚ ÃÁî™.
¾¾ ð£ìŠð°FJ™ Þì‹ªðŸÁœ÷ ñó¹„ªê£Ÿè¬÷ Ü®‚«è£®ì„
ªêŒî™.
¾¾ ñ£íõ˜è¬÷, Üõ˜èÀ‚° ªîK‰î è¬îè¬÷ Ãø„
ªêŒî™.
¾¾ ñ£íõ˜è¬÷Š ðø¬õèœ, Môƒ°èœ, Ì„CèO¡
ðìƒè¬÷‚ ªè£‡´ ²öô†¬ìèœ îò£˜ ªêŒî™.
¾¾ è¬îJ™ Þì‹ªðŸÁœ÷ åL ñó¹„ ªê£Ÿè¬÷ â´ˆ¶
â¿¶è.
16
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1 5 Ý‹ õ°Š¹- ð¼õ‹ 5 in 1  GANGA  îI›
â¿¶î™:

ñFŠd´:
¾¾ M¬ì ÃÁè : 1. ªêNò¡ Ý´è¬÷‚ è£†®Ÿ° å†®„

ªê™ô‚ è£óí‹ â¡ù ?
2. ¹LJ¡ Þ÷¬ñŠªðò˜ â¡ù ?
3. ÌŠðPˆî£œ â¡ð¶ .................... ñó¹.
¾¾ ¬
¾¾ ð ìƒè¬÷ å†® ñó¹Šªðò˜è¬÷ â¿F ðìˆªî£°Š¹ õó„

ªêŒî™.
¾¾ õ£ó Þî›èO™ õ¼‹ è¬îè¬÷„ «êèKˆ¶ ðìˆªî£°Š¹
ªêŒî™.
¾¾ àù‚° H®ˆî è¬î å¡P¬ù â¿F ÜF™
Þì‹ªðŸÁœ÷ ñó¹„ªê£Ÿè¬÷ Ü®‚«è£®†´ õó„
ªêŒî™.
17
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 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
îI› Þò™ - 1. â¡ù êˆî‹...... (ñó¹Šªðò˜èœ)
I.
ªð£¼œ 2×1=2
â¿¶è.
1.
ï‹ º¡«ù£˜èœ å¼ ªê£™¬ô ªê£™Lòõ£«ø ï£º‹
ªê£™õ¶ .......................................
Ü. ðö¬ñ Ý. ¹¶¬ñ Þ. ñó¹ ß. CøŠ¹
2. Ý‰¬î ÜôÁ‹ - â¡ð¶ .............................
Ü. åL ñó¹ Ý. M¬ùñó¹
Þ. Þ÷¬ñ ñó¹ ß. Þ¼ŠHì ñó¹
II. åL ñó¹„ ªê£Ÿè¬÷ â¿¶è. 4×½=2
1. Ì¬ù ………………… 2. «è£N…………………
3. è£è‹ ………………… 4. Cƒè‹…………………
III. àJKùƒèO¡ ªðò˜èÀ‚° àKò åLñó¬ð õ†ìI´è
4 × ½ = 2
1. ñJ™ -Ã¾‹, Üè¾‹, HO¼‹, èˆ¶‹
2. Ý´ -«ð²‹, èˆ¶‹, HO¼‹, Ã¾‹
3. AO -ÜôŠ¹‹, «ð²‹, Ã¾‹, W„C´‹
4. °óƒ° Üè¾‹, W„Y´‹, YÁ‹, ÜôŠ¹‹
IV. M¬ù ñó¹è¬÷Š ªð£¼ˆ¶è : 4×½=2
1.
c˜ -ðPˆî£¡
2.
ºÁ‚° - âŒî£¡
3.
Ü‹¹ - °®ˆî£¡
4.
Ì -F¡ø£¡
V.
M¬ìòO 2 × 1 = 2
1. ªêNò¡ Ý´è¬÷‚ è£†®Ÿ° æ†®„ ªê™ô è£óí‹ â¡ù?
2.
ð£ìŠð°FJ™ âˆî¬ù õ¬èò£ù ñó¹„ ªê£Ÿèœ
Þì‹ªðŸÁœ÷ù ?
18
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Þò™ - 2
ð£ì‹ 5
ªêŒ»œ : Í¶¬ó
¾¾ ªê£ŸèO¡ ªð£¼¬÷ ÜèóºîLèO™ è‡ìPî™.
¾¾ ªêŒ»O™ Þì‹ªðŸÁœ÷ åˆî æ¬ê»¬ìò ªê£Ÿè¬÷
¾¾ èŸøõ˜èO¡ °í‹ ªð£Á¬ñò£™ «ñ‹ð†´ GŸ°‹
â¡ð¬î àí˜î™
¾¾ ð™«õÁ ð£ì™è¬÷„, ªêŒ»œè¬÷Š ªð£¼Àí˜‰¶
ð£´î™.
¶¬í‚è¼Mèœ:
¾¾ æ÷¬õò£K¡ ðì‹,
¾¾ Í¶¬ó ð£ì™ õKèœ îQîQ«ò â¿Fò Ü†¬ìèœ
¾¾ è™MJ¡ CøŠ¹ °Pˆî F¼‚°øœ,
¾¾ ªð£¡ªñ£N õ£êè Ü†¬ìèœ
ÜPºè‹
¾¾ ñ £íõ˜èOì‹, å÷¬õò£K¡ ðìˆ¬î‚ è£†® ÜõK¡
õ£›‚¬è õóô£Ÿ¬ø‚ ÃÁî™ .
¾¾ àƒèÀ‚°ˆ ªîK‰î ÝˆFÅ®, ªè£¡¬ø «õ‰î¡ ð£ì™
õKè¬÷ Ãø„ ªêŒî™ .
¾¾ è™MJ¡ CøŠ¹ °Pˆ¶ â´ˆ¶¬óˆî™.
¾¾ ï¡ªùP è¬î ÃÁî™.
õ£Cˆî™:
¾¾ ÝCKò˜ ð£ì™ º¿õ¬î»‹ å¼ º¬ø õ£Cˆ¶‚è£†´î™.
19
www.nammakalvi.in
 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
¾¾ ñ £íõ˜è¬÷‚ °¿M™ Üñ˜‰¶ ðˆFõ£Kò£è õ£C‚è„
ªê™½î™.
õ£˜ˆ¬îè¬÷ è‡ìP‰¶ â¿î„ ªêŒî™.
¾¾ ¹Fò õ£˜ˆ¬îèÀ‚° ªð£¼œ ÃP ð£ì¬ô M÷‚°î™.
¾¾ Üì‚è‹ - ðE¾
¾¾ èì‚è - ªõ™ô
¾¾ ÜPMô˜ - -ÜP¾ Þ™ô£îõ˜
¾¾ è¼î¾‹ - -G¬ù‚è¾‹
¾¾ ñ¬ìˆî¬ô - -c˜ ð£»‹ õN
¾¾ àÁe¡ - -ªðKò e¡
¾¾ è¼î¾‹ - -G¬ù‚è
¾¾ åé¡ - -æÁ¡ø e¡
¾¾ õ£®J¼‚°‹ - è£ˆF¼‚°‹
ªè£‚° îù‚°
ñ¬ìJ™ ð£ŒA¡ø cK™
Þ¬óò£è‚ Ã®ò
æ®‚
õ¼‹
ªè£‡®¼‚°‹.
õ¬ó Ü¬êM¡P
è£ˆF¼‚°‹.
èŸøP‰îõ˜èœ ðE¾¬ìò
°í‹ ªðŸP¼Šð˜èœ. èŸP‰î ðE¾¬ìò °í‹
Üõ˜èœ, îñ‚°Kò à¬ìòõ˜è¬÷
õ¼‹ õ¬ó âù â‡E ªõ™ô
è£ˆF¼Šð£˜èœ. G¬ù‚è Ãì£¶.
20
www.nammakalvi.in
1 5 Ý‹ õ°Š¹- ð¼õ‹ 5 in 1  GANGA  îI›
ªî£°ˆî™
å÷¬õò£˜
êƒèè£ô ¹ôõ˜èO™ ¹è› ªðŸøõ˜

êƒèè£ô
Qì‹ Þ¼‰¶
å÷¬õò£˜
ªï™L‚èQ ªðŸøõ˜
Þô‚Aòè£ô
ºîLò cFË™è¬÷
å÷¬õò£˜
â¿F»œ÷£˜.
º¶¬ñò£ù ÜP¾¬óè¬÷‚
ªè£‡ì¶
â¡ø
ñŸªø£¼ ªðò¼‹ à‡´
Í¶¬ó
âO¬ñò£ù
ï¬ìJ™ ÃøŠð†´œ÷ù.
ÞòŸPòõ˜
õöƒ°î™
21
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 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
õ½×†´î™
¾¾ Üì‚èñ£è Þ¼Šðõ¬ó ÜPM™ô£îõ˜ â¡Á â‡E
¾¾ ªõ™ô G¬ù‚è‚ Ãì£¶ ã¡ ? – èô‰¶¬óò£´è.
¾¾ ÞŠð£ìL™ Þó‡ì£‹ â¿ˆ¶ å¡Á«ð£™ õ¼‹
ªê£Ÿè¬÷ â´ˆ¶ â¿¶è.
Üì‚è‹ à¬ìò£˜ õ¼ñ÷¾‹
¾¾ ‘ñ¬ìˆî¬ô’ Þ„ªê£™L™ Þ¼‰¶ ¹Fò ªê£Ÿè¬÷

à¼õ£‚°è.
â¿¶î™:
¾¾ ñ£íõ˜èœ ¹Fò õ£˜ˆ¬îèÀ‚°Š ªð£¼œ â¿¶î™.

ñFŠd´:
¾¾ ªð£¼œ ÃÁè : Üì‚è‹ - ÜPMô˜ - àÁe¡

¾¾ M¬ì ÃÁè : 1. ªè£‚° âîŸè£è è£ˆF¼‚Aø¶?
2. å÷¬õò£˜ â¿Fò ËL¡
ªðò˜è¬÷‚ ÃÁè.
¾¾ ¬
ñò‚è¼ˆF™ ¹Kî™ °¬øõ£è àœ÷
ñ£íõ˜èÀ‚° e‡´‹ å¼º¬ø èŸHˆî™.
22
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1 5 Ý‹ õ°Š¹- ð¼õ‹ 5 in 1  GANGA  îI›

¾¾ ¹ˆîèˆF™ H¡ àœ÷ Mù£‚èÀ‚° M¬ì â¿F õó„ ªêŒî™.
¾¾ è™MJ¡ CøŠ¬ð àí˜ˆ¶‹ «õÁ ð£ì™è¬÷ ÜP‰¶
õ‰¶ ð£´î™.
¾¾ cF è¬îè¬÷„ «êèKˆî™.
¾¾ ªè£‚ªè£‚è Ã‹¹‹ ð¼õˆ¶ ñŸøî¡
¾¾ °ˆªî£‚è Y˜ˆî Þìˆ¶. - Þ‚°øO¡ ªð£¼¬÷
F¼‚°øœ ¹ˆîèˆFL¼‰¶ è‡ìP‰¶ â¿F õ¼î™.
ºî™ ð¼õ‹ îI› Þò™ - 2. Í¶¬ó (ªêŒ»œ)

I. êKò£ù ªð£¼œ î¼‹ ªê£™«ô£´ ªð£¼ˆ¶è. 1 × 2= 2
1. àÁe¡ - c˜ ð£»‹ õN
2. è¼î¾‹ - ðE¾
3. ÜPMô˜ - G¬ù‚è¾‹
4. ñ¬ìˆî¬ô - ªðKò e¡
5. Üì‚è‹ - ÜP¾ Þ™ô£îõ˜
II. HKˆ¶ â¿¶è. 2 × 1 = 2
1. â¡ªø‡E = ………………… + …………………
2. ñ¬ìˆî¬ô = ………………… + …………………
III. ñ¬ìˆî¬ô -Þ„ªê£™L™ Þ¼‰¶ ¹Fò ªê£Ÿè¬÷ à¼õ£‚°è. 2
IV. Ü® Høö£ñ™ â¿¶è. 2×1=2

‘ Üì‚è‹ ‘ âùˆ ªî£ìƒ°‹ Í¶¬ó ð£ì¬ô â¿¶è.
Üì‚è‹ - _- ___________________________________________
___________________________________________________________
___________________________________________________________
_____________________________________ ªè£‚°.
V.
M¬ìòO 2×1=2
1. ªè£‚° âîŸè£è‚ è£ˆF¼‚Aø¶ ?

23
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Þò™ - 1
ð£ì‹ 6
à¬óï¬ì : è™M„ªê™õº‹ ªð£¼†ªê™õº‹

¾¾ ï £ìèƒèœ, ªê£Ÿ«ð£˜ ºîô£ù Gè›„CèO™ ðƒ«èŸÁŠ
«ð²î™.
¾¾ èô‰¶¬óò£ì¬ô‚ «è†´Š ¹K‰¶ ªè£œÀî™.
¾¾ èEQ¬òŠ ðò¡ð´ˆF ï£ìèƒèœ, ªê£Ÿ«ð£˜ à¬óèœ
«è†ì™.
¾¾ M¿Iòƒè¬÷ àí˜‰¶ H¡ðŸÁ‹ Fø¬ù ªðÁî™.
¶¬í‚è¼Mèœ:
¾¾ ð
öªñ£Nèœ â¿Fò Ü†¬ìèœ, ðöªñ£N ¹ˆîè‹
°Á‰îè´èœ -ð†®ñ¡ø, ªê£Ÿ«ð£˜ Gè›„Cèœ è™Mò£™
Cø‰îõ˜èœ, ªð£¼÷£™ Cø‰îõ˜èœ ðìƒèœ, è¬îèœ
ÜPºè‹
¾¾ ñ £íõ˜èOì‹, è™Mò£™ àò˜‰î ã«îÂ‹ å¼õK¡
õ£›‚¬è õóô£Ÿ¬ø ÃÁî™. â.è£. ÜŠ¶™ èô£‹,
ÜPMò™ ÜPë˜èœ
¾¾ ð†®ñ¡ø i®«ò£‚è¬÷ ñ£íõ˜èÀ‚° è£‡Hˆ¶
ªê£™ô£ì™ Gè›¬õ «è†è„ ªêŒî™ .
¾¾ ñ£íõ˜èOì‹ ðöªñ£Nèœ â¿Fò Ü†¬ìè¬÷ ªè£´ˆ¶ –
Üî¡ ªð£¼¬÷ «è†ìPî™- M÷‚è‹ ÜOˆî™.
õ£Cˆî™:
¾¾ Ý CKò˜ ð£ì‹ º¿õ¬î»‹ å¼ º¬ø õ£Cˆ¶‚ è£†´î™.
¾¾ ñ£íõ˜è¬÷‚ °¿M™ Üñ˜‰¶ ðˆFõ£Kò£è õ£C‚è„
ªê™½î™.
24
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1 5 Ý‹ õ°Š¹- ð¼õ‹ 5 in 1  GANGA  îI›
¾¾ ñ £íõ˜èœ ð£ìŠð°F¬ò õ£Cˆî Hø° ÜF™ àœ÷

¹Fò õ£˜ˆ¬îè¬÷‚ è‡ìP‰¶ â¿î„ ªêŒî™.
¾¾ ¹Fò õ£˜ˆ¬îèÀ‚°Š ªð£¼œ ÃP ð£ìŠð°F¬ò
M÷‚°î™.
è™M„ªê™õº‹ ªð£¼†ªê™õº‹ ð†®ñ¡ø‹
è™M„ªê™õ‹ ªð£¼†ªê™õ‹
ñô˜MN îIöóC
ªð£¼O™ô£˜‚°
è÷˜Gôˆ¶‚°
Þ™¬ô
«è®™ M¿„ªê™õ‹ ðí‹ ªêŒ»‹
Þ‹¬ñ‚°‹, ñÁ¬ñ‚°‹ ðíªñ¡ø£™

î¼õ¶ Ãì õ£¬òˆ Fø‚°‹
ªê¡ø Þìªñ™ô£‹ ðC õ‰FìŠ

«ð£°‹
ªî£°ˆî™
ñô˜MN ÃPò¬õ
¾¾ è™M èŸè£îõ¡ Gô‹ «ð£¡øõ¡.

¾¾ è™M èŸøõ˜ ªê¡ø Þìªñ™ô£‹ ªðÁõ£˜.
¾¾ Þ‰î HøMJ½‹, ñÁHøMJ½‹ î¼õ¶.
¾¾ õ÷˜„Cî£¡ â™ô£ º¡«ùŸøˆFŸ°‹ è£óí‹.
¾¾ õ÷˜‚Aø¶, ð°ˆîP‰¶
ï™õNJ™ õ£›¬õ Ü¬ñˆ¶ õN ªêŒAø¶.
25
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 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
îIöóC ÃPò¬õ
¾¾ è™M èŸðîŸ°‚ Ãì «î¬õ.

¾¾ è™M èŸøõ˜ ð¬ìˆîõ˜èO¡ îòM™
î£¡ õ£ö «õ‡´‹.
¾¾ ¹¶¬ñ¬ò è‡ìPò ðí‹ «î¬õ .
¾¾ õÁ¬ñ î£¡ b¬ñèÀ‚°
è£óíñ£Aø¶.
¾¾ õêFò£ù õ£›MŸ° ÜõCò‹.
îIöCKò˜ ÃPò¬õ
¾¾ ñ ‚èOì‹ ÜPò£¬ñ Þ¼¬÷ c‚A

åOªðø„ ªêŒõ¶ è™M .
¾¾ Þ÷¬ñJ™ , C¬ôJ™
â¡Â‹ º¶ªñ£N¬ò ñø‰¶Mì‚ Ãì£¶.
¾¾ è™M»‹, ªê™õº‹ å¼ ï£íòˆF¡
ð‚èƒèœ.
¾¾ Þ™ô£¬ó âœÀõ˜ â¡Á ÃÁAø£˜.
¾¾ ï‹¬ñ «ñ¡¬ñŠð´ˆ¶õ¶ î£¡ .
¾¾ ð†®ñ¡ø‹ - ªê£Ÿ«ð£˜ Gè›¾ ï¬ìªðÁ‹ Þì‹

¾¾ ªê£™ô£ìô - å¼ ªð£¼œ °Pˆ¶ «ðC õ£F´õ¶
¾¾ ªê™õ‹ - ªð£¼œ, ªê£ˆ¶, ðí‹
¾¾ è÷˜Gô‹ - àõ˜Gô‹, å¡Á‹ M¬÷ò£î Gô‹
¾¾ ï´õ˜ - Þ¼îóŠHŸ°‹ ªð£¶õ£ùõ˜,
ï´G¬ôò£÷˜
¾¾ èŸøõ˜ - ð®ˆîõ˜
¾¾ Hí‹ - Þø‰î àì™
¾¾ àJ˜ï£® - Ü®Šð¬ìò£ù å¡Á
¾¾ è™ô£îõ¡ - ð®‚è£îõ¡
26
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1 5 Ý‹ õ°Š¹- ð¼õ‹ 5 in 1  GANGA  îI›
¾¾ ÜPò£¬ñ - à‡¬ñ¬ò àíó Þòô£î G¬ô

¾¾ Þ÷¬ñ - õòF™ °¬ø‰îõ˜,
¾¾ âœÀõ˜ - ï¬èˆî™, «èL A‡ì™
õöƒ°î™
õ½×†´î™
¾¾ è™M„ ªê™õñ£ ? ªð£¼†ªê™õñ£ ? â¶ ÜõCò‹ â¡Á
c G¬ù‚Aø£Œ ? ã¡-? èô‰¶¬óò£ì™ .
¾¾ ªð£¼O™ô£˜‚° Þš¾ôè‹ Þ™¬ô - Þ¶ ðŸP à¡
è¼ˆ¶ â¡ù ?
¾¾ ‘ ï‹¬ñ «ñ¡¬ñŠð´ˆ¶õ¶ è™M ’ - Þ¬îŠ ðŸP à¡
ªê£‰î ï¬ìJ™ «ð²è.
¾¾ ð£ìŠð°FJ™ Þì‹ªðŸÁœ÷ º¶ªñ£Nè¬÷ â´ˆ¶ â¿¶è.
â¿¶î™:

27
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 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
ñFŠd´:
¾¾ M¬ì ÃÁè : 1. è÷˜Gôˆ¶‚° åŠð£õ˜ ò£˜ ?

2. èœõó£™ èõ˜‰¶ ªê™ô‚ Ã®ò¶
â¶ ?
¾¾ ¬
e‡´‹ å¼º¬ø èŸHˆî™
¾¾ ¹ˆîèˆF™ H¡ àœ÷ Mù£‚èÀ‚° M¬ì â¿F õó„

ªêŒî™.
¾¾ è™M„ ªê™õ‹ °Pˆî ðöªñ£Nè¬÷ «êèKˆ¶ õó„
ªêŒî™.
¾¾ è™Mò£™ Cø‰îõ˜èO¡ ðìƒè¬÷„ «êèKˆ¶
ðìˆªî£°Š¹ ªêŒî™.
¾¾ ñ£íõ˜è¬÷ ã«îÂ‹ ðˆ¶ ðöªñ£Nè¬÷ i†®™
àœ÷õ˜èOì‹ «è†´ â¿F, ÜîŸè£ù ªð£¼¬÷
«êèKˆ¶ õ‰¶ õ°Šð¬øJ™ ðA˜î™.
28
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1 5 Ý‹ õ°Š¹- ð¼õ‹ 5 in 1  GANGA  îI›
îI› Þò™ - 1. èM¬î ð†®ñ¡ø‹ ( à¬óï¬ì)

I. êKò£ù ªð£¼œ î¼‹ ªê£™«ô£´ ªð£¼ˆ¶è. 2 × 2= 2
1. Þ‹¬ñ â¡ø ªê£™ °P‚°‹ ªð£¼œ

Ü. ÞŠHøŠ¹ Ý. ñÁHøŠ¹ Þ. HøŠ¹ ß. ºŸHøŠ¹
2. õÁ¬ñ Þ„ªê£™½‚°Kò âF˜„ªê£™
Ü. ªê¿¬ñ Ý. Þ¡¬ñ Þ. ªê‹¬ñ ß. ã›¬ñ
II. HKˆ¶ â¿¶è. 2×1=2

1. ðíªñ¡ø£™ = ………………… + …………………
2. ªî£¬ô‚è£†C = ………………… + …………………
III. «ê˜ˆ¶ â¿¶è. 1 × 2= 2
1. ð¬ö¬ñ + ªñ£N =--
2. ï¡¬ñ + õN =--
IV. ªî£ì¬ó º¿¬ñ Ý‚°è. 2×1=2
1. ðC õ‰FìŠ «ð£°‹ .
2. «è®™ M¿„ªê™õ‹
3. ªð£¼÷£™ ï‹ õ£›¾ ªðÁ‹.
4. ðˆ¶‹ ªêŒ»‹ .
( ðˆ¶ , õ÷‹ , è™M , ðˆ¶‹ )
V. M¬ìòO 2×1=2
1. è÷˜Gôˆ¶‚° åŠð£õ˜ - ò£˜ ?
29
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Þò™ - 2
ð£ì‹ 7
¶¬íŠð£ì‹ : õÁ¬ñJ½‹ «ï˜¬ñ

¾¾ è ¬î Ë™è¬÷ ð®ˆ¶ ªð£¼÷Pî™ ñŸÁ‹ «è†°‹
¾¾ Fø¬ù õ÷˜ˆî™.
¾¾ ï¡ñFŠ¬ð ãŸð´ˆ¶‹ ïŸð‡¹è¬÷ õ÷˜ˆ¶‚
ªè£œÀî™.
¾¾ õ£›Mò™ «î˜„C‚è£ù Fø¡è¬÷ ÜPî™
¶¬í‚è¼Mèœ:
¾¾ c
F è¬îèœ, ÜPë˜èO¡ ªð£¡ªñ£Nèœ Ü†¬ì, ñó¹Š
ªðò˜èœ â¿Fò Ü†¬ìèœ, ²öô†¬ìèœ, ºèÍ®èœ
ÜPºè‹
¾¾ ÜK„ê‰FóQ¡ õ£›‚¬è ðŸP ÃÁî™ .

¾¾ ñ£íõ˜èÀ‚° ðô Å›G¬ôè¬÷ ªè£´ˆ¶, ÜšMìˆF™
¾¾ cƒèœ Þ¼‰î£™ â¡ù ªêŒi˜èœ. – âù «è†ìPî™
â.è£. – Hø˜ ªð£¼¬÷ å¼õ˜ F¼´õ¬î ð£˜‚°‹ «ð£¶.
ê£¬ôJ™ å¼õ˜ è£òñ¬ì‰¶ AìŠð¬îŠ ð£˜ˆî£™.
àù¶ ¬ðJ™ M¬ô àò˜‰î ªð£¼¬÷Š ð£˜‚°‹ «ð£¶.
ò£«óÂ‹ à¡Qì‹ õ‰¶ àîM «è†ì£™.
¾¾ «
ï˜¬ñ °Pˆî õ£êèƒèœ, ÜPë˜èO¡ ªð£¡ªñ£Nè¬÷
ð®ˆ¶‚ è£†´î™
30
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1 5 Ý‹ õ°Š¹- ð¼õ‹ 5 in 1  GANGA  îI›
õ£Cˆî™:
¾¾ Ý CKò˜ ð£ì‹ º¿õ¬î»‹ å¼ º¬ø õ£Cˆ¶‚
è£†´î™.
¾¾ Hø° ñ£íõ˜è¬÷ ðˆFõ£Kò£è õ£C‚è„ ªê™½î™.
¹Fò õ£˜ˆ¬îè¬÷‚ è‡ìP‰¶ â¿î„ ªêŒî™;.
¾¾ ¹Fò õ£˜ˆ¬îèÀ‚°Š ªð£¼œ ÃP, ð£ìŠð°F¬ò
M÷‚°î™.
¾¾ Þ÷Aò - è¼¬í àœ÷‹

¾¾ ð…ê‹ - -àí¾ A¬ì‚è£î G¬ô
¾¾ ñ£O¬è - ªðKò i´, ð™ô´‚° i´
¾¾ ªè£¿‚è†¬ì - -ÜKCJ™ ªêŒòŠð´‹
àí¾ð‡ì‹
¾¾ CÁI - -Þ÷‹ õò¶ ªð‡
¾¾ îƒè‚è£² - -ªð£¡ù£™ ªêŒòŠð†ì ï£íò‹
¾¾ î£Œ - -Ü‹ñ£
¾¾ ðí‚è£ó˜ - -ÜFèñ£è ðíº‹ õêF»‹
ð¬ìˆîõ˜
¾¾ ïŸð‡¹ - -ï™ô °íƒèœ
31
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 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
ñè«÷, à¡ ªð£Á¬ñ‚°‹ áK™ è´‹ ....................
ïŸð‡HŸ°‹ ï£¡ ÜOˆî
ðK² â¡ø£˜, ðí‚è£ó˜ GôMò¶.
CÁI ªè£¿‚è†¬ì¬ò
ê£ŠH´õîŸè£è HKˆî£œ ð…êˆî£™ ñ‚èœ
àœO¼‰¶ ....................... ..................... õ£®ù˜.
M¿‰î¶.
ä‰¶ ï£À‹ Ü¬ùõ¼‹

â´ˆî¶ «ð£è eF Þ÷Aò ........................
ªè£¿‚è†¬ì¬ò â´ˆ¶ ªè£‡ì ðí‚è£ó˜
ªê¡ø£œ ......................... õ£›‰¶ õ‰î£˜.
ªè£¿‚è†¬ì¬ò ðí‚è£ó˜ ÝÀ‚ªè£¼

â´ŠðF™ Ü¬ùõ¼‹ .................... A¬ì‚°ñ£Á
....................... «ð£†ìù˜. ªêŒî£˜.
ªî£°ˆî™
è¬î„²¼‚è‹ õÁ¬ñJ½‹ «ï˜¬ñ
¾¾ Þ ÷«õQ™ áK™ Cô Ý‡´è÷£è ...............................

ªðŒò£îî£™ è´‹ ð…ê‹ GôMò¶.
¾¾ ñ‚èœ ..................................... õ£®ù˜.
¾¾ ï™ô àœ÷‹ ð¬ìˆî ................................... ªê¡Á ñ‚èœ
àîM ªêŒ»ñ£Á «õ‡®ù˜.
¾¾ Üõ˜ ÝÀ‚ªè£¼ ................................... A¬ì‚è àîM
ªêŒA«ø¡ â¡ø£˜.
¾¾ î‹ «õ¬ô‚è£ó˜è¬÷ Ü¬öˆ¶ áK™ àœ÷ .....................
............... èí‚ªè´‚è„ ªêŒî£˜.
¾¾ ï£¬÷JL¼‰¶ ªè£¿‚è†¬ìè¬÷‚ ...................................
êKò£ù â‡E‚¬èJ™ ¬õˆF¼‚è„ ªê£¡ù£˜.
32
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1 5 Ý‹ õ°Š¹- ð¼õ‹ 5 in 1  GANGA  îI›
¾¾ ñ ‚èœ Ü¬ùõ¼‹ ...................................... â´ŠðF™

«ð£†® «ð£†ìù˜.
¾¾ Þ÷«õQ™ ñ†´‹ â™ô£¼‹ â´ˆî¶ «ð£è eF Þ¼‰î
ªè£¿‚è†¬ì¬ò â´ˆ¶„ ªê¡ø£œ.
¾¾ ªî£ì˜‰¶ ............................ ï£À‹ Ü«î «ð£™ ïì‰î¶.
¾¾ CÁI i†®Ÿ° ªê¡ø¾ì¡, ê£ŠH´õîŸè£è Þó‡ì£èŠ
HKˆî£œ, àœO¼‰¶ å¼ ............................... W«ö
M¿‰î¶.
¾¾ Ü‰î îƒè‚è£¬ê î£Jì‹ è£†®ù£œ .
¾¾ Þ‰î‚ ªè£¿‚è†¬ì¬ò ò£˜ ªè£´ˆî£˜è«÷£
Üõ˜èOì‹ ªê¡Á ªè£´ˆ¶ M´ â¡ø£˜.
¾¾ äò£! ï£¡ â´ˆî„ ªê¡ø ªè£¿‚è†¬ìJ™ ..................
è£² Þ¼‰î¶, ªðŸÁ‚ ªè£œÀƒèœ.
¾¾ ñè«÷! à¡ ............................... , ................................
ï£¡ ÜOˆî ðK«ê Þ‰îˆ îƒè‚è£² ñA›„C»ì¡
â´ˆ¶„ªê™, â¡ø£˜.
õöƒ°î™
õ½×†´î™
¾¾ ï
£‹ â¡ªù¡ù ïŸð‡¹è¬÷Š ªðŸP¼‚è «õ‡´‹?
ð†®JL´è.

33
www.nammakalvi.in
 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
¾¾ « ï˜¬ñò£ùõ˜ â¡Á c ò£¬ó G¬ù‚A¡ø£Œ? Üõ¬óŠ
ðŸP ñEˆ¶Oèœ «ð²è.
¾¾ «ï˜¬ñ °Pˆî ªð£¡ªñ£Nèœ, õ£êè Ü†¬ìèœ îò£Kˆ¶
õ°Šð¬øJ™ å†´î™.
â¿¶î™:

¾¾ ¹ˆîèŠ ðJŸC Mù£‚èÀ‚° M¬ì â¿î„ ªêŒî™.
ñFŠd´:
¾¾ M¬ì ÃÁè: 1. á˜ ñ‚èœ ðí‚è£óKì‹ «õ‡®ò¶ ò£¶?

2. Þ‚è¬îJ™ õ¼‹ CÁIJ¡ ªðò˜ â¡ù?
3. CÁI‚° âîŸè£è îƒèè£² ðKê£è
õöƒèŠð†ì¶?
°¬øˆb˜ èŸHˆî™
¾¾ ¬
¾¾ « ï˜¬ñ, à‡¬ñ ªî£ì˜ð£ù F¼‚°ø¬÷ «êèKˆ¶ â¿F

õó„ ªêŒî™.
¾¾ àù‚° H®ˆî è¬î å¡P¬ù â¿F, Ü‚è¬îJ¡
cF¬ò â¿F õ¼î™.
34
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1 5 Ý‹ õ°Š¹- ð¼õ‹ 5 in 1  GANGA  îI›
îI› Þò™ - 2. õÁ¬ñJ½‹ «ï˜¬ñ

I. Ü®‚«è£®†ì ªê£™LŸ°Kò ªð£¼œ â¿¶è. 2 × 1= 2
1. Ü‰î áK™ è´‹ ð…ê‹ GôMò¶ .......................................

Ü. àí¾ A¬ì‚è£î G¬ô Ý. «õ¬ô Þ™ô£î G¬ô
Þ. î‡a˜ î†´Šð£´
2. CÁõQ¡ î£»‹ ñA›„Cò¬ì‰î£œ. .......................................
Ü. î‰¬î Ý. ê«è£îó˜ Þ. Ü‹ñ£
II. HKˆ¶ â¿¶è . 4 × 1= 4

1. îƒè‚è£² = + -
2. â…CJ¼‰î = +
3. ñA›„Cò¬ì‰î£œ = +
4. èí‚ªè´ˆ¶ = + -
III. âF˜„ªê£™¬ô ªð£¼ˆ¶è : 4 × ½= 2

1. W«ö - ã¬ö
2. ñA›„C - CÁI
3. ðí‚è£ó¡ -- «ñ«ô
4. CÁõ¡ - ¶¡ð‹
IV. M¬ìòO: 1×2=2
1. CÁI‚° âîŸè£è îƒè‚è£² ðKê£è õöƒèŠð†ì¶?
35
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Þò™ - 2
ð£ì‹ 8
Þô‚èí‹ : ªðò˜„ªê£™, M¬ù„ªê£™
¾¾ ª ðò˜„ªê£™, M¬ù„ªê£™ ðŸP ÜPî™.
¾¾ å¼ ªê£™¬ôŠ ð®ˆî¾ì¡ Ü¶ ªðò˜„ªê£™ô£,
M¬ù„ªê£™ô£ âùŠ ð°ˆ¶ Ü¬ìò£÷‹ è£µî™.
¾¾ ï£‹ «ð²‹ ªî£ìK™ â¶ ªðò˜„ªê£™, M¬ù„ªê£™
â¡ð¬î è‡ìP‰¶ ðò¡ð´ˆ¶‹ Fø¬ù ªðÁî™.
¾¾ °PŠ¹è¬÷ ðò¡ð´ˆF è¬î â¿¶î™
¶¬í‚è¼Mèœ:
¾¾ ªêò¬ô‚ °P‚°‹ ðìƒèœ, ªðò˜èœ °P‚°‹ ðìƒèœ
¾¾ è¬îèœ, ªðò˜„ªê£™, M¬ù„ªê£Ÿèœ â¿Fò
I¡ù†¬ìèœ
ÜPºè‹
¾¾ ñ £íõ˜èOì‹, CÁõ˜ Þî›èO™ õ¼‹ è¬îè¬÷
ªè£´ˆ¶ ð®ˆ¶ è£†ì„ ªêŒî™, è¬îJ™ õ¼‹
ªðò˜„ªê£™, M¬ù„ªê£Ÿèœ ð†®òL´î™.
¾¾ ñ£íõ˜è¬÷ Þ¼ °¿‚è÷£è HKˆ¶ å¼ °¿Mì‹
ªðò˜„ªê£™¬ô»‹ ñŸ«ø£˜ °¿Mì‹ M¬ù„ªê£Ÿè¬÷‚
ªè£´ˆ¶ ªð£¼À¬ìò âOò ªî£ì˜è¬÷ à¼õ£‚è
ªêŒî™.
â.è£ – è‡í¡ ð£®ù£¡, «îM ïìùñ£®ù£œ.
¾¾ ñ£íõ˜èOì‹ ªðò˜ ñŸÁ‹ M¬ù¬ò °P‚°‹
ðìƒè¬÷‚ ªè£´ˆ¶ õ¬èŠð´ˆî ªêŒî™.
36
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1 5 Ý‹ õ°Š¹- ð¼õ‹ 5 in 1  GANGA  îI›
õ£Cˆî™:
¾¾ Ý CKò˜ è¬îŠð°F º¿õ¬î»‹ å¼ º¬ø õ£Cˆ¶‚
è£†´î™.
¾¾ ñ£íõ˜è¬÷ °¿M™ Üñ˜‰¶ ðˆFõ£Kò£è õ£C‚è„
ªê™½î™.
¾¾ ¹Fò õ£˜ˆ¬îèÀ‚° ªð£¼œ ÃP ð£ìŠð°F¬ò M÷‚°î™.
ªê£ŸèO¡ õ¬èèœ
ªðò˜„ªê£™ M¬ù„ªê£Ÿèœ
å¡ø¡ ªðò¬ó‚ °P‚°‹ å¼ ªêò¬ô °P‚°‹ ªê£™

ªê£™ ................................. .............................. âùŠð´‹
âùŠð´‹
ªðò˜„ªê£™ å¼¬ñ, M¬ù„ªê£™ è£ô‹, ð£™,

ð¡¬ñ, ð£™, î¡¬ñ, â‡E‚¬è, î¡¬ñ,
º¡Q¬ô, ðì˜‚¬è º¡Q¬ô, ðì˜‚¬è
â¡ðõŸ¬ø àí˜ˆ¶‹. â¡ðõŸ¬ø àí˜ˆ¶‹.
¾¾ ªðò˜„ªê£™ - å¼ ªð£¼œ, ïð˜, Þì‹ «ð£¡øõŸ¬ø

°P‚°‹ ªê£™.
37
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 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
¾¾ M¬ù„ªê£™ -- å¼ M¬ù¬ò Ü™ô¶ ªêò¬ô
°P‚°‹ ªê£™
¾¾ ªê£™«ôE -- ªê£™L¡ ÞÁFJ™ º®»‹ â¿ˆ¬î
ºî™ â¿ˆî£è‚ ªè£‡´ ñŸ«ø£¼
ªê£™¬ô â¿¶î™.
¾¾ õ¼í¬ù -- Üö°ø MõKˆ¶ ÃÁî™
¾¾ ï£Hø› -- à„êKŠ¹, åLŠ¹º¬øJ™ ñ£Ÿø‹
âšõ£Á õöƒAù£˜è«÷£, Üšõ£«ø
õöƒ°õ¶
ªî£°ˆî™
õ¬èŠð´ˆ¶è
ð£®ù£œ, õ¼í¡, â¿Fù£¡, õ¬ó‰î£¡, Þ¬êõ£E, à‡ì£¡,
è‡í¡, ê‹²b¡, ªüQð˜, è†®ù£˜, æ®ò¶, ºò™
ªðò˜„ªê£™ M¬ù„ªê£™
õ¬èŠð´ˆ¶è
¾¾ ñJ™ «î£¬è¬ò MKˆ¶ Ý®ò¶.
¾¾ õ£E è†´¬ó â¿Fù£œ.
¾¾ Þ÷‹H¬ø àí¾ ê¬ñˆî£œ.
¾¾ ÝF¬ó ñó‚è¡¬ø ï†ì£œ.
¾¾ ªè£ˆîù£˜ i´ è†®ù£˜
õöƒ°î™
38
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õ½×†´î™
¾¾ ð‚è‹ 37 – ™ àœ÷ è¬î¬òŠ ð®ˆ¶ ªðò˜„ªê£™¬ô»‹,
M¬ù„ªê£™¬ô»‹ ð†®òL´è.
¾¾ ð‚è‹ 38 – ™ àœ÷ è¬ô‰¶œ÷ ªê£Ÿè¬÷
õK¬êŠð´ˆ¶î™.
¾¾ ñ£íõ˜è¬÷, Üõ˜èÀ‚°ˆ ªîK‰î è¬îè¬÷ Ãø„
ªêŒî™.
¾¾ ð‚è‹ 41 - ™ àœ÷ ‘e¡H®Š«ð£‹ õ£¼ƒèœ’ ªêò™ð£´.
¾¾ ð‚è‹ 42 – ™ àœ÷ õ¼í¬ù ªî£ì˜è¬÷ â¿¶î™.
â¿¶î™:

¾¾ ¹ˆîèŠ ðJŸC Mù£‚èÀ‚° M¬ì â¿î„ ªêŒî™.
ñFŠd´:
¾¾ M¬ì ÃÁè: 1. ªðò˜„ªê£™ â¡ø£™ â¡ù?

2. M¬ù„ªê£™ â¡ø£™ â¡ù?
¾¾ ¬
¾¾ ð‚è‹ - 39 – °PŠ¹è¬÷Š ðò¡ð´ˆF‚ è¬î â¿F õ¼î™.

¾¾ ð‚è‹ - 41 – ªê£™«ôE Ü¬ñˆ¶ õ¼î™ .
‚è‹ - 43 – ðìƒèÀ‚°Kò ªê£Ÿè¬÷ â¿F ðˆF¬ò
¾¾ ð
º¿¬ñò£‚°î™.
39
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 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
îI› Þò™ - 2. Þô‚èí‹
(ªðò˜„ªê£™, M¬ù„ªê£™)
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â´ˆ¶ â¿¶è. 4 × ½= 2
¾¾ ñJ™ «î£¬è¬ò MKˆ¶ Ý®ò¶.
¾¾ õ£E è†´¬ó â¿Fù£œ.
¾¾ ªè£ˆîù£˜ i´ è†®ù£˜.
¾¾ Þ÷‹H¬ø àí¾ ê¬ñˆî£œ.
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II. ªê£Ÿè¬÷ˆ ªî£ìK™ Ü¬ñˆ¶ â¿¶è. 2 × 1= 2

1. º¡«ùŸø‹
2. ªî£¬ô‚è£†C
III. è¬ô‰¶œ÷ ªê£Ÿè¬÷ õK¬êŠð´ˆFˆ ªî£ì˜è÷£è â¿¶è.

3 × 1= 3
1. è‡èœ ï£†®¡ ªð‡èœ .........................................................
2. î¼‹; à¬öŠ«ð àò˜¾ ..............................................................
3. «ð£¡ø¶ ªð£¡ è£ô‹ ..............................................................
IV. å¼ ªê£™ °P‚°‹ ðô ªð£¼œ â¿¶è 3 × 1= 3

1. ªï¼Š¹ ..................................................................................
2. èFóõ¡ ..................................................................................
3. ê‰Fó¡ ..................................................................................
40
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ð£ì‹ 9
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¾¾ ªê£ŸèO¡ ªð£¼¬÷ ÜèóºîLèO™ è‡ìPî™.
¾¾ èìL¡ ðò¡è¬÷ ð†®òL†´ ÜP‰¶ªè£œÀî™.
¾¾ ÞòŸ¬è¬òŠ ð£¶è£‚è «õ‡´‹ â¡ø àí˜¬õ
ªðÁî™.
¾¾ ªêŒ»œ, ð£ì™è¬÷ Ü®Høö£ñ™ â¿¶‹ Fø¬ù ªðÁî™.
¾¾ ð™«õÁ ð£ì™è¬÷, ªêŒ»œè¬÷Š ªð£¼Àí˜‰¶ ð£´î™.
¶¬í‚è¼Mèœ:
¾¾ èìL¡ ðì‹,
¾¾ èMñE õ£›‚¬è °PŠ¹ Ü†¬ì
¾¾ èì™õ£› àJKùƒèO¡ ðìƒèœ,
ÜPºè‹
¾¾ ñ £íõ˜èOì‹, cƒèœ ã«îÂ‹ èìŸè¬ó‚°
ªê¡Áœk˜è÷£?
¾¾ ªê¡ø ÞìƒèO¡ ªðò˜è¬÷»‹, ð£˜ˆî ÜÂðõƒè¬÷ –
«è†ìPî™.
¾¾ èìL¡ ðò¡è¬÷»‹, èìL™ Þ¼‰¶ ïñ‚° A¬ì‚è‚
Ã®ò ªð£¼†èO¡ ªðò˜è¬÷ «è†ìPî™.
¾¾ èMñEJ¡ õ£›‚¬è °PŠ¬ð â´ˆ¶¬óˆî™.
¾¾ èì¬ô‚ °P‚°‹ «õÁ îI›„ ªê£Ÿè¬÷‚ «è†ì™.
õ£Cˆî™:
¾¾ Ý
CKò˜ ð£ì™ º¿õ¬î»‹ å¼ º¬ø õ£Cˆ¶‚
è£†´î™.
41
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 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
¾¾ ñ £íõ˜è¬÷ °¿M™ Üñ˜‰¶ ðˆFõ£Kò£è õ£C‚è„
ªê£™½î™.
õ£˜ˆ¬îè¬÷‚ è‡ìP‰¶ â¿î„ ªêŒî™;
¾¾ ¹Fò õ£˜ˆ¬îèÀ‚° ªð£¼œ ÃP ð£ì¬ô M÷‚°î™.
Þó¾ ðèô£è Ü¬ô«ò£¬êò£™

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ðò¡
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ñ¬ô, ...................... , ......................
«êIˆ¶ ¬õ‚°‹
.................................... ªð£Nò è£óí‹
ªî£†®
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1 5 Ý‹ õ°Š¹- ð¼õ‹ 5 in 1  GANGA  îI›
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ð£ì™ ªð£¼œ
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Þó¾‹ àøƒè£«ò£ ? èì«ô iC åLˆ¶‚ ªè£‡«ì
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Þ®J¡ ºö‚è«ñ£ ? èì«ô à¡ Ü¬ôò£ ? Ü™ô¶
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ñ¬ô¬ò õJŸøì‚è‹ èì«ô- àò˜‰î ......................,

â‡E™ ñèó eÂô¾‹ èì«ô èí‚A™ô£î ..................
................ àœ÷¶.
ÌIJ™ ..............
ñ¬ö‚° Íôº‹ c èì«ô – ªð£Nò¾‹, Ü¬î «êIˆ¶
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ªî£†®ò£è Þ¼‚Aø¶.
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¾¾ ð£ìL¡ ªð£¼¬÷ ªê£‰î ï¬ìJ™ â¿¶è.
¾¾ ñ£íõ˜èÀ‚° ð‚è‹ 45 ™ àœ÷ M¬ó¾
¾¾ °Pf´ è£ªí£O¬ò è£‡Hˆî™.
¾¾ ÞŠð£ìL™ ºî™ â¿ˆ¶ å¡Á«ð£™ õ¼‹ ªê£Ÿè¬÷
â´ˆ¶ â¿¶è.
43
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 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
Ü™½‹ â™¬ô ñ¬ô¬ò
¾¾ Þ
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¾¾ ñA¬ñ - ªð¼¬ñ
¾¾ Íô‹ - è£óí‹, Ü®Šð¬ì
¾¾ â™¬ô - º®¾
¾¾ ºö‚è‹ - êˆî‹;
¾¾ àô¾‹ - FK»‹
â¿¶î™:

44
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1 5 Ý‹ õ°Š¹- ð¼õ‹ 5 in 1  GANGA  îI›
ñFŠd´:
¾¾ ªð£¼œ ÃÁè : Ü½Š¹ - ¹óM - ñèó‹ -&

¾¾ M¬ì ÃÁè : 1. °F¬óèœ «ð£ô ÜEõ°ˆ¶ õ¼ð¬õ
â¬õ?
2. èì™ ïñ‚° ÜO‚°‹ õ÷ƒè¬÷
ÃÁè.
¾¾ ¬
¾¾ ¹ˆîèˆF™ H¡ àœ÷ Mù£‚èÀ‚° M¬ì â¿F õó„

ªêŒî™.
¾¾ èì™ ðŸPò ð£ì™è¬÷ «êèKˆ¶ õ‰¶ õ°Šð¬øJ™
ð£´î™.
¾¾ èì™ ðì‹ õ¬ó‰¶ èìL¡ ðò¡è¬÷Š ð†®òL†´
õ¼î™.
¾¾ èì™ î¡ õóô£Á ÃÁõ¶ «ð£ô îù¶ ªê£‰î ï¬ìJ™
è†´¬ó â¿F õ¼î™.
¾¾ èì™ õ£› àJKèO¡ ðìƒè¬÷„ «êèKˆ¶ ðìˆªî£°Š¹
ªêŒî™.
45
www.nammakalvi.in
 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
ºî™ ð¼õ‹ - îI› Þò™ - 3. èì™ (ªêŒ»œ)
I. êKò£ù ªð£¼œ î¼‹ ªê£™¬ô «î˜‰ªî´‚è. 4 × 1/2 = 2

1.
ñèó‹ â¡ø ªê£™L¡ ªð£¼œ ........................................
(°F¬ó / e¡)
2.
F¬ó â¡ø ªê£™L¡ ªð£¼œ .......................................... (Ü¬ô
/ èì™)
II. HKˆ¶ â¿¶è. 2×1=2

1. è¼ƒèì«ô = ----------------- + -----------------------
2. àùªî£L«ò£ = ----------------- + ----------------------- -
III. ð£ìLL¼‰¶ «ñ£¬ù„ ªê£Ÿè¬÷ â¿¶è. 4×½=1
1. Ü™½‹ -
2. ñ¬ö‚° -
3. M¬ôªè£œ -
4. ñ¬ô¬ò -
IV. Ü®Høö£ñ™ â¿¶è. 2×1=2

‘â™¬ô’ âùˆ ªî£ìƒ°‹ èì™ ð£ì¬ô â¿¶è.
Üì‚è‹ _- ___________________________________________
___________________________________________________________
___________________________________________________________
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IV. M¬ìòO 1×2=2
1. èì™ ïñ‚° ÜO‚°‹ õ÷ƒèœ ò£¬õ?
46
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Þò™ - 3
ð£ì‹ 10
à¬óï¬ì : ðì‹ Þƒ«è ! ðöªñ£N âƒ«è !

¾¾ ð öªñ£Nèœ ÜõŸP¡ Ýöñ£ù ªð£¼¬÷ àí˜‰¶
ðò¡ð´ˆ¶î™.
¾¾ ªê£Ÿè÷…CòŠ ªð¼‚èº‹ ªê£™ô£†Cˆ FøÂ‹
õ÷˜ˆ¶‚ ªè£œÀî™.
¾¾ ¹F˜èœ, M´è¬îèœ à¼õ£‚°‹ Fø¡ ªðÁî™.
¾¾ M¿Iòƒè¬÷ àí˜‰¶ H¡ðŸÁ‹ Fø¬ù ªðÁî™.
¶¬í‚è¼Mèœ:
¾¾ ðöªñ£Nèœ â¿Fò Ü†¬ìèœ, ðöªñ£N ¹ˆîè‹ ¹F˜èœ;
¾¾ ðöªñ£N ê£˜‰î ðìƒèœ
¾¾ ¹F˜ è¬îèœ, ðöªñ£N è¬îèœ
ÜPºè‹
¾¾ ñ£íõ˜è¬÷, àƒèÀ‚° ªîK‰î ðöªñ£N¬ò‚ Ãø„
ªêŒî™.
¾¾ ðöªñ£N è¬îè¬÷ ÃÁî™.
¾¾ ðöªñ£Nèœ â¿Fò Ü†¬ìè¬÷ ªè£´ˆ¶ M´ð†ì¬î
è‡ìPò ªêŒî™.
â.è£. ÝŸP™ å¼ ..................... «êŸP™ å¼ ................
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¾¾ Ý CKò˜ ð£ì‹ º¿õ¬î»‹ å¼ º¬ø õ£Cˆ¶‚è£†´î™.
¾¾ ñ£íõ˜è¬÷ °¿M™ Üñ˜‰¶ ðˆFõ£Kò£è õ£C‚è„
ªê£™½î™.
47
www.nammakalvi.in
 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
¾¾ ñ £íõ˜èœ ð£ìŠð°F¬ò õ£Cˆî Hø° ÜF™ àœ÷
¹Fò õ£˜ˆ¬îè¬÷ è‡ìP‰¶ â¿î„ ªêŒî™;.
¾¾ ¹Fò õ£˜ˆ¬îèÀ‚° ªð£¼œ ÃP ð£ìŠð°F¬ò
M÷‚°î™.
¾¾ ªð£‰¶ - ñóˆF™ àœ÷ æ†¬ì

¾¾ ðöªñ£Nèœ - ï‹ º¡«ù£˜èœ ÜÂðõˆF¡ Íô‹
àí˜‰¶ ÃPò ªñ£Nèœ
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¾¾ «î£Š¹ - æ«ó õ¬èò£ù ñóƒèœ õ÷˜‚èŠð´‹
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¾¾ «õ™ - «õŠðñó‹
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àœ÷ «ð£¶ ÉŸP‚ ðöªñ£N àÁF ï£½‹ Þó‡´‹
ªè£œ âƒ«è? ªê£™½‚°ÁF
48
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1 5 Ý‹ õ°Š¹- ð¼õ‹ 5 in 1  GANGA  îI›
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ðìº‹ ðöªñ£N»‹
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CÁ¶O ªð¼ ............................
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îQ ñó‹ ................................
Ýè£¶.
.............................. ðCˆî£½‹
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49
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 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
õ½×†´î™
¾¾ ð£ìŠð°FJ™ Þì‹ªðŸÁœ÷ ðöªñ£Nè¬÷»‹,
¾¾ ÜõŸP¡ ªð£¼œè¬÷»‹ ªê£‰î ï¬ìJ™ ÃÁè -
èô‰¶¬óò£ì™. .
¾¾ ðœO ËôèˆF™ àœ÷ ðöªñ£Nè¬îèœ ¹ˆîèˆ¬î
¾¾ ªè£´ˆ¶ ð®‚è„ ªêŒî™ .
¾¾ ð‚è‹ - 52 ™ àœ÷ ñ£P»œ÷ ªê£Ÿè¬÷ õK¬êŠð´ˆF
¾¾ ðöªñ£N¬ò‚ è‡ìPî™.
¾¾ CÁõ˜ Þî›èO™ õ¼‹ ¹F˜è¬÷‚ ÃP, °PŠ¹è¬÷
¾¾ ªè£‡´ M¬ì¬ò è‡ìPî™.
è™ ãP‰î£™ «ð£¶‹ Üó‡ñ¬ù«ò è£Lò£A

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M´‹
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50
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1 5 Ý‹ õ°Š¹- ð¼õ‹ 5 in 1  GANGA  îI›
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¾¾ M¬ì ÃÁè : 1. ðöªñ£N â¡ø£™ â¡ù?

2. M´è¬î â¡ø£™ â¡ù?
¾¾ ¬
¾¾ ¹ˆîèˆF¡ H¡ àœ÷ Mù£‚èÀ‚° M¬ì â¿F õó„

ªêŒî™.
¾¾ àƒèœ i†®™ àœ÷õ˜èOì‹ «è†´ ðöªñ£Nè¬÷ â¿F
õó„ ªêŒî™.
¾¾ ðöªñ£N ê£˜‰î ðìƒè¬÷ «êèKˆ¶, ÜîŸè£ù
ðöªñ£Nè¬÷ â¿F ðìˆªî£°Š¹ ªêŒî™.
¾¾ ã«îÂ‹ å¼ ðöªñ£N‚°Š ðì‹ õ¬ó‰¶ õ‡í‹ b†®
õ¼î™.
51
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 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
ºî™ ð¼õ‹ îI› Þò™ - 3. (à¬óï¬ì)
ðì‹ Þƒ«è ! ðöªñ£N âƒ«è !
I. ªð£¼ˆîñ£ù ªê£™¬ô‚ ªè£‡´ ðöªñ£N¬ò G¬ø¾ ªêŒè.4 ×1/2=2

1. ò£¬ù‚°‹ ............................................. êÁ‚°‹
2. ä‰F™ ...................................... ä‹ðF™ õ¬÷ò£¶.
3. ÝˆFó‚è£óÂ‚°Š ..................................... ñ†´.
4. Ýö‹ ªîKò£ñ™ ................................... Mì£«î.
(¹ˆF, Ü®, è£¬ô, õ¬÷ò£î¶)
II. HKˆ¶ â¿¶è. 2×1=2

1. ñE«ò£¬ê = ----------------- + -----------------------
2. «îQ¬ê = ----------------- + ----------------------- -
III. «ê˜ˆ¶ â¿¶è . 2×1=2
1. Üñ˜‰¶ + Þ¼‰î = -----------------
2. è‡ + Þ¬ñ‚°‹ = -----------------
IV. ªê£™¬ô Þì‹ ñ£ŸPŠ ðöªñ£N¬ò‚ è‡´H®‚è.2 × 1 = 2

1. à¿õ¬î Üèô Mì à¿ Ýö
...........................................................................................................
2. I…Cù£™ Ü÷¾‚° ï…² ÜI›îº‹
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IV. M¬ìòO 1 × 2 = 2
1. ðöªñ£N â¡ð¶ â¡ù?
52
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Þò™ - 3
ð£ì‹ 11
¶¬íŠð£ì‹ : îŠHŠ H¬öˆî ñ£¡

¾¾ è ¬î Ë™è¬÷ ð®ˆ¶ ªð£¼÷Pî™ ñŸÁ‹ «è†°‹
¾¾ M¿Iòƒè¬÷ àí˜‰¶ H¡ðŸÁ‹ Fø¡ -«ï˜¬ñ,
Hø àJ˜èOìˆF™ Ü¡¹ è£†´î™, ï†¹í˜¾,
à‡¬ñ«ð²î™.
¾¾ ðìƒè¬÷Š ð£˜ˆ¶ è¬î ÃÁî™.
¶¬í‚è¼Mèœ:
¾¾ cF è¬îèœ
¾¾ ºèÍ®èœ - ñ£¡, ïK, è£è‹, Mõê£J
¾¾ ðì‚ è¬î Ü†¬ìèœ
¾¾ ²öô†¬ìèœ, cF‚è¼ˆ¶‚èœ â¿Fò Ü†¬ìèœ
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¾¾ ñ£íõ˜èÀ‚° CÁõ˜ Þî›èO™ õ¼‹ î‰Fó è¬îè¬÷
¾¾ ªè£´ˆ¶ ð®‚è„ ªêŒî™ .
¾¾ ñ£íõ˜èÀ‚° ¹F˜ è¬îè¬÷ ÃP ÜîŸè£ù b˜¬õ
–«è†ìPî™
¾¾ ðì è¬î Ü†¬ìè¬÷ ªè£´ˆ¶ õK¬êŠð´ˆF –
è¬î¬ò‚ ÃÁî™.
53
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 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
õ£Cˆî™:
¾¾ Ý
CKò˜ è¬îŠð°F º¿õ¬î»‹ å¼ º¬ø õ£Cˆ¶‚
è£†´î™.
¾¾ ñ
£íõ˜è¬÷‚ °¿M™ Üñ˜‰¶ ðˆFõ£Kò£è õ£C‚è„
ªê™½î™.
¾¾ ñ
£íõ˜èœ ð£ìŠð°F¬ò õ£Cˆî Hø° ÜF™ àœ÷
¾¾ ¹
M÷‚°î™.
¾¾ ï‡ð¡ - «î£ö¡
¾¾ «ê£˜¾ - è¬÷Š¹, ÜêF
¾¾ õJø£ó - õJÁ G¬øò, «ð£¶‹ â¡Â‹ G¬ô
¾¾ ªï´‰Éó‹ - c‡ì Éó‹, ÜFè ªî£¬ô¾
¾¾ Þ¼ŠHì‹ - i´, à¬øMì‹, õC‚°‹ Þì‹
¾¾ «ñŒ„ê™ - «ñŒ¬è, bQ, àí¾
¾¾ ªè£¿ ªè£¿ - ªêNˆî, °‡ì£ù
¾¾ Y‚Aóñ£è - M¬óõ£è, àì«ù
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57
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 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
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59
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61
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 GANGA  îI› 5 in 1 5 Ý‹ õ°Š¹- ð¼õ‹ 1
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62
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1 5 Ý‹ õ°Š¹- ð¼õ‹ 5 in 1  GANGA  îI›
îI› Þò™ - 3. Þô‚èí‹ (ªê£Ÿªø£ì˜ Ü¬ñŠ¹ º¬ø)

I. â¿õ£Œ, ªêŒòŠð´ªð£¼œ, ðòQ¬ôè¬÷ â´ˆ¶ â¿¶è. 4×½=2
1. ñ£îM CˆFó‹ b†®ù£œ.

2. Þ÷ƒ«è£õ®èœ CôŠðFè£óˆ¬î ÞòŸPù£˜.
3. ªè£ˆîù£˜ i´ è†®ù£˜.
4. AO ðö‹ F¡ø¶.
â¿õ£Œ ªêòŠð´ªð£¼œ ðòQ¬ô

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1. Farmer -
2. cyclone -
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1. i†´‚° å¼ õ÷˜Š«ð£‹. ( ñø‹ / ñó‹ )
2. ñ™L¬èŠÌ-¾‚° à‡´ ( ñí‹ / ñù‹ )
3. Þ‰î á¼‚° ªê™½‹ â¶ ? ( õN / õL )
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V. èôƒè¬ó M÷‚è‹ -Þ„ªê£™L¼‰¶ ¹Fò ªê£Ÿèœ â¿¶è.1 × 1 = 2
63
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lesson plan
ENGLISH
www.nammakalvi.in
LESSON PLAN
LESSON : 1
Exploring Space – Part -1

Earth, the Desolated Home
ÊÊ NATURE OF THE LESSON : STAND ALONE
ÊÊ FORMAT : Group study, Pair study
ÊÊ LEARNING SKILLS :L
istening, Speaking,
Reading, Writing
ÊÊ UNIT CONSOLIDATION : Page no 87 – 91
Learning Outcomes :
¾¾ Learn about objects in space.
¾¾ Learn about Mars Planet.
¾¾ Get knowledge of the planets in our solar system.
¾¾ To know the difference between Earth and Mars life.
¾¾ Getting to know how to use dictionary to find mean-
ings for new words.
Teaching aids :
¾¾ space related pictures, astronaut pictures
¾¾ solar system
¾¾ globe
Introduction :
Motivation
¾¾ T
he teacher shows solar system picture and asks
question related to planets.
●● Which is the biggest planet ?
●● Which is the nearest planet to earth ?
●● Which planet is called a red planet ?
●● In which planet do we live in ?
65
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 GANGA  ENGLISH 5 in 1 CLASS - 5 TERM 1
¾¾ Asks the factor for living a life in the earth ?
¾¾ Show some astronaut pictures and ask their names.
¾¾ How is the earth different from other planet ?
By asking these type of questions, we could motivate the
students.
Understanding :
Guided Reading :
¾¾ Teacher read the whole lesson sentence wise with
correct proper pronounciation and stress.
Individual Reading :
¾¾ The students are asked to read the text content indi-
vidually or to follow the teacher.
New Words
S.NO WORDS MEANING

1 destroyed ÜNˆ¶M´î™, «êîñ¬ìî™
2 colonising °®«òŸøƒèœ Ü¬ñˆî™
3 Mars ªêšõ£Œ «è£œ
4 established GÁ¾î™, Ü¬ñˆî™
Ý÷Ÿø M‡èô‹, ªñ™Lò à¬ø,
5 capsule
«ñ½¬ø«î£™
6 sighed ªð¼Í„² M´î™
7 dust storm ¹¿F ¹ò™
8 sol ªêšõ£Œ ï£œ
9 harvest ÜÁõ¬ì
10 hab °®J¼Š¹ ð°F
66
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1 CLASS - 5 TERM 5 in 1  GANGA  ENGLISH
11 vegetation ðJK´î™
12 childhood °ö‰¬î ð¼õ‹
13 crops ðJ˜èœ
14 fertilizers àó‹
15 fuels âKªð£¼œèœ
16 spacesuit M‡ªõO à¬ì
è†ì¬ñˆî™ , ÌI «ð£¡Á
17 terraforming
à¼õ£‚°î™
18 survival àJ˜H¬öˆî™
19 scientists ÜPMò™ ÜPë˜èœ
20 oxygen cylinder ²õ£ê ªè£œèô¡
Concept Map
Humans had
destroyed
In Mars , India established

days colonies
make a year. in the mars.
THE RED
In Mars ,
is PLANET Arumathi’s family
difficult. MARS lived in
We get water We get unpolluted

from burning and
67
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Consolidation
Human life
In Earth In Mars
¾¾ V egetables and fruits ¾¾ and are

are very tasty. not tasty like on earth.
¾¾ The earth had ¾¾ The mars did not have
soil fertile
¾¾ The vegetables and ¾¾ we get
fruits grown were tasty food and water .
and healthy. ¾¾ They are not
¾¾ They are same as in earth.
and free. ¾¾ is very
¾¾ The life is difficult.
and safe. ¾¾ We get water from
¾¾ We get water from burning fuels.
¾¾ In Mars We need a
¾¾ N o need for spacesuit and an
and oxygen cylinder. cylinder.
¾¾ The years are short- ¾¾ The years are Longer.
er. days days
make a year. make a year.
Small Group Dicussion :

¾¾ D
ivide the class into 3 groups :- land , water , and air
pollution . Let the children find out relevant picture
from old news paper / magazines and stick them on
a chart .
68
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¾¾ L
et the group members suggest ways and means to
reduce pollution and save our environment.
Reinforcement
¾¾ The teacher explains the content theme once again.
¾¾ Teach difficult words once again.
Evaluation
Meanings : sol , hab , survival , scientist

¾¾ Where did Arivumathi’s family live ?
¾¾ How many days make a year in mars ?
¾¾ How water is produced in Mars ?
Remedial teaching
¾¾ F
ind out late bloomers and teach the theme of the
lesson once again.
Home work :
¾¾ T
eacher asks the students to write down the book
back exercise.
Follow – up-work :
¾¾ Collect the picture of space related and solar system.
69
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ENGLISH 1. Exploring Space
Earth Desolated Home
NAME : MARKS : 10
DATE :
I. Choose the correct option. 5x1=5
1. Life found on other planets is called _____________.
2. Some people believe that there might be life on
_____________ planet.
3. I don’t live on moon , but I live in _____________.
4. The person who travels to space is an _____________.
5. The scientific observer of the celestial bodies is
_____________ .
(Astronomer, Earth, alien, Astronauts, Mars)
II. Fill in the blanks. 4x½=2
1. The man destroyed _____________.
2. In Earth , we get water from _____________.
3. In Mars _____________ and _____________ makes a day.
4. Fruits , vegetables and water in the mars is
_____________ .
III. Question and Answer : 1x3=3
1. How water is produced in Mars ?
__________________________________________________
__________________________________________________
__________________________________________________
2. What is a sol ? How many hours make a sol ?
__________________________________________________
__________________________________________________
__________________________________________________
70
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LESSON PLAN
LESSON : 1
Exploring Space – Poem

Beyond the Universe
ÊÊ FORMAT :G
roup study , Pair
study
istening, Speaking,
Reading, Writing
Learning Outcomes :
¾¾ T o enable the students to recite the poem with
proper rhythm and intonation.
¾¾ To develop the student’s power of imagination
¾¾ To develop their aesthetic sense .
¾¾ Getting to know how to use dictionary to find
meanings for new words.
Teaching aids :
¾¾ Space shuttle pictures, planet flash card
¾¾ Space, galaxy pictures
¾¾ Globe
Introduction :
Motivation
¾¾ T
eacher shows solar system picture and asks
question related to planets.
●● Which is the biggest planet ?
●● Which is the nearest planet to earth ?
●● Which planet is called a red planet ?
71
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●● In which planet do we live in ?
¾¾ Have you dreamt about anything recently? Discuss
¾¾ Teacher shows space shuttle picture and asks question
related to space shuttle.
●● What is it used for ?
●● How does it work ?
●● Say some space shuttle names.
¾¾ Show some satellite launch vehicles and ask their names.
Understanding :
Guided Reading :
¾¾ The students are asked to read the text content
individually or to follow the teacher.
New Words
S.NO WORDS MEANING

1 beyond ÜŠð£™, â†ì£î ÞìˆF™
2 Universe Hóð…ê‹, «ðó‡ì‹
3 Mars ªêšõ£Œ «è£œ
4 amidst ñˆFJ™, Þ¬ìJ™
5 countless â‡íŸø, â‡í º®ò£î
6 Saturn êQ «è£œ
7 Moons Gô¾èœ, ¶¬í‚«è£œ
8 Jupiter Mò£ö¡ «è£œ
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9 marvelled Ý„CKòŠð†´
10 marbles «è£L, ðOƒ°‚èŸèœ
11 hurdling î¬ì, Þ¬ì…ê™
12 asteroids âKèŸèœ
13 fuss ¹óðóŠ¹
14 giant IèŠªðKò, õL¬ñ õ£Œ‰î
15 further «ñ½‹, º¡«ù£‚A
16 galaxy M‡e¡
17 magnificent ÜŸ¹îñ£ù, CøŠ¹ õ£Œ‰î
18 milky way ð£™õN Ü‡ì‹
19 voyage Hóò£í‹
20 creator à¼õ£‚Aòõ˜, ð¬ìˆîõ˜
Concept Map
Uranus Neptune Mars
planet Gaint Planet
Beyond the Universe
Jupiter Saturn
storms planet
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Consolidation
I dream of flying beyond the
I would stop by the planet Mars .
We dream of a home away from
The Saturn has ring and
Jupiter has red that look like
I crossed Uranus with out a
I saw Neptune , It seems the blue

gaint.
I flew beyond the
My voyage went across the
Small Group Discussion :

¾¾ Divide the class into 3 groups :-
¾¾ Find out meanings of new words from dictionary.
¾¾ Let the group members suggest to make our
solar system with the colour paper and write its nick
names
Reinforcement
¾¾ To play some space travel videos .
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Evaluation
Meanings : amidst , beyond , marbles

¾¾ Which planet has rings around it ?
¾¾ Which planet has red storm ?
¾¾ Name the planets the poet flies through ?
Remedial teaching
¾¾ F
lesson once again.
Home work :
¾¾ T
back exercise.
¾¾ Collect the picture of space travel transport.
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Poem - Beyond the Universe
NAME : MARKS : 10
DATE :
I. Choose the correct meanings. 4x1=4
1. Beyond -
2. amidst -
3. Further -
4. Marbles -
II. Match the planets and its feature. 1x2=2

1. Mars - blue ice gaint
2. Saturn - rolling on its axis
3. Jupiter - red planet
4. Uranus - ring and moons
5. Neptune - red storm
1. Which planet has rings around it ?

2. Name the planets the poet flies through ?
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LESSON PLAN
LESSON : 1
Exploring Space – Grammar

Types of Noun – Compound word
ÊÊ FORMAT : Group study , Pair study
istening, Speaking,
Reading, Writing
ÊÊ UNIT CONSOLIDATION : Page no 93 – 94, 97-101
Learning Outcomes :
¾¾ U nderstand the differences between collective and
abstract nouns.
¾¾ Understand the factors that influence usage of
grammar and vocabulary in speech and writing
¾¾ Understand the different ways in which grammar has
been used.
¾¾ Students will learn to use basic grammatical struc-
tures in short conversations and discussions.
Teaching aids :
¾¾ Collective noun pictures
¾¾ Abstract noun pictures
¾¾ Compound words with flash card
Introduction :
Motivation
¾¾ T
eacher shows some noun picture or real objects and
asks to make new words.
Example : sun + flower water + bottle
drum + stick light + house
rain + coat
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¾¾ To play QR video on page no : 97

¾¾ Teacher shows some picture of singular noun
and then shows some picture of plural nouns or
collective nouns.

What is this ? What is this ?
Understanding :
Guided Reading :
New Words
S.NO WORDS MEANING

1 compound word Ã†´„ªê£Ÿèœ
2 different «õÁð†ì
3 meaning ªð£¼œ
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4 mail îð£™
5 lighthouse èôƒè¬ó M÷‚è‹
6 combine å¡Á «ê˜‰¶
7 cupboard Üôñ£K
8 collective noun Ã†´Šªðò˜
9 abstract noun ð‡¹Šªðò˜
10 team ÜE
11 players M¬÷ò£†´ ió˜èœ
12 a band of musicians Þ¬ê °¿Mù˜èœ
13 a flock of goats Ý†´ ñ‰¬î
14 a shoal of fish e¡ Ã†ì‹
15 an army of soldiers Þó£µõ ió˜ ªî£°F
16 a bouquet of flowers Ì„ªê‡´
17 a choir of singers ð£ìè˜ °¿
18 a bunch of grapes Fó£†¬ê ªè£ˆ¶
19 a pack of dogs ï£Œèœ Ã†ì‹
20 jealous ªð£ø£¬ñ
Concept Map
Combine any two with
get a word
meanings
Compound Words
we can not
Grammar - Noun
Collective Noun Abstract Noun
to represent to represent to represent can be only

and
a group of a group of a group of experienced.
animals
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Consolidation
Collective nouns : Abstract nouns :
A of goats Happiness
A of flowers
An army of
A of fish
A of singer
Compound Words :
Sun + flower rain +

news + light +
basket + star +

¾¾ D ivide the class into 2 groups and practice the
conversation ‘Let us speak’ on page 101 .
¾¾ Find out the compound words from clues on
page no 93 , 94
¾¾ Find out the compound words from the lesson “Earth,
the desolated home”
Example :
grand + father birth + day
some + times space + suit
oxygen + cylinder butter + milk

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Reinforcement
¾¾ To play QR videos . Let us listen page no : 100
Evaluation
Page no : 100
Colour the star with the Abstract Nouns :
Remedial teaching
¾¾ F
lesson once again.
Home work :
¾¾ T
back exercise.
¾¾ C ollect the picture of noun and make compound
words.
¾¾ Collect picture from newspaper and make abstract
and collective noun albums .
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Grammar - Nouns
NAME : MARKS : 10
DATE :
I. Write the Collective names. 2x1=2

II. Match the picture with the collective nouns. 3 x 1 = 3
1. A flock of goats -
2. A bouquet of flowers -
3. A shoal of fish -
III. Pick out the abstract noun : 4x½=2

1. He takes pride in his job
2. The dove is a symbol of peace
3. My grandmother is full of wisdom
4. Prem felt a lot of anger
IV. Write the compound words from the picture: 3 x 1 = 3
1. 2.
3.
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LESSON PLAN
LESSON : 1
Exploring Space – Part - 4.

Lost in space
ÊÊ Nature of the lesson : Stand alone
ÊÊ Format : Group study, Pair study
ÊÊ Learning skill :L
istening, Speaking,
Reading, Writing
ÊÊ Unit consolidation : Page no 102 – 107
Learning Outcomes :
¾¾ Learn about travel objects in space.
¾¾ Getting knowledge and purpose of the Space shuttle.
¾¾ To know the difference between space shuttle and
rockets.
Teaching aids :
¾¾ Space shuttle pictures, Astronaut pictures
¾¾ Different types of rockets
¾¾ Dictionary and space travel videos
Introduction :
Motivation
¾¾ H
ave you visited any planetarium or museum ?
In which place did you see that ?
How did you feel ? Share that experience with others.
¾¾ W
hat objects helps us travel in space ?
Do you know ? Tell me some examples.
¾¾ Who was the first man to go into space ?
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Understanding :
Guided Reading :
¾¾ T eacher reads the whole lesson sentence wise with
New Words
S.NO WORDS MEANING

1 Museum Ü¼ƒè£†Còè‹
2 space shuttle M‡èô‹, M‡ªõO åì‹
3 hatch î£›Šð£œ
4 trapped C‚A‚ ªè£œÀî™
5 deck M‡èô Ü´‚°ˆî÷‹
6 asteroids CÁ‚«è£œ, °Áƒ«è£œ
7 straight «ïó£è
8 lever ªï‹¹‚«è£™
9 crash ºPî™, ªï£Áƒ°î™
10 space suit M‡ªõO à¬ì
11 gaints «ðó£Ÿø™ ð¬ìˆî
12 aliens «õŸÁ Aóè õ£Cèœ
13 languages ªñ£Nèœ
14 decode °Pº¬ø àí˜î™
15 problem Hó„ê¬ù, «è£÷£Á
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1
We can ..................... your
thoughts and ....................
through mind reading Amuthan and
Aliens from the big ......... Nilavan visited the ..
shattered the window ..............................
CLASS - 5 TERM
Concept Map
I am fine . We must wear Nilavan found a ...........

a ................................... and opened the shuttle
5 in 1
The shuttle crash-landed

on a new....................... They were ................
inside and they
walked into the .......
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An asteroid is coming
........................... us.
 GANGA 
Turn the...................... Amuthan had pressed the

The shuttle went through
switch and the shuttle
a belt of ....................
bursts into ..............
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ENGLISH
Consolidation
AMUTHAN NILAVAN
what is the big green No , Don’t

.......................... ? ........................ it
Sorry ..Sorry..... what have you

I hit the wrong ................... ?
.................
How do I know ? An ...................... is

I pull this coming straight at us.
........................... Turn the shuttle.
I am fine.
We must put on the Are you alright ?
.............................
Yes. They are everywhere . Look at these ...........

They are very ..................... They are getting closer
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¾¾ T
ry your own words about the space shuttle on page
no – 106
¾¾ Let us read aloud on page no - 107
¾¾ Write three sentences about the space shuttle.
Reinforcement
¾¾ T
he teacher explains the content theme once again.
Teach difficult words once again .
Evaluation
¾¾ Where were the boys taken to ?

¾¾ Where did the space shuttle land ?
¾¾ How the alien learnt the boys’ language ?
Remedial teaching
¾¾ F
lesson once again.
Home work :
¾¾ T
eacher ask the students to write down the book
back exercise.
¾¾ D
raw a space shuttle picture and colour it. Collect
the space shuttle picture to make the album.
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– Lost in space
NAME : MARKS : 10
DATE :
I. Say True or False. 4x½=2
1. Amuthan locked the hatch behind him. ( )
2. Nilavan unknowingly started the space shuttle. ( )
3. The brothers went out through the broken
windows. ( )
4. The aliens gave a new ship to the brothers. ( )
II. Name the character or speaker. 4x½=2

1. ‘Are you alright’ ________________________.
2. ‘Come on children wake up’ _____________________.
3. ‘I am fine. We must put on the space suit’
______________
4. “ Take these capsules ” __________________.
III. Complete the sentence. 4x½=2

1. An astronaut wears a ...........................................
2. A space suit is like a .......................................
3. A space suit protect us from ......................... and
......................
4. A space suit allows us to ......................................
IV . Question and Answer : 2x2=4

1. What is the expansion of ISRO ?
………………………………………………………………………….
..................................................................………….
2. Who shattered open the windows ?
………………………………………………………………………….
.........................................................………………….
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LESSON PLAN
LESSON : 2
Prose - MY NATIVE PLACE

ÊÊ Nature of the lesson : ADVENTURE ( Stand alone )
ÊÊ Format : Group study, Pair study
istening, Speaking,
Reading, Writing
Learning Outcomes :
¾¾ Gets knowledge about the village habitation
¾¾ Gets knowledge about the atmosphere in village
¾¾ Develops the habit of writing diary
Teaching aids :
¾¾ Picture of village
¾¾ Picture of farmers’ day to day activities
Introduction :
Motivation
¾¾ T
eacher has to ask the question by showing the
picture of village and farmer.
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1. What are the benefits of living in village ?

2. Do you have the habit of writing diary ?
3. Where does the agriculture take place ?
4. Are the villages same as city ? Give reasons.
Understanding :
Guided Reading :
¾¾ Teacher has to give a model reading with proper
pronunciation, stress and syllable for new words.
Students have to follow the teacher.
¾¾ Students are asked to read the paragraph
individually or by group.
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New Words
S.NO WORDS MEANING

1 Vacation M´º¬ø‚ è£ô‹
2 Excited àí˜„C õêŠð†ì
3 Record ðF¾
4 Audio åL
5 Feelings àí˜¾
6 Diary ï£†°PŠ¹
7 Experiences ÜÂðõ‹
8 Eager Ý˜õ‹
9 Clothes Ý¬ìèœ
10 Summer «è£¬ì‚è£ô‹
11 Numerous â‡íŸø
12 Greenery ð„¬êð«ê™
13 Cranes ï£¬ó
14 Paddy ªï™
15 Field õò™
16 Traffic «ð£‚°õóˆ¶ ªïKê™
17 Pollution ñ£²ð£´
18 Noise pollution åL ñ£²ð£´
19 Air pollution è£ŸÁ ñ£²ð£´
20 Abundant G¬øò
21 Threshing èFó®ˆî™
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92
We are back to our
home in the city on He records an audio
 GANGA 
.............................. diary on her ................

Girls are playing .......... phone regularly
and ................ near the
banyan tree.
ENGLISH
Concept Map
I will meet my
I freshen up and
grand parents and
eat the tastiest
............................
............... in my life.
5 in 1
Trip of My
The air is filled with the Grand Parents The house is surrounded
sweet sound of ............ village by many ....................
singing in the ............
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There is no ................, There are .................. Santhosh friend’s
................. , and air numerous trees with name is _______
............. in the village
CLASS - 5 TERM
yellow flowers
1
Consolidation
April 12
I have woken up early and out for a walk in the

..................
The ................................ are already in their fields.
The air is filled with the sweet sound of
............................... singing in the trees.
I freshen up and eat the tastiest .................................
......in my life
My grandmother introduces a girl , .............................
Paavai shows me how to play with a ..........................
and a ..........................
All children here too have their ..................... vacation.
................................... and ................................
. are sitting with their grandmother breaking open
.............................. pods and piling up neatly.
April 13
¾¾ Paavai takes me to the village .....................................
¾¾ There are many children ......................... around in
the pond.
¾¾ Some boys are climbing to top of the tall.....................
...................
¾¾ Girls are playing ............................................ near
the big ......................... tree.
¾¾ My ........................... and ........................... take me
to the river.
¾¾ I sit on the smooth ........................... and watch my
............................. swim like ...................................
¾¾ They wash their ...................................... and dry
their ......................... in the sun .
¾¾ I can see the ....................................... in the riverbed
and colourful fish swim by.
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¾¾ D
ivide the class into two groups and make them to do
debate on the following topic :
“ Merits of living in village / Demerits of living in village ”
¾¾ Try your own word – Activity - Page No - 117
Reinforcement
¾¾ S
hare the experiences of the children to the village and
ask them what are the things they are missing now.
So that content can be reinforced.
Evaluation
¾¾ How did Santhosh record his diary ?
¾¾ Did he enjoy in village ?
¾¾ What is the main difference between village and city?
¾¾ Did he watch television in his grandparents’ house?
¾¾ Whether he is eagerly waiting for next visit to village?
¾¾ What is the meaning for “ threshing “ ?
Remedial teaching
¾¾ A
sking some relevant question about the village to
enrich the content to the late bloomers.
1. How the village would be?
2. Is it full of vehicles?
3. What is the source of water in village?
4. Where do the village people take bath?
5. Do we get pure air in city?
6. How do we feel in village ?
Home work :
¾¾ S
tudents are asked to write about the nature of their
own villages.
¾¾ D
raw a scenery of village and city. Collect the picture
of village and city and paste on the chart . Then list out
the merits and demerits.
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FIRST TERM ENGLISH

2. My Native Place – Prose
Trip to My Grand Parents Village
NAME : MARKS : 10
DATE :
I . GLOSSARY : 4X½=2
1. eager –
2. vacation –
3. numerous –
4. expert –
II. MATCH THE FOLLOWING : 4X½=2
1. cuckoo – blows
2. breeze – sings
3. river – swims
4. fish – flows
III . FILL IN THE BLANKS : 4X½=2
1. Santhosh had gone to vacation in _________ season.
2. Santhosh records the audio in his _________ phone.
3. There is no ________________ in the village.
4. Santhosh went to the pond on _________.
IV. ANSWER THE FOLLOWING : 2X2=4
1. How did Santhosh record his diary ?
2.
Name some of the activities that the village
children were doing on their vacation.
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LESSON PLAN
LESSON : 2
MY NATIVE PLACE – GRAMMAR

Singular to plural
ÊÊ Nature of the lesson : Stand alone
ÊÊ Format : group discussion, pair study
istening, Speaking,
Reading, Writing
ÊÊ Unit consolidation : Page no page 118 – 119
Learning Outcomes :
¾¾ T o know the factors and influence of grammar in
day to day life .
¾¾ Identify the singular noun and plural nouns.
¾¾ Understand how to change singular noun to plural
noun with proper rules.
Teaching aids :
¾¾ 1. Singular, Plural Chart
¾¾ 2. Pictures of nouns, flash cards
¾¾ 3. Real objects
Chart with one picture Chart with more pictures

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Introduction :
Motivation
1. How do you say if you have seen only one pen ?
2. How do you say if you have seen four pens ?
3. Do we say pen or pens if the box contains 5 pens?
Say the reason.

What is this ? What are these ?
¾¾ E xplain if the group has only one thing, it is singular.
¾¾ Explain if the group has more than one thing it is
plural.
Understanding :
Guided Reading :
¾¾ Teacher makes the students to read the definition
and rules about changing singular noun to plural
noun with proper pronunciation.
¾¾ S
tudent has to read the definition individually.
New Words
S.NO WORDS MEANING

1 noun ªðò˜„ªê£™
2 singular å¼¬ñ
3 plural ð¡¬ñ
4 tooth ð™
5 teeth ðŸèœ
6 mice âLèœ
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98
Change - f By changing their
 GANGA 
and – fe into vowels such as

_____________ _____ to ee.
ENGLISH
Concept Map
By changing
Add _____ for Singular their vowels
some words to such as an to
5 in 1
ending with “o”. Plural ________.
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Some nouns are
identical in both It is an example for
the ________ and ________ plurals.
CLASS - 5 TERM
the plural form.

1
Consolidation
Singular Plural
Word end with - f and - fe Changes into _________
Vowels “oo” Changes into _________
Vowels “ an ” Changes into en .
Ox ________
________ Mice
Deer – singular ___________________
Word ending with ‘ y ‘ Changes into plural _____
Word ending with ‘ sh ‘ Changes into plural _____
a,e,i,o,u comes before “ y ” Changes into plural _____
Word ending with ‘ch, s, ss, x‘ Changes into plural _____
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¾¾ D
ivide the students into small groups with 5 members
each and ask them to do the exercise A and B which is
in the book page no. 108.
¾¾ A
sk the students to find the singular and plural noun
from the lessons.
Reinforcement
¾¾ D ivide the class into two groups. One group has to
take the singular flash cards and other group has to
take plural flash cards. Ask the group to show the
singular card. Other group has to show the relevant
plural card.
¾¾ Teacher has to place the flash card which contains
singular and plural words in a tray. Students have to
take the plural card if teacher says singular and have
to take singular card if teacher says plural word.
Example : if teacher says ‘ bag ‘ – student has to take ‘bags’

card
If teacher says ‘ pens’ – students has to take ‘
pen’ card
Evaluation
a) Complete the following:

1. wolf - ________________
2. ___________ - leaves
3. sheep - _____________
4. ___________ - oxen
5. mango - ________________
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b) circle the correct form:
1. deer ( deer/deers)
2. wife ( wifes / wives)
3. mouses ( mouse / mice )
4. geese ( goose / geeses )
5. children ( childrens/ child )
Remedial teaching
¾¾ T
each the rules of changing the singular to the plural
noun with flash cards and the above activities.
Home work :
¾¾ A
sk them to write singular and plural form for any
noun from their lesson.
¾¾ P
repare a picture chart with two columns of singular
and plural.
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FIRST TERM ENGLISH
2 . My Native Place
Grammar – Singular and Plural
NAME : MARKS : 10
DATE :
I. Write the plural form : 5 x ½ = 2½
i. Tooth -
ii. Knife -
iii. Man -
iv. Child -
v. Potato -
II. Match the correct following : 5 x ½ = 2½

1) Wolf - zeros
2) Zero - sheep
3) Sheep - wolves
4) Woman - fishes
5) Fish - women
III. Choose the correct answer: 5x1=5
a) I saw many __________ ( leaf / leaves ) on the road.

b) There are so many ____________ ( woman / women )
sitting under a tree.
c) There is only one ___________ ( girls/ girl) reading a
story book.
d) I have taken ___________ ( photos/ photoes) in Ooty.
e) In Vandalur Zoo there is only one white ___________
( peacock/peacocks).
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LESSON PLAN
LESSON : 2
My native place – Poem

Farmer’s friend
istening, Speaking,
Reading, Writing
Learning Outcomes :
¾¾ E nable the students to recite the poem with proper
pronunciation and intonation.
¾¾ Enable the students to increase the interest in
agriculture.
¾¾ Enable the students to enrich the vocabulary.
Teaching aids :
¾¾ Picture of earthworm
¾¾ Picture of agricultural land
¾¾ Fishing net model, chemical fertilizers pictures. Flash
cards with chemical name
Introduction :
Motivation
¾¾ T
eacher motivates and explains the concept of the
poem with simple conversation.
●● How are we strong?
●● In what way we are getting food?
●● Who helps us to get food?
●● Does the man alone perform agricultural activities?
●● Then who helps us in agricultural activities ?
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Understanding :
Guided Reading :
¾¾ Teacher recite the poem rhythmically with proper
pronunciation.
¾¾ Students are asked to recite the poem individually
with proper pronunciation.
New Words
S.NO WORDS MEANING

1 farmer Mõê£J
2 health Ý«ó£‚Aò õ£›¾
3 wealth ªê™õ‹
4 toils è®ù à¬öŠ¹
5 plough ã˜ à¿î™
6 before º¡ù˜
7 chemicals óê£òù‹
8 harm àì™ Ü÷M™ ¶¡¹Áˆî™
9 worm ¹¿
10 humble ðE¾
11 fisher eùõ¡
Concept Map
Gives the soil good Give the farmer handful

_____________ _____________
Toils often on
Be _________ like
_____________ hooks
worm
Farmer’s friend
_____________ should not _____________ the soil
be used to harm the earth. before the farmer.
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Consolidation
¾¾ Earth worm often seen as _____________

¾¾ It gives the ___________ good health.
¾¾ It gives __________ to the farmer.
¾¾ It often toils in ______________ to give food
to farmer.
¾¾ Ploughs the soil _____________ the farmer.
¾¾ We should not use chemicals to harm
_________________

¾¾ D
ivide the class into two groups for a debate. “How to
do the agriculture – naturally or using the chemicals”
Reinforcement
Choose the correct shape and match the rhyming words.
filth charm hooks
harm looks wealth

Teacher once again enriches the concept of the lesson.
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Evaluation
Meanings: filth, toils, humble

1. Is earthworm friend to the farmer?
2. What work was performed by the earthworm?
Remedial teaching
¾¾ Enrich the content to the late bloomers.
Home work :
¾¾ T
back exercise.
¾¾ C ollect the information regarding the benefits of
earthworm in the soil.
¾¾ Write down the factor that are needed for the crops to
thrive.
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ENGLISH 2. My native place –

Poem – Farmer’s Friend
NAME : MARKS : 10 DATE:
I. Choose the correct meanings. 4x½ =2
1. filth - work extremely hard
2. ploughs - causing physical injury
3. toils - tills
4. harm - dirt, ugly
II. Match the rhyming words. 4x½ =2

1. filth - farmer
2. cook - harm
3. charm - wealth
4. armour - look
III. Fill in the blanks. 4x ½ =2

1. It ploughs soil before
2. It is used in the fisher’s
3. We don’t use in the soil .
4. Be humble like a
IV. Question and Answer : 2x2=4

1. How do we see the earthworm often ?

2. Why we use chemicals?

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LESSON PLAN
LESSON : 2
My Native Place – Part - 4

The Farmer and his daughter

ÊÊ FORMAT :G
roup study, Pair study
istening, Speaking,
Reading, Writing
Learning Outcomes :
¾¾ A cquire the skill of responding with intelligence to the
tricky situations. Enact the story as a drama.
¾¾ Associates pictures with words.
Teaching aids :
¾¾ Riddles, puzzles pictures
¾¾ Farmer activity pictures
¾¾ Tricky situation stories
Introduction :
Motivation
¾¾ T eacher conducts the puzzle competition in the
classroom.
¾¾ Provide puzzles to the students and find out the
answer.
¾¾ Who answered most of the question? Then award the
students.
¾¾ Teacher says some tricky situation stories like Tennali
and Birbal.
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Understanding :
Guided Reading :
¾¾ Teacher reads the whole lesson in sentence wise with
New Words
S.NO WORDS MEANING

1 wealthy ªê™õ‹ G¬ø‰î, ðí‚è£ó˜
2 bullock ñ£†´ õ‡®
3 sowed M¬îˆî™
4 distribute ðA˜‰¶ ªè£´ˆî™
5 responsibility ªð£ÁŠ¹
6 millet F¬ùõ¬èˆ î£Qò‹
7 grains î£Qòƒèœ
8 welcomed õó«õŸø£˜
9 elder º¡Hø‰îõ˜
10 a flocks of birds ðø¬õ Ã†ì‹
11 crops ðJ˜èœ
12 scared ¹Qîñ£ù¶
13 harvest ÜÁõ¬ì
14 wisely ºˆFê£Lîùñ£è
15 problem Hó„ê¬ù, «è£÷£Á
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Concept Map
In the village
He wanted to
of ................... He had ...............
................. his
lived a wealthy daughter
wealth.
....................
The Farmer and

his Daughter
First daughter Second daughter Third daughter
“ Father , I don’t
“ Father, I feed those “ Father , I thought have those .............
....................... to those grains are with me . I need two
.......................... ............................. ....................... and
......................... that So I mixed kept for ................. get the
I saw on the way ............................... grains ”
back to home food service.”
I ................... those
grains and now it has
grown as .................
Consolidation
The Farmer and his Daughter

In the village of Manipuram,
there lived a .........................
farmer.
He had ...................
daughter. He wanted to
.......................... his wealth
to his daughter
He gave each of them a bag of
..........................
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After ....................... the

daughter came back to
Father’s house.
“ Father, I feed those
........................ to
...........................
.......................... that I saw
on the way back to home ”
“ Father, I thought
those grains are
.............................. So I
mixed kept for .....................
................. food service.
“ Father , I don’t have those

............. with me. I need
two ....................... and
................. get the grains ”
I ................... those grains
and now it has grown as
......................

¾¾ Do the activity Let us write on page no – 134
¾¾ Let us read aloud on page no - 133
¾¾ Name the following actions of Murugan.”
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Reinforcement
¾¾ D o the activity on Page no 132. Match with the
picture and Discuss Who is the wisest of all ?
Teach difficult words once again.
Evaluation
¾¾ What did the father give to all the daughters ?

¾¾ What did the first daughter do ?
¾¾ Who is the wisest of all?
Remedial teaching
¾¾ F
lesson once again.
Home work :
¾¾ T
back exercise.
¾¾ C ollect Tactical stories to make an album.
¾¾ Collect riddles from children’s magazines and write
down.
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ENGLISH 2. My Native Place

The Farmer and his Daughters
NAME : MARKS : 10 DATE :
I. Match with the picture. 4x½ =2
mixes for
distribute
sow the grains community feed the birds
his wealth
food service
II. Fill in the blanks. 4x1 =4

1. The farmer had daughters .
2. He offered to his daughter .
3. The second daughter to a flock of
birds .
4. I need two and men to get the
grains.

1. What did the father give to all the daughters?

2. How did the third daughter use the grain?

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LESSON PLAN
LESSON : 3
Our Nation – Part -1

The Guardians of the Nation
istening, Speaking,
Reading, Writing
ÊÊ UNIT CONSOLIDATION : Page no 139
Learning Outcomes :
¾¾ Learn about the sacrifices of the soldiers.
¾¾ Learn about the purpose of celebrating Amar Jawan
Jyoti.
¾¾ Getting to know who are all those served our country.
Teaching aids :
¾¾ National Leaders picture
¾¾ Picture of our social workers
¾¾ Picture of soldiers, Parade, Amar Jawan Jyoti
Introduction :
Motivation
¾¾ T eacher shows pictures of leaders who fought for the
freedom of our country and ask their names.
¾¾ To explain the Amar Jawan Jyoti ceremony
its celebration, the purpose and importance.
¾¾ Tell us obout the workers who serve us.
¾¾ What is your ambition in life ?
By asking these type of question, we could
114 motivate the students.
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Understanding :
Guided Reading :
¾¾ Teacher read the whole lesson in sentence wise with
New Words
S.NO WORDS MEANING

1 chickpea ªè£‡¬ì‚èì¬ô
2 wreath ñô˜õ¬÷ò‹
3 ceremony Ý‡´ G¬ø¬õ ªè£‡ì£´‹ Mö£
4 sacrifices Fò£èƒèœ
5 intervened î¬ôJ´î™
6 society êºî£ò‹
7 sincerely à‡¬ñò£è, ñùñ£˜‰î
8 serving «õ¬ô ªêŒî™
9 villagers Aó£ñ ñ‚èœ
10 fame ¹è›
11 disease «ï£Œèœ
12 hospital ñ¼ˆ¶õñ¬ù
13 critical ªï¼‚è®ò£ù, «ñ£êñ£ù
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14 peacefully Ü¬ñFò£è
15 memory G¬ù¾
16 duty èì¬ñ
17 country ï£´
18 treats CA„¬ê ªêŒ
19 service «ê¬õ
20 respect ñKò£¬î
Concept Map
Amar Jawan Jyoti

at ……………....
It is a great
honour to serve Armed Forces Flag
the ................... Day is observed
.........................
Every one of us Serving in military

have a role in our is a .....................
.....................
Every one of us should We remember the

............ and ................ ………….... of our
our country ………………
Consolidation
Real Hero – Dr.Karmugilan

¾¾ Karmugilan was a young ........................... doctor.
¾¾ He went to ............................ for higher studies.
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¾¾ H is parent would like to ............................... down in
USA and continue his .............................
¾¾ He came back to India and started treating the
........................ people at free cost.
¾¾ One day, the ................................ broke out in the
nearby village.
¾¾ He left to those villages and started treating him.
¾¾ His …………………….. spread across the villagers.
¾¾ Unfortunately, he got infected by the …………………..
and taken to the city hospital.
¾¾ ‘I had done my duty to the country, and I would die
…………………………… ’, He told his parents.
¾¾ The people of the village , built a hospital on his
……………………… and treat people free of cost
¾¾ Everyone of us should …………………. and
………………………our country
¾¾ D ivide the class into 3 groups :- Discussion
¾¾ What are the national festivals celebrated in our
schools ?
¾¾ Say the names of national festivals.
¾¾ What is the purpose of celebrating national
festivals?
Example : August 15th,
January 26th,
October 1st
November 14th
Reinforcement
¾¾ T
eacher shows the picture of our social workers and
ask their duties.
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Evaluation
Meanings : wreath, memorial, sacrifices,

¾¾ What did Anandhan want to become?
¾¾ Where did Karmugilan go for higher studies?
¾¾ What happened to Dr.Karmugilan in the story?
Remedial teaching
¾¾ F
lesson once again.
Home work :
¾¾ T
back exercise.
¾¾ C
ollect the picture of our social helpers and make an
album.
¾¾ Write a short essay on our national flag .
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ENGLISH 3. Our Nation –

The Guardians of the Nation
NAME : MARKS : 10 DATE :
I. Choose the best answer. 4x½ =2
1. Karmugilan went to for higher
studies.
a . London b. Australia c. USA d. New Zealand
2. broke out in the near by villages .
a. malaria b. calara c. dengu d. flu
3. He got the disease .
a. infected by b. cured by
c. upset d. remedy for
4. The villagers built a on his memory.
a. statue b. memorial c. library d. hospital
II. Fill in the blanks. 4x1 =4
1. Mother handed them a bowl of
2. is the memorial for the soldiers
3. Flag day is observed on
4. A dies for the nation.
1. What is Amar Jawan Jothi?

2. Why did Yazhini want to join the military ?

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LESSON PLAN
LESSON : 3
Our Nation – Poem

– Patriotism
ÊÊ LEARNING SKILLS : Listening, Speaking,
Reading, Writing
ÊÊ Learning Outcomes :
¾¾ To enable the students to recite the poem with proper
rhythm and intonation.
¾¾ To learn about the national integrity of India
¾¾ To develop patriotism among the students
Teaching aids :
¾¾ N
ews paper cutting images
ex : sports match images, protest, celebrating
function, different culture
¾¾ State symbols, dress, dance, language, culture
Introduction :
Motivation
¾¾ What is National Integration? Discuss
¾¾ Teacher shows some newspaper cuttings – and talk
about the pictures.
¾¾ Teacher sings the song - Any patriotic song
Independence Day
On this Independence Day
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we remember those years passed.
We honor this very day
for our flag, old glory,
On this Independence Day
two centuries ago, we
declared our independence
for justice and liberty.
Let us celebrate with joy and honesty
Happy Independence Day!!!
Understanding :
Guided Reading :
individually or followed by the the teacher.
New Words
S.NO WORDS MEANING

1 patriotism «îêŠðŸÁ
2 mind ñù‹
3 seed M¬î
4 nurture õ÷˜ˆªî´Šð¶
5 shelter îƒ°‹Þì‹
6 branches A¬÷èœ
7 culture ð‡ð£´
8 peace Ü¬ñF
9 shield èõê‹
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10 spreads ðó¾î™
11 nest Ã´
12 friendship ï†¹, «î£ö¬ñ
13 humans ñQî˜èœ
14 nature ÞòŸ¬è
15 bind è†´
16 fragrance ïÁñí‹
17 country ï£´
18 nation «îê‹
19 roots «õ˜èœ
20 people ñ‚èœ
Concept Map
mind
people
water
humans
land seed
............
love
root
branches
fragrance
sheild
...........
shelter fruit
............
............ ............
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Consolidation
Patriotism .................. in the mind
Patriotism shields ............................................
Patriotism is ripe with fragrance of ......................
We can’t love ........................... without loving our

country.
Patriotism binds us as a ....................................
The seeds refer .......................................
The seeds is watered by ....................................
The Fruit of friendship spreads ...........................
Patriotism is .......................................

¾¾ Find out meanings of new words from dictionary.
¾¾ In what ways can patriotism be cultivated ? Discuss
and write down the ways to do so.
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respecting national
symbols
Reinforcement
¾¾ D
ivide classroom into two groups. Play with a group
name in the classroom with students. In this way, we
develop skills such as attitudes that promote unity
among the students.
Evaluation
shelter, shield, fragrance

Meanings :
1. Patriotism .............................. in the mind.
2. Patriotism shields .......................................
3. Patriotism binds us as a .............................
Remedial teaching
¾¾ F
lesson once again.
Home work :
¾¾ T
back exercise.
¾¾ C
ollect the picture of Indian great patriots and make
an album.
¾¾ Gather any five patriotic songs.
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ENGLISH 3. Our Nation – Poem

- Patriotism
NAME : MARKS : 10
DATE :
I. Choose the correct option. 4x½=2
1. shield - armour
2. shelter - to feed and cause to grow
3. fragrance - to provide cover
sweet smell
4. nurture -
II. Match the planets and its feature. 4x½=2

1. seed - spreads the fragrance of love
2. branch - ignores the differences among people
3. fruit - patriotism
4. root - nurture peace and shield our culture
III. Fill in the blanks. 4x½=2

1. Patriotism ....................................... in the mind.
2. Patriotism is ripe with fragrance of ........................
3. We can’t love ................... without loving our country.
4. Patriotism binds us as a ........................................

1. What does the seed refer here?

2. What does the fruit of friendship spread?

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LESSON PLAN
LESSON : 3
Our Nation – Grammar

Preposition
istening, Speaking,
Reading, Writing
¾¾ Understand the application of preposition ‘in’ ‘at’ ‘on’
¾¾ Understand the factors that influence usage of
grammar and vocabulary in speech and writing
¾¾ Use preposition in speech and writing.
¾¾ Understand the different types of preposition
Teaching aids :
¾¾ Real classroom objects
¾¾ Preposition pictures
¾¾ Types of preposition – Chart
Introduction :
Motivation
¾¾ T
eacher shows some classroom things such as book,
pen, attendance, water bottle, dictionary, box, pencil,
scale, sharpener, tray etc. then put on different position.
Asks the question to the children and discuss
1. Where is the book?
2. Where is the tray?
3. Where is the water bottle?
In this way we could motivate the children.
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Understanding :
Guided Reading :
¾¾ T eacher read the whole lesson in sentence wise with
New Words
S.NO WORDS MEANING
1 preposition º¡Q¬ì„ªê£Ÿèœ
2 position G¬ô
3 seasons ð¼õƒèœ
4 years Ý‡´
5 wedding day F¼ñíï£œ
6 migrate Þì‹ªðò˜¾
7 drive õ£èù‹ æ†´î™
8 summer «è£¬ì‚è£ô‹
9 spring õê‰î‚è£ô‹
10 autumn Þ¬ô»F˜‚è£ô‹
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Concept Map
Preposition of Time
on in at
Used for days Used for Used for

and week ....................... .......................
Used for Used for Used for

....................... ....................... .......................
Used for Used for

Used for years
....................... .......................
Used for
parts of the
.......................
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Consolidation
Put the given time expressions in the correct

columns
winter morning 2’o clock evening 1947 march

Sunday 15th august 4.30 pm wedding day September
summer 1979 afternoon night lunchtime Friday
birthday spring tonight Thursday 2019
in at on

¾¾ D ivide the class into 2 groups and practice the con-
versation ‘Let us speak’ on page 149 .
¾¾ Find out the preposition words from the lesson “Our
Nation”
Reinforcement
¾¾ To play QR videos. Let us listen page no : 146, 148
¾¾ Teacher teaches the lesson once again.
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Evaluation
Meanings :
Complete the sentences using the Preposition.
1. I will meet you ........................ 7.30.
2. Birds migrate .......................... spring and autumn
3. My birthday falls ............................ September.
Remedial teaching
¾¾ F
lesson once again.
Home work :
¾¾ T
back exercise.
¾¾ Collect the different types of invitation cards.
¾¾ Gather Newspaper cutting with pictures.
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ENGLISH 3. Our Nation – Grammar

- Preposition
NAME : MARKS : 10
DATE :
I. Complete the following sentences using the Preposition.
6x½=3
1. The summer vacation ends .................................
Monday
2. I will meet you ................................. 7.30.
3. I don’t drive ................................. night.
4. My birthday falls ................................. September.
5. Birds migrate ................................. spring and
autumn.
6. Her birthday is ................................. 6th April.
II. Circle the preposition. 1x2=2

The meeting starts at 10’O clock in the morning, on
Wednesday on 22 nd of march in 2009.
III. Fill in the blanks using on, in, and at. 1x2=2
My child was born ................ 2.30 ................ the
afternoon ................ Friday ................ 17th of August
................ 2016.
IV. Using the Preposition ‘with’ or ‘for’ 3x1=3
1. I have brought some candies ................ me.
2. He is working in the shop ................ my brother.
3. I am grateful ................ your help.
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LESSON PLAN
LESSON : 3
Our Nation – Part – 4

The Legend of Jaswantgarh
istening, Speaking,
Reading, Writing
¾¾ Getting to know Jaswant Singh as a patriot.
¾¾ To know about the duties of the soldiers.
¾¾ Identifies characters and sequence of events in a
story.
¾¾ Getting to know how to use dictionary to find mean-
ings for new words.
Teaching aids :
¾¾ Jaswant Singh pictures
¾¾ different types of National award picture
¾¾ Freedom fighter picture
¾¾ Jaswantgarh videos
Introduction :
Motivation
¾¾ S howing pictures of freedom fighters and ask their
names.
¾¾ Name the highest honors awarded in our country?
¾¾ Do you know? Tell me some one example. Then
teacher explain MVC and PVC award.
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The Maha Vir Chakra (MVC) (literally great warrior

medal) is the second highest military decoration in India, after
the Param Vir Chakra, and is awarded for acts of conspicuous
gallantry in the presence of the enemy, whether on land, at
sea or in the air. It replaced the British Distinguished Service
Order (DSO). The medal may be awarded posthumously.
The medal is made of standard silver and is circular in
shape. Embossed on the obverse is a five pointed heraldic
star with circular center-piece bearing the gilded state
emblem of India in the center. The words “Mahavira Chakra”
are embossed in Devanagari and English on the reverse with
two lotus flowers in the middle. The decoration is worn on the
left chest with a half-white and half-orange riband about 3.2
cm in width, the orange being near the left shoulder.
The Param Vir Chakra (PVC) is India’s highest military
decoration, awarded for displaying distinguished acts ofvalour
during wartime. The PVC is equivalent to the Medal of Honor
in the United States and the Victoria Cross in the United
Kingdom. Only 21 soldiers have received this award to date.
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Understanding :
Guided Reading :
¾¾ The students are asked to read the text content indi-
vidually or to follow the teacher.
New Words
S.NO WORDS MEANING

1 legendry ðöƒè¬î, ªî£¡¬ñ
2 patriotism «îêŠðŸÁ, ï£†´ŠðŸÁ
3 history õóô£Á, Gè›¾
4 Eastern Himalayas Aö‚° Þñòñ¬ô
5 troops Þó£µõ ió˜èœ
6 retreat H¡õ£ƒ°î™, H¡ù¬ì¾
7 reinforcement õL¬ñ ªð¼‚èŠð†ì ð¬ì
8 weapons Ý»îƒèœ
9 tribal girls ðöƒ°® Þù ªð‡èœ
10 firing ¶Šð£‚A Å´
11 conclusion º®¾, ÞÁF
12 interrogation Mê£ó¬í ªêŒî™
13 battalion ð¬ìió˜ HK¾, ð†ì£÷‹
14 memorial G¬ù¾ C¡ù‹
Hˆî¬÷ò£™ ªêŒòŠð†ì
10 brass bust
ñ£˜ð÷¾ C¬ô
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1
The battle start- He killed

Indo – China war, ..
ed on 17th ...................
...............................
...................... 1962 Chinese soldiers.
.. was the last stand
and continued for
of the Indian Army
.................... hours
CLASS - 5 TERM
Concept Map
Jaswanrgarh is
located in ............... Legendary Indian ....
........................... ................................
Jaswant
Singh
5 in 1
A .......................... Rawat
blast killed Sela, His ..........................
Nura was captured and valur is recorded
.............................. in the history of india
.................... Singh Rawat
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Jaswant was helped
by two Monpa The Chinese army
tribal girls named He was awarded ..... returned the ..........
 GANGA 
...................... and ............................... ........................... of

.................... ................ Jaswant.
135
ENGLISH
Consolidation
Gist of the Lesson
¾¾ J aswant Singh Rawat was an ............................

solider.
¾¾ Jaswantgarh is a well known place in the ...............
¾¾ Jaswant patriotism and ................... is recorded in
the history of Indian as “.......................................”
¾¾ ................................................ was the last stand
of the Indian army against the ...............................
soldier .
¾¾ The battle started on .................................... ,
1962 and continued for ............ hours.
¾¾ Knowing the strength of Chinese soldiers ,
the Indian soldiers of the post were ordered to
........................... and ............................
¾¾ Jaswant did not leave his post and
decided to continue the fight, hold the
Chinese.................................... arrive.
¾¾ Jaswant was helped by two ...............................
girls named ......................... and ..........................
¾¾ Jaswant taught the girls to fire the .........................
¾¾ His trick worked , .......................... Chinese
.......................... were killed.
¾¾ The Chinese soldiers caught the man and
............................. the man told the truth that a
single soldier was guarding the post.
¾¾ The Chinese ................................. Jaswant singh
and launched a final attack.
¾¾ Nura, the tribal girl was captured .........................
ans Sela died in a ............................... burst.
¾¾ Jaswant shot .......................... as Chinese were
going to capture.
¾¾ The brass bust was installed in the war
.......................... erected.
¾¾ Jaswant was awarded ..................... Chakra.
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¾¾ D
o the activity Try your own words about National
Flag page no – 154
¾¾ Do the activity Let us read aloud on page no - 155
¾¾ Write three sentences about National Flag.
Reinforcement
¾¾ E
xplain to students about the excellence of our coun-
try’s National Symbols.
Evaluation
1. Where is Jaswantgarh located?

2. Who helped Jaswant in his battle against Chinese?
3. How was Jaswant killed?
Remedial teaching
¾¾ F
lesson once again.
Home work :
¾¾ T
back exercise.
¾¾ Draw our National symbols and colour it.
¾¾ Writing about the biography of any freedom fighter.
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ENGLISH 3. Our Nation – The Legend of
Jaswantgarh
NAME : MARKS : 10
DATE :
I. Say true or false. 4x½=2
1. Nauranang is in Himachal Pradesh ................
2. Jaswant decided to stay in his post ................
3. The battle of Nauranang lasted for three days .........
4. Jaswant was captured alive ................
II. Rearrange the story in order. 4x½=2

1. Jaswant stayed back in his post. ( )
2. He killed 300 Chinese soldiers in the battle. ( )
3. He fired weapons from separate points. ( )
4. Sela and Nura helped him in the battle. ( )
III. Fill in the blank. 4x½=2

1. Jaswant was helped by two ........................... tribal
girls.
2. Jaswant managed to kill ........................... Chinese
soldiers.
3. The Chinese troops attacked the lonely Indian post
located in ...........................
4. Jaswant Singh Rawat was awarded .....................
1. Where is Jaswantgarh located ?
…………………………………………………………………….
…………………………………………………………………….
2. When did the battle of Nauranang start ?
…………………………………………………………………….
……………………………………………………………………..
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lesson plan
MATHS
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LESSON : 1 LESSON PLAN
Geometry – Unit – 1
¾¾ Format : Building Block, Ink Blot,

Tree and Branches
¾¾ Learning method : Pair study, Group study
¾¾ Unit consolidation : Page no 1-5
Learning Outcomes :
¾¾ To identify the 2D and 3 D objects.
¾¾ To enable to draw 3D shape from 2D shape.
¾¾ To understand the properties of 3D shapes from the
real objects.
Teaching aids
¾¾ shape cards, Real objects.
Introduction :
¾¾ M
ake students say about the shape of the real ob-
jects.
¾¾ Introduce by asking some questions.
1. Which is your favourite game?
2. What is the shape of your school ground?
3. What is the shape of the things used in the
game?
¾¾ M
ake the students draw and colour 2D shapes which
they know.
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 GANGA  MATHS 5 in 1 CLASS - 5 TERM 1
Let’s Recall :
Draw the shape of 2D on the blackboard and ask them to

say its properties.
¾¾ Square has equal sides.
¾¾ Opposite sides are equal in rectangle.
¾¾ Recall the properties of shape which they have learnt
already.
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1 CLASS - 5 TERM 5 in 1  GANGA  MATHS
Concept Map
Cuboid Cube
cylinder 3 D shapes
cone sphere
Understanding :
Activity :
¾¾ Any shape that can be laid on a flat surface is a 2 D

shape.
¾¾ 2D shape has two dimensions. The dimensions are,
length and width.
¾¾ 3 D shapes are solid shapes that have three
dimensions. The dimensions are length, width and
height.
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Teacher Activity :
¾¾ Separate the sides of a match box.
¾¾ Explains how the 2D shape changes to 3D shape.
¾¾ Explains the properties of cube, cuboid, cylinder and
cone by using cards.
Student Activity :
¾¾ Complete the activity which is on page – 4 ( what will
you observe, if you look at this object from the front)
¾¾ Ask the students to create 3D shapes using the
colour cards.
Group Activities :
¾¾ Complete the activity on page – 4.
Let us think :
¾¾ Explains that the perimeter of bottom of cylinder is

equal to the length of rectangle by using paper.
¾¾ Explains that the distance from the top of the cone
to the center of the base is not equal to the distance
from the apex to any point lying on the circumference
of base.
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Reinforcement
¾¾ Make the students draw 3D shapes from 2D shapes.
Evaluation
¾¾ Name some 3D shapes

¾¾ How many faces in cuboid?
¾¾ What are the shapes in cone?
Remedial teaching
¾¾ Enrich the content to the late bloomers by explaining

concept again.
Home work
¾¾ Ask them to create the shape using match sticks.
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Maths 1. Geometry – unit - 1
Student name : Marks : 10 Date :
I. Colour the 3D shapes: 2×1=2
II. Choose the best answer : 2×1=2

1. ………………………… has the 3D shapes.
a) square b) cuboid c) triangle
2. Cube has ………………… faces .
a)4 b)5 c) 6
III. Match the following . 2×1=2

Cuboid
Sphere
Cone
Cylinder
Cube
IV. Say true of false : 2×1=2

1. The height and slant height of cone is equal. ( )
2. Cube has 7 vertices. ( )
V. Complete the following using the given shapes: 2 × 1 = 2

Vertices - Vertices -

Edges - Edges -
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1. Geometry- rotation , symmetric , reflection - 2
¾¾ Nature : B
uilding Block, Ink Blot, Tree
and Branches
¾¾ Format : Group study, pair study
¾¾ Unit consolidation : page no: 6 – 13
Learning Outcomes :
¾¾ To understand the rotation of 2D shapes in their
inner sense .
¾¾ To understand the reflection of 2D shapes .
¾¾ To identify the symmetric place in 2 D shape and 3 D
shape.
¾¾ To acquire the skill of drawing symmetric lines for the
given shapes .
Teaching aids
¾¾ Cards of 2 D shapes.
¾¾ Picture cards which have symmetry.
¾¾ Rangoli cards
¾¾ mirror
¾¾ cards with English alphabets, numbers
¾¾ rotating cards
Introduction :
Motivation :
¾¾ Ask them to say the properties of shapes which are in
the SLM kit box. .
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¾¾ Give the similar shapes to the students and make
them observe their symmetry. .
¾¾ Example; marble, bangle, biscuit, coins, number
cards.
¾¾ Make the students observe and answer the activity
which is on page no - 9.
Let’s Recall :
Make the students recall the properties of shapes
●● Square - four sides are equal

●● Rectangle - opposite sides are equal
●● Triangle - has three sides
●● pentagon - has five sides
●● Hexagon - has six sides
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Concept Map
Half turn 1 1 turn

2 3
One –fourth 1 o
ne sixth
Turn 6 turn
turn 1
4
Symmetry
Symmetry reflection
The object and image in the mirror

A line divides a given figure are equal in size.
into two equal halves and it The object and image are at equal
matches exactly distance from the reflection axis.
Object appears left to right and right
to left
Understanding :
Teacher activity:
¾¾ Explain the symmetry and center place of symmetry

with the rotating cards of 2D shapes.
¾¾ Make the students identify the letter which is the
same in one – fourth turn, half turn.
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¾¾ Make the students identify the Tamil letters and
numbers which are the same in one-fourth turn, half
turn.
Student activity:
¾¾ Make the students draw rangoli and observe the one
- fourth turn, half turn, 1 turn, 1 turn.
3 6
¾¾ Make the students complete the activity on page no -
10
¾¾ Identify the shapes which does not changes the
symmetry after rotation.
Group Activities :
¾¾ Make the students fold the shape card in many ways.

While folding they should match it exactly to the
edges. Explain that lines they get by folding are called
line of symmetry.
Let us think :
¾¾ Ask the students to draw any shapes or rangoli and

observe the 1 turn, 1 turn.
3 6
¾¾ Discuss the activity “think it” on page – 13.
Reinforcement
¾¾ Find the five digit number which does change its
shape after the half turn.
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Evaluation
¾¾ What are the shapes that do not change their shape

after the half rotation?
¾¾ …………….. symmetric lines can be drawn in square.
¾¾ The object and image are at …………… distance from
the reflection axis.
Remedial teaching

the concept again.
Home work
¾¾ Ask the students to draw the symmetric lines for

English alphabets and any shapes.
¾¾ Do the activity on page – 13
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Maths 1. Geometry - 2
Student name : Mark: 10 date :
I. Find the shapes which do not change their shapes
after half turn. 1×2=2

II. Draw the line of symmetry for the following figures. 1 × 2 = 2

III. Find the 1 turn 1 turn for the following shapes. 1 × 2 = 2
3 6
õ. â‡ õ®õƒèœ 1/3 ²öŸC 1/6 ²öŸC
1.
2.
3.
VI. Complete the other half to make the given figure

symmetric: 1×2=2

V. Fill in the blanks. 1×2=2
1. Rectangle has ………… Line of symmetry .
2. The object and image are at …………… distance from
the reflection axis.
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1. Geometry - Angles - 3
¾¾ Nature : Building Block, Ink Blot,

Tree and Branches
¾¾ Unit consolidation : Page no 14 – 23
Learning Outcomes :
¾¾ To enable to make the shapes of cubes, cylinders and
cones using nets .
¾¾ To get the feel of an angle through observation of
objects .
¾¾ To enable to know how the angles form and their
types.
¾¾ To know the names of angles like acute, obtuse and
right angle
¾¾ To enable to identify right angles in the environment.
Teaching aids
¾¾ Net format for 3D shape

¾¾ SLM kit box
¾¾ protector
¾¾ clock
¾¾ stick figures
¾¾ pictures where the angle is drawn
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Motivation
Ask the following question by showing the 3D shapes.

¾¾ How many faces are there in the cube?
¾¾ How many edges are their in the cuboid?
¾¾ What are the shapes in cylinder?
¾¾ The height and slant height of cone are equal – true
or false
¾¾ Make the students observe the time and the space
between the two needles in a clock.
¾¾ Make students observe the place of angle in the
things like window, door, chair, wall, fan etc., present
in the classroom.
Let’s Recall :
Make the students recall the properties of 3D shapes

¾¾ cube - six sides are equal
¾¾ Cuboid - has six sides, opposite sides are equal
¾¾ Cylinder - has one rectangle, two similar circles
¾¾ Cone - base of a cone is circular
¾¾ Sphere - has no vertices, edges
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Concept Map
Greater than the

angle 00
Exactly 900 between Less than the angle of

the lines right angle (below 900)
Right angle Acute angle
Types of angles
Obtuse angle Straight angle
Greater than right Exactly 1800

angle (greater between the two
than900 ) lines
Less than 1800 Adding of two right

angles 900 + 900
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Understanding :
Teacher activity :
¾¾ To explain the 3D shapes using net structures.
¾¾ To explains the angle by folding the 2 D shapes. .
¾¾ To explains the types of angles using the protector .
¾¾ To explains the angle between the two needles in a
clock at different times.

Student activity :
¾¾ Make students draw the 2D shapes, observe the
places where the angles will form and write the
names of the angles.
¾¾ Measure and classify the shapes using protector and
set square.
¾¾ Give exercise to measure the angles formed in letters
(English alphabet).
TEHLAX
Group Activities :
¾¾ Create the angles using our elbow.

¾¾ Mark the angles by drawing stick figures.
¾¾ Draw and colour the nets of cube and cuboid.
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Let us think :
¾¾ Complete the table on page -18.
¾¾ Complete the “try these” on page 21.
¾¾ Complete the “try these” on page 20.
Reinforcement
¾¾ Do the activity “Draw right angle, acute angle and

obtuse angle by tracing” on page -22.
Evaluation
¾¾ Classify the angles on page -22

300 450 600 900 1200 1300 1700 750
Remedial teaching
the content again.
Home work
¾¾ Make acute angle, obtuse angle and right angles by

folding or cutting the papers.
¾¾ Mark the angles by writing the names of insects,
animals and birds.
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Maths 1. Geometry - 3
Students Name : Mark : 10 Date :
I. Match the net with the shape 1×3=3
II. Mark the angles and write the name of the angles
for the following figures: 3×1=3

III. Classify the following angles: 1×2=2
300 450 600 900 1200 1300 1700 750
Acute angle Right angle Obtuse angle
VI. Fill in the blanks . 4×½=2

¾¾ Less than 90 0
¾¾ Greater than 900

¾¾ angle is formed by joining two right angles.
¾¾ angle is formed when the time is 3.20 on
the clock.
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2. Numbers - 1
¾¾ Nature : Building Block , Ink Blot ,

Tree and Branches
¾¾ Format : Group study , pair study
¾¾ Unit consolidation : Page no - 24 - 20
Learning Outcomes :
¾¾ To knows the usage of numbers more than 10000 in
daily life.
¾¾ To knows to read the numbers using place value.
¾¾ To knows the usage of abacus.
¾¾ To know the place value using abacus.
¾¾ To understand that comma is necessary for reading
the numbers.
Teaching aids
¾¾ Abacus
¾¾ Number blocks , cards
¾¾ Place value table
¾¾ Cards with numbers
¾¾ Newspaper , pamphlet of shops
Introduction :
Motivation :
¾¾ Make students learn place value using abacus in
SLM kit box.
¾¾ Make them read the number of population in
Tamilnadu and India .
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Growth of Population
in Tamil Nadu
Growth
Year Population
Rate
1951 30,119,000 - DATA TABLE
1961 33,687,000 +11.8% S. DISTRICT
DATA
1971 41,199,000 +22.3% NO NAME
1981 48,408,000 +17.5% 1 Ariyalur 7,54,894
1991 55,859,000 +15.4% 2 Chennai 46,46,732
2001 62,406,000 +11.7% 3 Coimbatore 34,58,045
2011 72,138,958 +15.6% 4 Cuddalore 26,05,914
2012 73,221,042 - 5 Dharmapuri 15,06,843
2013 74,319,357 - 6 Dindigul 21,59,775
2014 75,478,738 - 7 Erode 22,51,744
2015 76,656,206 - 8 Kancheepuram 39,98,252
2016 77,881,463 - 9 Kanniyakumari 18,70,374
2017 79,096,413 - 10 Karur 10,64,493
2018 80,351,195 -
2019 81,565,834 -
2020 82,722,262 -
Let’s Recall :
¾¾ One digit number 1 - 9

¾¾ Two digit number 10 - 99
¾¾ Three digit number 100 - 999
¾¾ Four digit number 1000 - 9999
¾¾ Five digit number 10000 - 99999
¾¾ Six digit number 100000 - 999999
¾¾ Seven digit number 1000000 - 9999999
¾¾ Eight digit number 10000000 - 99999999
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1
1,00,000 10,000
1 crore ones 10 lakh tens hundreds thousands
ones tens hundreds thousands

CLASS - 5 TERM
Concept Map
5 in 1
In crores
Ten
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ten
crore lakhs Lakhs thousands
 GANGA 
1 crore 10 ten 1000 ten

100 lakhs
lakhs thousands
MATHS
161
Understanding :
Teacher activity :
¾¾ Explain the place value, format of writing number
names and expansion form using abacus.
¾¾ Explain the usage and importance of commas.
Number denoted
in abacus is 9,678
Crore T.L L T.Th Th H T O
Number name : nine thousand six hundred and seventy eight.

Expansion form:
9 thousands + 6 hundreds + 7 tens + 8 ones
= 9,000 + 600 + 70 + 8
= 9 x 1000 + 6 x 100 + 7 x 10 + 8 x 1
¾¾ Explain about the commas for reading four and more
than four digits.
T.C C T.L L T.Th Th H T o
Student activity :
¾¾ To complete the activity on page - 26 & 27.
¾¾ To draw abacus for the exercise sums.
¾¾ To create place value using SLM kit box.
Group Activities :
¾¾ Complete the table on page - 27

¾¾ Do the activity on page - 30
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Let us think :
¾¾ Divide the students into 5 groups and make them
select any 5 districts and do the place place value for
the numbers.
DATA TABLE
S.NO DISTRICT NAME DATA
1 Ariyalur 7,54,894
2 Chennai 46,46,732
3 Coimbatore 34,58,045
4 Cuddalore 26,05,914
5 Dharmapuri 15,06,843
6 Dindigul 21,59,775
7 Erode 22,51,744
8 Kancheepuram 39,98,252
9 Kanniyakumari 18,70,374
10 Karur 10,64,493
Reinforcement
¾¾ Ask the students to read the price of products in the
newspaper which is in high price.
Evaluation
¾¾ Draw the abacus for the number 38,205 .

¾¾ Write the number name for: 23,47,280
¾¾ Place the commas : 1735488
Remedial teaching
¾¾ Enrich the content again to the late bloomers.
Home work
¾¾ Draw the abacus for the number of population in
their village.
¾¾ Ask the students to make the abacus.
¾¾ Ask the students to make number fan.
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Maths 2. Numbers - 1
Student name: Marks: 10 Date:
I. Write the numbers after placing commas: 2×1=2
1. 2 4 7 3 4 5 -
2. 3 4 3 8 3 7 5 -
II. Write the place value for the underlined numbers 2 × 1 = 2

1. 6,50,283 -
2. 8,88,408 -
III. Write in expansion form: 2×1=2

1. 40>06>360 -
2. 99>80>623 -
VI. Write in standard notation. 2×1=2

1. 30000+ 7000+200+50+6 =
2. 400000 + 60 =
V. Draw the abacus and write the number name. 1×2=2

1. 2,04,854
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2. Numbers - 2

Tree and Branches
¾¾ Unit consolidation : page no 32 - 36
Learning Outcomes :
¾¾ To compare the number on the basis of place value .
¾¾ To use the symbols for comparing the numbers.
¾¾ To form the largest and smallest number from the
given number.
¾¾ To know to arrange the number in descending and
ascending order.
Teaching aids
¾¾ Number fan
¾¾ Medal shape cards ( 0 – 9 )
¾¾ Comparison symbols: < > =
¾¾ Number cards
Introduction :
Motivation:
¾¾ Using the number blocks form the large and small
number from SLM kit box.
¾¾ Make them read the high price value of products from
the newspaper cuttings.
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Ex: price list of gold jewels, television, cellphone,

refrigerator and apartment.
Let’s Recall :
Place Value Chart

Millions Thousands Ones
Thousands
Thousands
Thousands
Hundreds
Hundred
Hundred
Millions
Millions
Millions
ones
Tens
Ten
Ten
100,000,000 10,000,000 1,000,000 100,000 10,000 1,000 100 10 1
Thousands Ones
Hundred Ten
Thousands Hundreds Tens ones
Thousands Thousands
100,000 10,000 1,000 100 10 1

(10,000×10) (1,000×10) (100×10) (10×10) (1×10)
Place Value
Millions Ten thousands Hundreds Units
3 1 4 7 2 8 6
Hundred Thousands Tens

Thousands
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Concept Map
Arrange the given

numbers in descending
order.
Arranging the numbers Arrange the given
from biggest to smallest numbers in ascending
order.
Decending Largest, smallest

order number
Number with
more digits
Ascending Comparison
order of numbers
Compare the place

value of numbers to
Arranging the numbers identify the biggest and
from smallest to biggest smallest number.
While comparing the
equal number of digits
we should compare
from right to left.
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Understanding :
Teacher activity:
¾¾ Make the students to form four digit number, five
digit number, six digit number using number cards.
Then arrange the numbers according to the place value.
Ex. 349 > 1964 > 21972
3 4 9
1 9 6 4
2 1 9 7 2
¾¾ Explain to write the numbers in ascending order and
descending order. Explain the number should be
written in the basis of digits and the place value.
Write the numbers in Write the numbers in
descending order ascending order
195, 4090, 81343, 95, 9040 195, 4090, 81343, 95, 9040
Ans: descending order Ans: ascending order order
81343, 9040, 4090, 195, 95 95, 195, 4090, 9040, 81343
Student activity :
¾¾ Make the students to do the activity in page no - 34.
¾¾ Make to form 5 digit largest number and smallest
number from the given numbers.
¾¾ Make to form 5 digit numbers using the number
cards from SLM kit box.
Group Activities :
¾¾ Call any 5 students and ask them to wear the

number cards in their neck. Then they have to
arrange in ascending order and descending order.
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Let us think :
¾¾ Make the students to do the following activity.
Reinforcement
¾¾ Make them to read the high price value of products

which is in the newspaper. ( television, jewels,
refrigerator)
Evaluation
¾¾ 7 1 0 5 4 – use these numbers to form largest and

smallest number .
¾¾ write the ascending order for the following:
33,270 1,078 137 27,935
Remedial teaching
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Home work
¾¾ Make the students do the exercise 2.3 which is on
page 36
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Maths 2. Numbers- 2
Students name : mark: 10 date :
I. Compare the numbers by using < , > and = signs. 4 × ½ =
2
1. 3002 8002
2. 43731 44371
3. 43115 43511
4. 13435 134753
II. Write the smallest and greatest five digit number

using the given digits only once. 4×1=4
1. 7 1 0 5 4
Smallest number :
Largest number :
2. 3 4 7 0 9
Smallest number :
Largest number :
3. 9 7 1 6 4
Smallest number :
Largest number :
4. 4 5 9 6 7
Smallest number :
Largest number :
III. Write in ascending order. 2 ×1 =2

1. 33,198 12,384 21,765 24,250
IV. Write in descending order. 2 ×1 =2
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LESSON PLAN LESSON : 6
2. Numbers - 3 ( Addition, subtraction )

Tree and Branches
¾¾ Format : Group study , Pair study
¾¾ Unit consolidation : page no 37 - 41
Learning Outcomes :
¾¾ To enable to add the numbers on the basis of place
value.
¾¾ To enable to subtract numbers on the basis of place
value .
Teaching aids
¾¾ Addition, subtraction sticks
¾¾ Abacus
¾¾ Advertisement pamphlet of electronic shop
¾¾ List of price
Introduction :
Motivation:
¾¾ Using addition and subtraction sticks from SLM kit
box do the addition of two digit, three digit numbers.
¾¾ Explain the place value using abacus.
¾¾ Pamphlet of electronic shop from newspaper,
magazines.
Ex. Gold jewels , television, cell phone, refrigerator.
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Let’s Recall :
¾¾ Enable to say the addition and subtraction table.

Addition Tables from 1 to 10
1 Table 2 Table 3 Table 4 Table 5 Table
1+1= 2 1+2= 3 1+3= 4 1+4= 5 1+5= 6
2+1= 3 2+2= 4 2+3= 5 2+4= 6 2+5= 7
3+1= 4 3+2= 5 3+3= 6 3+4= 7 3+5= 8
4+1= 5 4+2= 6 4+3= 7 4+4= 8 4+5= 9
5+1= 6 5+2= 7 5+3= 8 5+4= 9 5+5= 10
6+1= 7 6+2= 8 6+3= 9 6+4= 10 6+5= 11
7+1= 8 7+2= 9 7+3= 10 7+4= 11 7+5= 12
8+1= 9 8+2= 10 8+3= 11 8+4= 12 8+5= 13
9+1= 10 9+2= 11 9+3= 12 9+4= 13 9+5= 14
10+1= 11 10+2= 12 10+3= 13 10+4= 14 10+5= 15
11+1= 12 11+2= 13 11+3= 14 11+4= 15 11+5= 16
12+1= 13 12+2= 14 12+3= 15 12+4= 16 12+5= 17
13+1= 14 13+2= 15 13+3= 16 13+4= 17 13+5= 18
14+1= 15 14+2= 16 14+3= 17 14+4= 18 14+5= 19
15+1= 16 15+2= 17 15+3= 18 15+4= 19 15+5= 20
16+1= 17 16+2= 18 16+3= 19 16+4= 20 16+5= 21
17+1= 18 17+2= 19 17+3= 20 17+4= 21 17+5= 22
18+1= 19 18+2= 20 18+3= 21 18+4= 22 18+5= 23
19+1= 20 19+2= 21 19+3= 22 19+4= 23 19+5= 24
20+1= 21 20+2= 22 20+3= 23 20+4= 24 20+5= 25
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1+6= 7 1+7= 8 1+8= 9 1+9= 10 1+10= 11
2+6= 8 2+7= 9 2+8= 10 2+9= 11 2+10= 12
3+6= 9 3+7= 10 3+8= 11 3+9= 12 3+10= 13
4+6= 10 4+7= 11 4+8= 12 4+9= 13 4+10= 14
5+6= 11 5+7= 12 5+8= 13 5+9= 14 5+10= 15
6+6= 12 6+7= 13 6+8= 14 6+9= 15 6+10= 16
7+6= 13 7+7= 14 7+8= 15 7+9= 16 7+10= 17
8+6= 14 8+7= 15 8+8= 16 8+9= 17 8+10= 18
9+6= 15 9+7= 16 9+8= 17 9+9= 18 9+10= 19
10+6= 16 10+7= 17 10+8= 18 10+9= 19 10+10= 20
11+6= 17 11+7= 18 11+8= 19 11+9= 20 11+10= 21
12+6= 18 12+7= 19 12+8= 20 12+9= 21 12+10= 22
13+6= 19 13+7= 20 13+8= 21 13+9= 22 13+10= 23
14+6= 20 14+7= 21 14+8= 22 14+9= 23 14+10= 24
15+6= 21 15+7= 22 15+8= 23 15+9= 24 15+10= 25
16+6= 22 16+7= 23 16+8= 24 16+9= 25 16+10= 26
17+6= 23 17+7= 24 17+8= 25 17+9= 26 17+10= 27
18+6= 24 18+7= 25 18+8= 26 18+9= 27 18+10= 28
19+6= 25 19+7= 26 19+8= 27 19+9= 28 19+10= 29
20+6= 26 20+7= 27 20+8= 28 20+9= 29 20+10= 30
Subtraction Table
Subtraction Subtraction Subtraction Subtraction Subtraction
by 0 by 1 by 2 by 3 by 4
0-0=0 1-1=0 2-2=0 3-3=0 4-4=0
1-0=1 2-1=1 3-2=1 4-3=1 5-4=1
2-0=2 3-1=2 4-2=2 5-3=2 6-4=2
3-0=3 4-1=3 5-2=3 6-3=3 7-4=3
4-0=4 5-1=4 6-2=4 7-3=4 8-4=4
5-0=5 6-1=5 7-2=5 8-3=5 9-4=5
6-0=6 7-1=6 8-2=6 9-3=6 10 - 4 = 6
7-0=7 8-1=7 9-2=7 10 - 3 = 7 11 - 4 = 7
8-0=8 9-1=8 10 - 2 = 8 11 - 3 = 8 12 - 4 = 8
9 - 0 =9 10 - 1 =9 11 - 2 =9 12 - 3 = 9 13 - 4 =9
10 - 0 = 10 11 - 1 = 10 12 - 2 = 10 13 - 3 = 10 14 - 4 = 10
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Subtraction Subtraction Subtraction Subtraction Subtraction
by 5 by 6 by 7 by 8 by 9
5-5=0 6-6=0 7-7=0 8-8=0 9-9=0
6-5=1 7-6=1 8-7=1 9-8=1 10 - 9 = 1
7-5=2 8-6=2 9-7=2 10 - 8 = 2 11 - 9 = 2
8-5=3 9-6=3 10 - 7 = 3 11 - 8 = 3 12 - 9 = 3
9-5=4 10 - 6 = 4 11 - 7 = 4 12 - 8 = 4 13 - 9 = 4
10 - 5 = 5 11 - 6 = 5 12 - 7 = 5 13 - 8 = 5 14 - 9 = 5
11 - 5 = 6 12 - 6 = 6 13 - 7 = 6 14 - 8 = 6 15 - 9 = 6
12 - 5 = 7 13 - 6 = 7 14 - 7 = 7 15 - 8 = 7 16 - 9 = 7
13 - 5 = 8 14 - 6 = 8 15 - 7 = 8 16 - 8 = 8 17 - 9 = 8
14 - 5 = 9 15 - 6 = 9 16 - 7 = 9 17 - 8 = 9 18 - 9 = 9
15 - 5 = 10 16 - 6 = 10 17 - 7 = 10 18 - 8 = 10 19 - 9 = 10
Concept Map
subtraction Four
Addition
activities
¾¾ N umber should be
¾¾ W rite the number written on the basis of
on the basis of place value only for the
place value for digits which have more
subtracting the numbers.
number. ¾¾ Write from the smaller
¾¾ Subtract from place value to larger
larger number. place value.
¾¾ We should borrow ¾¾ Write only the smaller
from the next place value number
place value when while adding the two
we subtract the numbers.
larger number from ¾¾ Write the numbers from
smaller number. ones while writing the
numbers in horizontal.
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Understanding :
Teacher activity :
¾¾ Explain the addition and subtraction using abacus.
¾¾ Explain how to write the numbers on the basis of
place value for adding and subtraction .
Student’s activity :
¾¾ Make the students do the exercise 2.4(a), 2.4(b) on

page 39 and 41.
¾¾ Make the students do the addition and sunbtraction
sums.
¾¾ Make the students do the addition and subtraction
using abacus from SLM kit box.
Group Activities :
¾¾ Find the solution for the sums on page 39 - 41.

¾¾ Write the sums in story format by using the pictures
on page 41
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Let us think :
¾¾ Make students do the addition and subtraction using
the pamphlet.
Reinforcement
¾¾ Make the students read the newspaper which has the
price value for television set, gold jewels , refrigerator.
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Evaluation
¾¾ Add the following numbers:

18,436 + 11,705 + 26,470 and 39,390
¾¾ Subtract 7,988 from 98,765?
¾¾ What is more than 23,569 to get 75,000?
Remedial teaching
¾¾ Enrich the concept again for the late bloomers.
Home work
¾¾ Collect the advertisement & pamphlets.
¾¾ Make the students do the exercise sums.
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Maths 2. Numbers - 3
Student’s name : Marks : 10 Date :
I. Add the following. 2×2=4
1. 270 , 46210 , 17 and 6500
2. 18436, 11705, 26470 and 39390
II. Subtract the following: 2×1=2

1. 67056 - 3748
2. 89700 - 4538
III. Answer the following: 2 ×2 =4
1. In a town panchayat, the population of 5 villages are

980, 3254, 4125 and 6786. What is the total popula-
tion?
2. Ragul has 3289 stamps and Ravi has 4021 stamps.

How many stamps does Ravi have more than Ragul?
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2. Numbers - 4 ( Multiplication , Division )

Tree and Branches
Learning Outcomes :
¾¾ To enable to multiply three digit numbers.
¾¾ To enable to divide the three digit number by one dig-
it number and two digit number.
¾¾ To enable to divide the four digit number by one digit,
two digit number.
¾¾ To know that repeated process of addition is
multiplication and repeated process of subtraction is
division.
Introduction :
¾¾ Let the students recall the multiplication table.
¾¾ Use the multiplication and division plates from SLM
kit box for doing the multiplication and division.
¾¾ Make students divide the pebbles and beads in equal
proportion.
¾¾ Explain how the EMI is calculated for high price val-
ue products.
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Let’s Recall :
¾¾ Make to say the multiplication tables .

1×1= 1 1×2= 2 1×3= 3 1×4= 4 1×5= 5
2×1= 2 2×2= 4 2×3= 6 2×4= 8 2×5= 10
3×1= 3 3×2= 6 3×3= 9 3×4= 12 3×5= 15
4×1= 4 4×2= 8 4×3= 12 4×4= 16 4×5= 20
5×1= 5 5×2= 10 5×3= 15 5×4= 20 5×5= 25
6×1= 6 6×2= 12 6×3= 18 6×4= 24 6×5= 30
7×1= 7 7×2= 14 7×3= 21 7×4= 28 7×5= 35
8×1= 8 8×2= 16 8×3= 24 8×4= 32 8×5= 40
9×1= 9 9×2= 18 9×3= 27 9×4= 36 9×5= 45
10×1= 10 10×2= 20 10×3= 30 10×4= 40 10×5= 50
11×1= 11 11×2= 22 11×3= 33 11×4= 44 11×5= 55
12×1= 12 12×2= 24 12×3= 36 12×4= 48 12×5= 60
13×1= 13 13×2= 26 13×3= 39 13×4= 52 13×5= 65
14×1= 14 14×2= 28 14×3= 42 14×4= 56 14×5= 70
15×1= 15 15×2= 30 15×3= 45 15×4= 60 15×5= 75
16×1= 16 16×2= 32 16×3= 48 16×4= 64 16×5= 80
17×1= 17 17×2= 34 17×3= 51 17×4= 68 17×5= 85
18×1= 18 18×2= 36 18×3= 54 18×4= 72 18×5= 90
19×1= 19 19×2= 38 19×3= 57 19×4= 76 19×5= 95
20×1= 20 20×2= 40 20×3= 60 20×4= 80 20×5= 100
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1×6= 6 1×7= 7 1×8= 8 1×9= 9 1×10= 10
2×6= 12 2×7= 14 2×8= 16 2×9= 18 2×10= 20
3×6= 18 3×7= 21 3×8= 24 3×9= 27 3×10= 30
4×6= 24 4×7= 28 4×8= 32 4×9= 36 4×10= 40
5×6= 30 5×7= 35 5×8= 40 5×9= 45 5×10= 50
6×6= 36 6×7= 42 6×8= 48 6×9= 54 6×10= 60
7×6= 42 7×7= 49 7×8= 56 7×9= 63 7×10= 70
8×6= 48 8×7= 56 8×8= 64 8×9= 72 8×10= 80
9×6= 54 9×7= 63 9×8= 72 9×9= 81 9×10= 90
10×6= 60 10×7= 70 10×8= 80 10×9= 90 10×10= 100
11×6= 66 11×7= 77 11×8= 88 11×9= 99 11×10= 110
12×6= 72 12×7= 84 12×8= 96 12×9= 108 12×10= 120
13×6= 78 13×7= 91 13×8= 104 13×9= 117 13×10= 130
14×6= 84 14×7= 98 14×8= 112 14×9= 126 14×10= 140
15×6= 90 15×7= 105 15×8= 120 15×9= 135 15×10= 150
16×6= 96 16×7= 112 16×8= 128 16×9= 144 16×10= 160
17×6= 102 17×7= 119 17×8= 136 17×9= 153 17×10= 170
18×6= 108 18×7= 126 18×8= 144 18×9= 162 18×10= 180
19×6= 114 19×7= 133 19×8= 152 19×9= 171 19×10= 190
20×6= 120 20×7= 140 20×8= 160 20×9= 180 20×10= 200
11 Table 12 Table 12 Table 12 Table

1×11= 11 11×11= 121 1×12= 12 11×12= 132
2×11= 22 12×11= 132 2×12= 24 12×12= 144
3×11= 33 13×11= 143 3×12= 36 13×12= 156
4×11= 44 14×11= 154 4×12= 48 14×12= 168
5×11= 55 15×11= 165 5×12= 60 15×12= 180
6×11= 66 16×11= 176 6×12= 72 16×12= 192
7×11= 77 17×11= 187 7×12= 84 17×12= 204
8×11= 88 18×11= 198 8×12= 96 18×12= 216
9×11= 99 19×11= 209 9×12= 108 19×12= 228
10×11= 110 20×11= 220 10×12= 120 20×12= 240
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Concept Map
Division Four operations Multiplication
¾¾ R epeated process of ¾¾ R epeated process of

subtraction. addition.
¾¾ Division means ¾¾ Write the number
equally divided. on the basis of place
¾¾ While dividing write value to do the
the divisor on left multiplication.
side and dividend
should be on the
right side.
¾¾ Start with highest
place value while
dividing.
Understanding :
Teacher’s Activity :
¾¾ E
xplain the concept by using multiplication and
division sticks from SLM kit box.
¾¾ E
xplains the multiplication and division on the basis
of place value.
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Student Activity :
¾¾ Ask the students to do the activity on page 44.
¾¾ Make them do the exercise sums.
¾¾ Make them do the sums in multiplication and
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division using SLM kit box.
¾¾ Make them do the division using beads and seeds.
Group Activities :
¾¾ Do the activity on page 44, 46, 50.
Let us think :
¾¾ Give the price list of vegetables and advertisement

pamphlet for doing multiplication and division.
¾¾ Raja is going to Chennai along with his 5 family
members by bus. If the busfare is 675 per person
how much has Raja to pay to the conductor? Make
the students find solutions by giving life oriented
situation sums.
Reinforcement
¾¾ EMI has been given for the following products.
¾¾ Find the total amount for the products.
Evaluation
¾¾ 1. Find the product of: 9,427 X 67

¾¾ 2. Find the reminder: 9,450 ÷ 30
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Remedial teaching
Home work
¾¾ Ask th students to do the exercise sums.
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Maths 1. Geometry – unit - 1
I. Find the product of. 2×1=2
1. 7, 426 x 39
II. Divide the following. 2×1=2

1. 5,697 ÷ 9
III . Answer the following: 3 ×2 =6

1. The cost of one chair is Rs. 182 . What is the cost of
25 chairs?
2. The cost of one book is Rs. 250. Then what is the

price of 40 books?
3. In a poultry they collected 19,500 eggs in the month

of June. Then how many eggs were collected per day?
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3. Patterns
¾¾ Nature : B
uilding Block, Ink Blot, Tree
and Branches
¾¾ Unit consolidation : page no: 51 – 60
Learning Outcomes :
¾¾ T o identify that many things in our environment are
designed with some patterns.
¾¾ To identify patterns in square numbers and
triangular numbers.
¾¾ To know about the tiles.
¾¾ To relate sequences of odd numbers between
consecutive square numbers .
Teaching aids
¾¾ Square card, different types of tiles card
¾¾ Seeds, beads
¾¾ Consecutive square number cards
¾¾ Consecutive triangular number cards
Introduction :
Motivation:
¾¾ Make the students play the activity on page 54.
¾¾ Ask the students to make different shapes using
different types of tiles. Ex. chess
¾¾ Ask them to make the square and triangular
numbers using seeds and beads.
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¾¾ S
how different types of figures to observe the pattern
of tiles.
Let’s Recall :
Make the students speak about tiles format and borders.
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Concept Map
Multiplying the number Number we get by

with the same number adding consecutive
natural numbers.
Square numbers Triangular numbers
We get square number

by adding two square Picture form of a
numbers. triangular numbers can
Patterns make equilateral triangle
or right angle triangle.
Tiles Borders
Dress, wollen
Path of park, floor cloth, bedsheets,
in home, walls carpets, curtains

Understanding :
Teacher activity:
¾¾ M
ake students observe the tiles
pattern by giving many shapes.
¾¾ M
ake students form square numbers by using seeds
and beads.
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¾¾ Explain the sequence of triangular numbers.

Student’s activity:
¾¾ Do the activity on page 53.
¾¾ Make them do exercise sums.
¾¾ Draw the pictures of square and triangular numbers.
Group Activities :
¾¾ C omplete the colouring activity in page no 56 .

¾¾ Make students to form the following shapes using
match sticks.
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Let us think :
¾¾ Make students form the following triangular patterns
and complete with the numbers.
Reinforcement
¾¾ Make the square numbers using seeds.
1 4 9 16 25
Evaluation
¾¾ Square of 7 is............................................
¾¾ 64 is the square of .............................. number.
¾¾ 1, 3, 6, 15, ……….. ,28
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Remedial teaching
¾¾ Enrich the content again for the late bloomers.
Home work
¾¾ Do the exercise sums.
¾¾ Ask the students to prepare a model of tiles pattern.
¾¾ Form a square shape for the numbers 36,49,64 with
colour stickers.
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First term – Maths 3. Patterns
I. Complete the patterns. 4×½ =2

II . Complete the patterns. 4×½=2
1. 25, 50 , ......................... , 100, ........................
2. 7, 14, 21, ................ , 35, ........................
3. 23, 26, ..................... , 32 ........................ 38
4. 35, 45,.................... 65, 75, ...................... 95
III . Answer the following . 4 ×1=4

1. Square of 7 is ....................................................
a. 14 b. 49, 21 c . 28
2. 64 is the square of …………………… number.
a. 4 b. 16, 8 c. 32
3. We get the result of square number when the number
multiplies with the …………………….. number.
4. _______________ is the sum of adding the consecutive
natural numbers.
IV. Cricle the square numbers . 1 ×2=2

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4. Measurements - 1 ( four operations )

Tree and Branches
Learning Outcomes :
¾¾ T o know the smallest unit in the measurement of
length.
¾¾ To know to measure the things in length which we
use in our daily life.
¾¾ To know to convert the units in lengths.
Teaching aids
¾¾ Tools to measure length
¾¾ Real objects
¾¾ Tools to measure the height
¾¾ Map of Tamilnadu road transport ways
Introduction :
Motivation
¾¾ Discuss with the students the things which we get
using the measurement of length.
¾¾ Make students measure the length of things.
¾¾ Ex. Pages of book, table, window, door, blackboard,
rope, dress, electric wire, paper.
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¾¾ E
xplain the definition of length by measuring the real
objects.
¾¾ Measure the things using the olden method.
Let’s Recall :
¾¾ Recall the metric conversion table.
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1

Distance between the Length of table, book
places, length of river, road and play ground
and railway gauge.
CLASS - 5 TERM
Concept Map
kilometre Centimeter
Odometer
5 in 1
Length scale
paper, card, tube
Millimeter Meter
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Dress, land, electric
wire, rope and Meter scale
 GANGA 
scale
building
MATHS
197
Understanding :
¾¾ The basic unit of length is meter.
¾¾ Explain the conversion.
¾¾ To convert upper scale into lower scale, the number
should be multiplied.
¾¾ To convert lower scale into upper scale, the number
should be divided.
¾¾ Meter convert into centimeter.
¾¾ Kilometer convert into meter.

Student’s Activity :
¾¾ Find the solution for the page 66,71
¾¾ Explain the measurements of length by measuring
the real objects.
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Group Activities :
¾¾ Do the activity “try this” on page – 66, 67.
Let us think :
¾¾ Ask the students to measure the things using the

measures in the conversion table.
Reinforcement
¾¾ D
o the activity on page 65 – measure the things using
a tape or a scale.
Evaluation
¾¾ 1m = ………………….cm
¾¾ 5 m 75 cm = …………………. cm
¾¾ 9250 m = ……… km………….m
Remedial teaching
Home work
¾¾ Ask the students to do the meter scale using card.
¾¾ Collect the things which are measured using the me-
ter scale (length).
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First term - Maths 4. Measurements - 1
Student name: Marks : 10 Date :
I . Fill in the blanks: 6×½ =3
1. 7 m 5 cm = ……………………… cm
2. 505 cm = …………………… cm………………… mm
3. To convert m into Km , multiply the given meters by
____________.
4. _______________ is the smaller unit of length.
5. 650 km = ...................... m + ……......… cm
6. 1 m is equal to __________________ cm .
II. True or false. 4×½ =2

1. 600 m is 6 mm ................................
2. 7000 m is 7 km ................................
3. 770 mm is 77 cm ................................
4. 400 cm is 4 km ................................
III. Convert the following. 5 ×1=5

1. 65 cm 6 mm = ............................................ mm
2. 7m 40 cm = ......................................... cm
3. 850cm = ...................... m ......................... cm
4. 2300m = ..................... km ......................... m
5. 65 cm 6 mm = ..................................... mm
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4. Measurements - 2 ( four operations )

Tree and Branches
Learning Outcomes :
¾¾ T o know the Smallest unit in the measurement of
length.
¾¾ To know to measure the things in length which we
use in our daily life.
¾¾ To know to convert the units in lengths.
Teaching aids
¾¾ Pictures of Scale, mountains, rivers
¾¾ Map of road transport and railways
¾¾ Cards with the names of measures (length)
¾¾ Traffic symbols
Introduction :
Motivation
¾¾ Divide the class into 2 groups. One group has to have
the measures and other one has to have the names of
cards.
Ex. 1 km means other has to show 1000 m card and
continue the game like this.
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¾¾ S how some pictures and ask how we are measuring
those things.
Ex. Ribbon, cloth, table, rivers, mountains, planets,
wodden plate, ropes and pipes.
¾¾ Provide the map to students to measure the distance
of two places in roadways and railways.
Let’s Recall :
¾¾ Say the conversion table of litres.

¾¾ Recall the conversion.
¾¾ To convert upper scale into lower scale, the number
should be multiplied.
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¾¾ T
o convert lower scale into upper scale the number
should be divided.
¾¾ 1 m is 100 cm
¾¾ 1 km is 1000 m
Concept Map
Smallest unit
............ meter
millimeter
Kilometer
centimeter
.......... mm
10 ............ meter
Hecta meter
Length
decimeter
.......... cm
Decameter
10 meter
meter
.......... cm
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Understanding :
¾¾ Explains the four basic operation using the
measurement of length.

¾¾ M
ake the students do the example sums on
page - 68, 69, 70.
¾¾ Make the students do the exercise sums
Group Activities :
¾¾ Do the Book Back Excersice on page 71, 72
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Let us think :
¾¾ Discuss the length of river and height of mountain.
Reinforcement
¾¾ C
reate the story problems using the picture on
page - 72.
Evaluation
Find the solution:

¾¾ 15 km 450 m – 370 km 480 m
¾¾ 75 km 400 m + 37 km 300m + 52 km 750m
¾¾ 25km 300 m x 6
¾¾ 49m 770 mm ÷ 7
Remedial teaching
Home work
¾¾ A
sk the students to make shapes using the empty
matchbox .
¾¾ Ask them to do the exercise sums.
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Maths 4. Measurements – 2
Student name: Marks : 10 Date:
I. Find the solution: 4×1=4
1. 55 km 75 cm – 23 km 40 cm =
2. 75 km 400 m + 37 km 300 m + 52 km 750 m =
3. 25 km 300 m x 6 =
4. 49 m 770 mm ÷ 7 =
II. Answer the following: 3×2=6

1. What is the total length of 3 ropes if the lengths are
1m 20cm, 2m 15cm and 1m 25cm?
2. Kannan bought 90m 80cm cloth. He used 43m 75cm

cloth for uniform. Find the length of remaining cloth
?
3. If the length of a rope is 4m 25cm find the length of 3

ropes
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5. Time
¾¾ Nature :
Building Block, Ink Blot,
Tree and Branches
Learning Outcomes :
¾¾ Time – railway time
¾¾ Train time table
¾¾ Bus time table and school time table
Teaching aids
¾¾ Weather report from a newspaper.
¾¾ Mark sheet, magic square, Sudoku game
¾¾ Bar graphs, questions regarding collecting data
Introduction :
Motivation
¾¾ Do the activity on page 73 – “draw the hour hand”.
¾¾ Ask the student to say the time by showing the real
clock.
¾¾ Ask the following questions to the students.
¾¾ Say the timings of bus which arrives in your village
When does your father go for work?
When will you go school?
When is our lunch break?.
Motivate the students by asking simple questions.
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Let’s Recall :
¾¾ 60 seconds = 1 minute
¾¾ 60 minutes = 1 hour
¾¾ 1 hr = 60 minutes
¾¾ 24 hr = 1440 minutes
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1
There is no difference between

Railway station, forenoon and afternoon.
television, airport, Railway time is written in four
internet, hospital digits.
The first two digits show the hour
CLASS - 5 TERM
time and the last two digits show

Concept Map
the minutes.
Converting 12 hr time to
Railway time
24 time during p.m we Midnight 12.00 to Afternoon
should add 12 hrs
5 in 1
12.00 – Ante Meridiem,(a.m.)

Afternoon 12.00 to Midnight
12.00 – Post Meridiem ( p.m )
Time
conversion
Ordinary
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Multiply by 60 to convert
hour into minutes
Home, school,
 GANGA 
Divide by 60 to convert
minutes into hour bus stand, office
MATHS
209
Understanding :
¾¾ Explain the calculation of time interval between the
two times.
¾¾ A
sk the students do the activity – try these on
page 75,76.
¾¾ Find the time interval between the two timings .
Group Activities :
¾¾ Do the activity on page 79.

¾¾ Calculate the time interval on page 79.
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Let us think :
¾¾ Calculate the travel timings from the following tables.
Reinforcement
¾¾ Write the timings which are shown in different clocks.
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Evaluation
1. In general store sales will stop from 1.30 p.m to

4.00 p.m. What is the non-working time of store?
2. In a school there is a science exhibition from 10.30
a.m to 3.00 p.m. what is the total time of science
exhibition?
Remedial teaching
Home work
¾¾ Ask the students to make a clock model.

¾¾ Do the sums on page 80.
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First term – Maths
5. Time
I. Write the time. 2×1 =2
II. Match: 2×1=2
III. Fill in the blanks: 2×1 =2

1. The first two digits of railway time shows the
____________.
2. Subtract from a.m to p.m., we add ______hours to the
p.m.
IV. Answer the following. 2 ×2=4

1. Add. 4 hr 30 mins + 2 hr 50 mins
2. A school works from 9 a.m to 4.10 p.m. What is the

working hours of the school?
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6. Information processing
¾¾ Nature :
Building Block , Ink Blot,
Tree and Branches
Learning Outcomes :
¾¾ To acquire the skill of collecting data.
¾¾ To enable to give the data through graph, symbols.
¾¾ To know about the pictograph and bar graph.
¾¾ To acquire the skill of collecting data which belongs to one
kind.
Teaching aids
¾¾ Weather report from newspaper.
¾¾ Mark sheet, magic square, Sudoku game
¾¾ Bar graphs, questions regarding collecting data
Introduction :
Motivation
¾¾ Get the answer for the simple puzzle question.
¾¾ Play the game on page – 82,83.
¾¾ Give any situation to the students for collecting data
regarding the situation.
¾¾ Show the different pictograph.
Ex. area population
Types of houses
No of educated people
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Let’s Recall :
Representation of data through pictures and symbols
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216
Information processing
 GANGA 
MATHS
Concept Map
Tabulation pictograph Bar graph
●● Easy method to rep- ●● Representation of ●● A Bar graph is a

resent the 2 dimen- data using pictures.
5 in 1
chart that uses bars

sional information. ●● Represent the to show comparisons
●● It has only two items frequency of data between categories of
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of information. using symbols or data.
●● Rows are horizontal images. ●● Represent the larger
arrangements. ●● One of the simplest number of data.
●● Columns are vertical ways to represent ●● Ex. Cricket, types of
arrangements. the data. houses in your area.
1 CLASS - 5 TERM
Understanding :
¾¾ Explain the different methods of collocating data.
¾¾ Find solutions for the systematic puzzles.
¾¾ Find solution for the Sudoku by giving the rules of
doing it.
¾¾ Explain the tabulation, pictograph and bar graph
with proper examples.
¾¾ M
ake the students find the solutions for the activity
on page 85, 86.
¾¾ Make them do the exercise sums.
¾¾ Enable them to do the activity - 2 on page 92.
Group Activities :
¾¾ Make the students do the activity – “ try these’’ on

page 92.
¾¾ Do the bargarph for the data of June month attendance.
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Let us think :
¾¾ Discuss by showing following pictures.
Reinforcement
¾¾ Do the activity – 3 on page 93.
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Evaluation
1. ................... represent the frequency of data using

symbols or images.
2. The method of collecting 2-dimensional information-
al data is called ______________ .
Remedial teaching
¾¾ Enrich the concept again for the late bloomers.
Home work

¾¾ Draw the bar graph for all the sums in the lesson.
¾¾ List the weather condition of any five districts.
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First term – Maths
6. Information processing
Student’s name : Marks : 10 Date :
I. Fill the suitable number in the boxes: 2×1 =2
II. Fill the following Sudoku using the numbers 1,2,3,4.

2×1=2
III. Complete the following. 2×1 =2

1. T
he following ‘table shows ‘the number of kg of
paddy cultivated In a particular village during the year
2010 - 2015
Observe the pic tograpk and answer the following questions.
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1. In which year is the paddy production maximum?
2. In which year is the paddy production equal?
3. In 2015, find the quantity of paddy production.
4. F
ind the total quantity of paddy production particularly
in 2013, 2014, and 2015.
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lesson plan
SCIENCE
222
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Organ System – Unit -1

ÊÊ NATURE OF THE LESSON :B
uilding Block,
Ink Blot, Tree and
Branches
ÊÊ FORMAT : P
air Study,
Group Study
ÊÊ UNIT CONSOLIDATION : Page No : 101 - 104
Learning Outcomes :
¾¾ To know about different organ system of human body
¾¾ To identify the organs in our body
¾¾ To understand the functions of different organs in
our body
Learning materials :
¾¾ Pictures of internal organs
¾¾ Models of organs digestive system
Introduction :
¾¾ M ake the students differentiate internal organs and
outer organs by giving the picture of organs.
¾¾ Arrange the students in circle and perform according
to the introductions of the teacher.
¾¾ Ex. Hands up, hands down, sit down, run in a circle,
jump into the circle, jump out of the circle.
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 GANGA  SCIENCE 5 in 1 CLASS - 5 TERM 1
Understanding :
¾¾ Teacher has to give a model reading
¾¾ Students are asked to read paragraph wise
¾¾ Students are asked to identify the new words once
they have completed their reading.
¾¾ Explain the content by saying the meaning of new
words.
New Words
¾¾ Digestion – the process by which your body

digests food, or your ability to digest
food
¾¾ Gland – an organ of the body or of a plant
that secretes (= produces) liquid
chemicals that have various purposes
¾¾ lymph – a colorless liquid that takes waste
matter away from body tissue in
order to prevent infection
¾¾ absorb – to take something in, especially
gradually
¾¾ compound – a chemical that combines two or
more elements
¾¾ anus – the opening at the end of the
alimentary canal through which solid
waste leaves the body
¾¾ enzymes – any of a group of chemical
substances that are produced by
living cells and cause particular
chemical reactions to happen while
not being changed
themselves
¾¾ Nasal cavity – a hole, or an empty space
between two surfaces of the nose
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1
Salivary glands
It has coiled
tube
Digestion gland
Digestive tract
It is about
metres long
CLASS - 5 TERM
Digestive system
Concept Map
Organ
5 in 1
system
act as pumps and
carries air to the lungs the air into
and out of the lungs
Respiratory system
air way muscles of respiration
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 GANGA 
Lungs
primary organs of the shape

SCIENCE
225
Consolidation
Digestive system
1. Digestive tract 2. Glands
Mouth Salivary glands

breakdown into
buccal cavity starch simple
carbohydrate
Pancreas
digesting fats,
pancreatic and
juice
liver
bile digest
ñôõ£Œ
Respiratory system
¾¾ T he respiratory system provides
to the tissues of the body and removes
from the tissues.
¾¾ Three major parts of respiratory system.
¾¾ 1. 2.
3.
¾¾ On an average we breath times
per minute.
¾¾ are the primary organs of the
respiratory system
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1 CLASS - 5 TERM 5 in 1  GANGA  SCIENCE
¾¾ M
uscles of respiration include
and
¾¾ can cause lung cancer.
Presentation
¾¾ Students have to explain the concept map.
¾¾ Students have to explain the consolidation.
Reinforcement
Small group Discussion

¾¾ A sk the student to say the function of internal
organs by giving the pictures.
¾¾ Make students observe how many times we breathe
in one minute - page 103 - Activity 1
¾¾ Show the function of lungs by using two balloons.
Writing
¾¾ S
tudents are asked to write the meanings of the new
words.
¾¾ Ask them to write the book exercises.
Evaluation
¾¾ What are the digestive glands involves for digestion?

¾¾ What is respiration?
¾¾ What is the reason for engulf during fire?
Remedial teaching
¾¾ T
he late bloomers are encouraged to go through the
lesson with the help of peer group.
Home work / Follow up work :
¾¾ A
sk the students to draw and colour the digestive
system and respiratory system. Mark its parts.
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Science – 1. Organ Sysytem - 1
Student’s Name : Marks : 10 Date:
I. Choose the best answer. 2×1=2
1. Digestive track is about metres
long.
a. 3-5 m b. 5-6 m c. 9-11 m d. 6-9 m
2. Organ which is related with respiration
a. kidney b. lungs c. heart d. brain
II. Fill in the blanks. 3×1=3

1. worm lives in the human
intestine.
2. Liver produces for the digestion
of fat.
3. Lungs are paired shaped organs.
III. True or false 2×½=1

1. Air pollution causes many respiratory diseases
2. We breathe 20_30 times per minute.
IV.Short Answer. 2×2=4

1. What are the digestive glands associated with the
process of digestion?.
2. What are the major parts of respiratory system?
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Organ System – Unit -2

uilding Block, Ink
Blot, Tree and
Branches
ÊÊ FORMAT : P
air Study,
Group Study
ÊÊ UNIT CONSOLIDATION : Page No : 104 - 108
Learning Outcomes :
¾¾ To know about different organ systems of human body.
¾¾ To identify the organs and know where they are
located.
¾¾ To know the function of heart and kidney.
¾¾ To know the parts of heart and kidney.
¾¾ Pictures of internal organs
¾¾ Models _ circulatory system
¾¾ Excretory system
¾¾ models of kidney, funnel
Introduction :
¾¾ M
ake the students arrange in a circle and ask them
to do breathing exercise for 5 minutes. Ask the
following questions.
¾¾ H
ave you taken your blood test or urine test? When
were you ill? These questions make them aware of
medical check up.
¾¾ Make them observe the heart beat by using funnel.
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Understanding :
words.
New Words
¾¾ Oxygen – needed by animals and plants to live

¾¾ circulate – t o go around or through something
¾¾ duct – a tube or pipe that carries liquid or
air, especially through the body
¾¾ artery – one of the thick tubes that carry blood
from the heart to other parts of the
body
¾¾ vein – a tube that carries blood to the heart from
the other parts of the body
¾¾ auricle – one of the two spaces at the top part
of the heart that receive blood from
the veins and push it down into the
ventricles
¾¾ ventricle – either of two small, hollow spaces, one
in each side of the heart, that force
blood into the tubes leading from the
heart to the other parts of the body
¾¾ nephron – a basic unit of the dney
¾¾ excreation – t o get rid of material such as solid
waste or urine from the body
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1
Organ system
Circulatory Excretory
system system
blood
Blood kidney
CLASS - 5 TERM
Concept Map
¾¾ T he heart is a hollow , ¾¾ T
he kidneys filter the blood
organ . to remove waste and produce
¾¾ The space between the membranes
5 in 1
is filled with fluid . ¾¾ The kidneys are shape

¾¾ The heart is divided into ¾¾ The kidneys are made up of mil-
chambers . lions of excretory units called
¾¾ Two upper chambers are called
¾¾ U
rine formed from each kidney
¾¾ Two lower chambers are called reaches through ureters
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¾¾ Volume of blood in human adults is ¾¾ Every minute kidneys reserve
litres . approximately litter of
 GANGA 
¾¾ It takes to tissues and blood

cells . ¾¾ Excretory system consist of
and
SCIENCE
231
Consolidation
Circulatory system
Excretory system
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Presentation
Reinforcement

¾¾ Show the videos about heart and kidney.
¾¾ Do the activity which is on page 105.
¾¾ Discuss the micro products in blood with blood test
report.
Writing
¾¾ S
words.
Evaluation
¾¾ Name the membrane that covers the heart

¾¾ Name the vessels which carries oxygenated blood
from heart
¾¾ What is the functional unit of kidney?
Remedial teaching
¾¾ T

¾¾ A
sk the student to collect the blood test report and
urine test report.
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Science – 1. Organ Sysytem - 2
1. How many kidneys are present in our body?
a. 2 b. 3 c. 1 d. 4
2. Which organ pumps the blood in our body?
a. Kidney b. lungs c. heart d. brain

1. The process of removing waste products from the
body is called
2. The functional unit of kidney is
III. True or false 2×1=2

1. Crabs have white colour blood.
2. Right kidney is slightly lower than the left kidney.
IV.Short Answer. 2×2=4

1. What is the function of pericardial fluid?
2. List out the parts in excretory system

( Urinary, bladder, ureter, kidney, urethra )
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Matter and Materials – Unit - 1

ÊÊ NATURE OF THE LESSON : Building Block, Ink Blot,
Tree and Branches
ÊÊ FORMAT :G
Learning Outcomes :
¾¾ To know about matter and materials.
¾¾ To know the three states of matter.
¾¾ To know the properties of three states of matter.
¾¾ To know to classify the things which we come across
in day to day life.
¾¾ To know about the use of natural fibres and article
fibres.
Learning materials
¾¾ Pictures of things in solid liquid and gas.
¾¾ Model _ different types of clothes jute products.
¾¾ different types of threads.
Introduction :
¾¾ A sk the students to observe the different types of ves-
sels which are filled with water
¾¾ Ask them to say the name of liquids which we use in
daily life
¾¾ Ask the students to speak out in classroom the
things and their products.
¾¾ Example table _ wood window _ iron, tree.
Understanding :
●● Teacher has to give a model reading.
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●● Students are asked to read paragraph wise.
●● Students are asked to identify the new words once
●● Explain the content by saying the meaning of new
words.
New Words
¾¾ Matter - a substance of a particular kind

¾¾ solid - having a fixed shape that cannot be
changed easily
¾¾ liquid - a substance that flows easily and is
neither a gas nor a solid
¾¾ Spinning - a person who makes thread by twisting
fibres
¾¾ molecules - the smallest unit into which a
substance can be divided without
chemical change, usually a group of two
or more atoms
¾¾ fiber - any of the thread-like parts that form
plant or artificial material and can be
made into cloth
¾¾ weaving - the act of making cloth by repeatedly
crossing a single thread through two sets
of long threads on a loom
¾¾ curtains - a piece of material, especially cloth,
that hangs across a window oropening to
make a room or part of
a room dark or private
¾¾ knitting - something being made by the act of
knitting
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Concept Map
Matter solid liquid
Three states of matter
Matter And
Materials
Materials Fibers
A material synthetic
can be pure Natural fibres or
is a or .................. fibers
................... artifical fibres
of
, ....................
substances ..............
that institute or man made cotton Rayon
an object
.......... ............
........ .............
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Consolidation
Three states of matter
Solid Molecules are very closely arranged

Solid Solids are incompressible .They have
definite .......... ....................... and
............................
Liquid molecules are ........................ packed

liquids are compressible.
Liquid
They have definite..................... but no definite
...................... and ......................................
Gas In gases ........................... are very loosely

packed.
Gases are .................................... compressible
Natural fibres
Grows well alluvial soil and ..............................

` The process of making yarn from lint is called
Cotton ................The process of making two sets
of yarns together to make fabric is called
..............................
Jute is obtained from the ................of the jute

plant
jute Jute fibre is also refered to ..............................
Used for making bag carpets , ......................
and .........................
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..........................................is obtained from

coir the outer covering of coconut. Used to make
floor mats , door mats ..........................and
.......................
Made by human being with the help of chemical

process. Synthetic fibres are obtained from coal ,
synthetic ........................... and .........................................
fibres
Acrylic is used to make sweaters,
............................... and .....................................
Presentation

Reinforcement

●● S hows the simple experiments using three States
of matter in videos.
●● Students should say the biography of cotton jute
Fibre artifical fibre by disguising.
●● Shows the video of spinning weaving in factories.
●● the students to arrange an exhibition with the
things made of artifical fibres with the things they
bring from their home.
Writing
¾¾ S
words.
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Evaluation
¾¾ What are the three States of matter?

¾¾ Name some artifical sea fibres.
¾¾ What is meant by materials?
Remedial teaching
¾¾ T
Home work / Follow up work

¾¾ M ake the album with the pictures of solid liquid and
gas things.
¾¾ Ask them to collect the samples of cloth which is
made of artifical fibres.
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Science – 2. Matter and Materials

Unit - 1
NAME : MARKS : 10
DATE :
1. Jute Fibre is obtained from

a. Leaves b. Stem c. flower d.root
2. Which of the following is in solid state ?
a. Kerosene b.air c.water d. brick
II. True or false 2×1=2

1. One set of yarn is used to make fabric. ( )
2. In gases molecules are closely arranged ( )
III. Fill in the blanks. 2×1=2
1. Cotton grows well in and
soil
2. Artifical Fibre is also called .
IV. Write short answer : 2×2=4
1. What is meant by ginning ?

2. Name the artifical fibres.

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Matter and Materials – Unit - 2

Tree and Branches
ÊÊ FORMAT :G
Learning Outcomes :
¾¾ To know about the grains which are used as food for us.
¾¾ To know about the varieties of grains and food items.
¾¾ To understand why the things sink or float.
¾¾ To know with clarity the household things that we use in daily
life.
¾¾ To know about the things which is soluble in water.
Learning materials
¾¾ Solid liquid things, salt, sugar, oil etc

¾¾ Samples of millets and pulses
¾¾ Pictures of different food items
¾¾ Glars jars
Introduction :
¾¾ A
sk the following questions to the students by show-
ing pictures of different food items and how we get
food and what are the materials need for food.
¾¾ D
o the experiments given in the book i.e. floating
singing solubility mixing.
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Understanding :
¾¾ Teacher has to give a model reading.
¾¾ Students are asked to read paragraph wise.
words.
New Words
¾¾ grain - a seed or seeds from a plant,

especially a plant like grass such as rice
or wheat
¾¾ husk - the dry outer covering of some seeds
¾¾ barley - a tall plant like grass with long, straight
hairs growing from the head of each
stem
¾¾ millets - a plant that is similar to grass, or the
small seeds from this plant that can be
eaten
¾¾ vinegar - a sharp-tasting liquid, made especially
from sour wine, malt, or cider, that is
used to add flavour to or to preserve
food
¾¾ beakers - a wide glass container with a flat
bottom and an edge for pouring, used in
science laboratories
¾¾ substances - a material with particular physical
characteristics
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Concept Map
Maize is main food

in Mexico and ....... Most
Made into .......................... important crop
.......................... cultivated in
for cooking . the world
Rich in fibre ,
Coloured corn ......................
may promote and...................
........ ......... ..........
.............. Maize Wheat
Grains
Rice is a type Wheat
of ............. Rice Millet products are
.................... bread ............ ,
........ and cracked
wheat
90% of the
world’s rice A Group of small
production is in seeded ....................
.................... ..................
....................... Rich in ....... Used as................... for

rice that contains ................... humans and .................
the fibrous bran . ....... for animals
Consolidation
Sinking And Floating

Things Float Sink
Apple
Scissors
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Silver fork
Marbles
Plastic ball
Solubility of solids in water

Disappear in water /
Things Does not disappear /
Disappear completely in water
Salt
Sugar
Chalk powder
Sand
Sawdust
Mixing
Liquid Mixes well / Does not mix

Lemon juice
Vinegar
Mustard oil
Coconut oil
Kerosene
Presentation

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Reinforcement

¾¾ S hows the simple experiments through videos about
floating and sinking.
¾¾ Make an exhibition with grains pulses and millet
samples.
¾¾ Discuss the merits and demerits of using household
things
Writing
¾¾ S
words.
Evaluation
¾¾ Name the things that are soluble in water.

¾¾ What is mixing ?
¾¾ How do the things float or sink ?
Remedial teaching
¾¾ T
Home work / Follow up work

¾¾ M ake an album with the pictures of household
things.
¾¾ Collect the list of food items which are prepared by
using millets
¾¾ Prepare a picture album with the pictures of grains
which are grown in their places.
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Science – 2. Matter and Materials

Unit - 2
NAME : MARKS : 10
DATE :
I. Choose the correct answer. 2×1=2
1. Grain is a small hard dry

a. leaves b. fruits c. vegetables d. seed
2. Which is the following object that does not mix in

water ?
a. salt b. sand c. sugar d. glucose
II. Pick out the odd one. 2×1=2

1. wheat, maize, clothes, millets
2. sorghum, ragi, fox tail millet, barnyard millets
3. salt, sugar, chalk powder, juice powder
4. bread, sweet corn, cakes, cracked wheat
1. When an object is immersed into a liquid. the liquid
exerts an force on the objects.
2. percent of the world’s rice
production is in Asia.
IV. Short answer. 2×2=4
1. What are miscible liquids?

2. Write the name of some new modern house hold
things.

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Energy - Unit - 1
ÊÊ NATURE OF THE LESSON :B uilding Block, Ink
Blot, Tree and Branches
ÊÊ FORMAT :P air Study, Group
Study
Learning Outcomes :
¾¾ T
o know about the energy which is the basic for every
action.
¾¾ To know about different forms of energy.
¾¾ To explain the energy changes in daily life.
¾¾ To list out the uses of energy.
¾¾ Picture of Electric appliances, Vehicles
¾¾ Picture of different forms of Energy.
¾¾ Pictures of Fuels, Camphor, oil
Introduction :
¾¾ A sk the students to say the electric appliances which
are used in their homes and schools.
¾¾ Where do we get our energy ?
¾¾ Where do the transport vehicles gets energy ? How do
the light, television, fan, horn work in the vehicles?
Understanding :
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¾¾ E
xplain the content by saying the meaning of new
words.
New Words
¾¾ Energy - the power and ability to be
physically and mentally active
¾¾ Photosythesis- the process by which a plant
uses the energy from the light of
the sun to produce its own food
¾¾ appliances - a device, machine, or piece of
equipment, especially an
electrical one that is used in
the house, such as a cooker or
washing machine
¾¾ Kinetic energy- energy that an object or system
has because it is moving
¾¾ Wind mill - a building or structure with large
blades on the outside that, when
turned by the force ofthe wind,
provide electrical or mechanical
power
¾¾ Electron - an extremely small piece of
matter with a negative electrical
charge
¾¾ Proton - a type of elementary particle
(= a very small piece of matter)
with a positive electrical charge
that is found in the nucleus of all
atoms
¾¾ Potential energy - the energy stored by something
because of its position (as when
an object israised), because of its
condition (as when something is
pulled or pushed out ofshape), or
in chemical form (as in fuel or an
electric battery)
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Concept Map
Energy
Wind Electrical Light Chemical Solar Heat

energy energy energy energy energy energy
water, Glow
Electricity, nuclear lights, Produces Coal,
Batteries,
ships power, electricity electric nuclear
heat,
atomic able to energy, power
electricity
power, see solar station
wind mill, objects bettery
sunlight
Consolidation
Uses of Energy
¾¾ In science is defined as

capacity to do work.
¾¾ Energy possessed by a moving object is known as
¾¾ Energy possessed by an object which is at rest is

known as
¾¾ Wind mills convert kinetic energy of winds into
¾¾ can be used for pumping water.

¾¾ Wind mills use wind energy to
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¾¾ obtained from power stations is
used to generate electricity.
¾¾ H
eat is used to cloths and other
wet substances.
¾¾ Light is a form of energy which travels in the form of
¾¾ Atom possesses particles like ,

and
¾¾ E
lectricity energy is needed for the working of
fan , ,
and refrigerator.
¾¾ is a kind of fish which generates
electric energy.
¾¾ Sun light takes minutes
seconds to reach earth.

¾¾ Light travels at a speed of km/s
¾¾ Movement of electron in the objects causes an
¾¾ C
hemical energy in is used to
generate electricity.
¾¾ Fuels like and
possesses chemical energy.
¾¾ When two or more chemical substances react with
each other energy is released.
Presentation
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Reinforcement
¾¾ Discuss how to handle the Electrical appliances.
¾¾ Show the videos to the students about producing
Electricity.
¾¾ Find out solution for the activity which is on
page no. 122
¾¾ Find out the form of energy on page no.123
Writing
¾¾ S
words.
Evaluation
¾¾ Write the form of energy

¾¾ Write the uses of Mechanical energy
¾¾ Write the uses of light energy
Remedial teaching
¾¾ T
Home work / Follow – up-work :

¾¾ A sk them to write the answer for book back exercise.
¾¾ Prepare a chart with the pictures of electrical
appliances.
¾¾ Ask them to draw a diagram for the topic ‘Save
energy’
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Science – 3. Energy - 1
Student’s Name : Marks : 10 Date :
1. energy is obtained from diesel.
a. wind energy b. heat energy
c. solar energy d. sound energy
2. Running water has energy.
a. potential b. chemical c. kinetic d. sound.
II. Write the changes of the energy for the following.

4×½=2
1. Iron box : Chemical energy
2. Electric Iron Box :
3. Loud speaker : -
4. Generator : -
III. Match the following. 4× ½ = 2

1. Electric bell - Light energy
2. Solar energy - Electrical energy
3. Wind mill - Heat energy
4. Torch light - Sound energy
IV. Answer the following. 2×2=4
1. Name the station which produces electricity
2. Write the uses of mechanical energy
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Energy - Unit - 2
uilding Block, Ink
ÊÊ FORMAT :P
air Study, Group
Study
istening, Speaking,
Reading, Writing
Learning Outcomes :
¾¾ To understand the law of conservation of Energy.
¾¾ To know about the law of conservation of Energy.
¾¾ To understand about the energy changes in daily
¾¾ Candles, Battery, Power Bank
¾¾ Model of Wind mill, Hydro electric power
¾¾ Picture of Electrical Appliances.
Introduction :
¾¾ E xplains about the law of conservation of Energy by
simple experiments. Ex : light, the candle and
camphor
¾¾ Make the students say the objects which work in
battery. Ex : clock, toys, Mobile phone
¾¾ Explain the working status of batteries by forming
simple circuit.
¾¾ Make students observe tungsten light, tube light, CFL
light
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Understanding :
¾¾ Students are asked to identify the new words once they
have completed their reading.
¾¾ Explain the content by saying the meaning of new words.
New Words
¾¾ Electricity - a form of energy that can be
produced in several ways and
that providespower to devices
that create light, heat, etc.
¾¾ Water dam - a wall built across a river that
stops the river’s flow and collects
the water, especially to make a
reservoir that provides water for
an area
¾¾ Fuels - substance that is used to provide
heat or power, usually by
being burned:
¾¾ Battery - a device that produces electricity to
provide power for radios, cars, etc
¾¾ Charger - a device that is used to recharge
a battery, for example in a
mobile phone
¾¾ Photosynthesis - the process by which a plant
uses the energy from the light of
the sun toproduce its own food
¾¾ charcoal - a hard, black substance
similar to coal that can be used
as fuel or, in the form of sticks,
as something todraw with
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Concept Map
Law given by :
Energy cannot be Changed one form of

or energy to form.
Law of Conserva-
tion of Energy
Water Electrical
Vehicles
Dam Appliances
Potential energy Electrical energy Chemical energy is

is converted into is converted into converted into
energy.
Kinetic energy In Fan Heat energy is
of water rotates In light converted into
the turbines and In Computer
is Petrol
generated.
Consolidation
Kinetic Energy Heat Energy

changes into changes into
¶.
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Electrical Energy Light Energy

changes into
changes into
Chemical Energy Electrical Energy
changes into changes into
Presentation
Reinforcement
¾¾ Show the simple circuit and explains how the
Electrical energy produces.
¾¾ Show the model of windmill, Hydro electric power
station, Gobar Gas.
Writing
¾¾ S
words.
Evaluation
¾¾ What is Law of conservation of energy?

¾¾ Name the appliances which work in electric
current.
¾¾ Who stated the law of conservation of energy?
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Remedial teaching
¾¾ T

¾¾ Ask them to complete the book back exercise.
¾¾ Prepare an album using the pictures of appliances
which work on battery.
¾¾ Write the things which we use in our daily life and
identify the energy changes.
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Science – 3. Energy - 2
Student’s Name : Marks : 10 Date :
I. Choose the best answer . 2×1=2
1. The unit of energy is
a. kilogram b. Newton c. kelvin
2. energy is in cow dung.
a. kinetic b. chemical c. solar
II. Find out the form of energy possessed by the

following 4× ½ = 2
1. A rock on the
top of a hill -
2.
Water falls -
3.
Batter -
4.
Charcoal -
III. Say True or Flase. 2×1=2

1. Light energy is converted into chemical energy during
photosynthesis . ( )
2. Water stored in dam has kinetic energy . ( )
IV. Short answers. 2×2=4

1. What is Law of conservation of Energy ?
2. Write the following changes that happen in the

Electrical appliances .
Electric fan -
Electric light -
Computer -
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Science in Everday Life – Unit -1

uilding Block, Ink
Blot, Tree and
Branches
ÊÊ FORMAT :P
air Study, Group
Study
istening, Speaking,
Reading, Writing
Learning Outcomes :
¾¾ To know about scientists from Tamilnadu.
¾¾ To understand the reason for the blue appearance of the sky.
¾¾ To differentiate reversible and irreversible processes
in daily life.
¾¾ To get awareness about waste materials generated in
home and school environment.
Learning materials
¾¾ Photos of scientists.
¾¾ Movie about the life of Sir C.V.Raman, Abdul Kalam
¾¾ Pictures of things that we use in daily life.
¾¾ Glass jar, Ice, Coil.
Introduction :
¾¾ S how the simple experiments about reversible and
irreversible process.
¾¾ Make the students say the names of the scientists
and their countries.
¾¾ Say the life story of Sir C.V.Raman and Abdul Kalam
by showing their pictures.
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Understanding :
¾¾ T eacher has to give a model reading
¾¾ Explain the content by saying the meaning of new words.
New Words
¾¾ Doctorate - the highest degree from
a university
¾¾ SIR - used as the title of a knight
(= a man who has been given a
rank of honour by a British king or
queen)
¾¾ Aeroplane - a vehicle designed for air travel that
has wings and one or more engines
¾¾ missile - a flying weapon that has its own
engine so that it can travel a long
distance before exploding at the
place that it has been aimed at
¾¾ Scattered - covering a wide area
¾¾ invention - something that has never been
made before, or the process of creat-
ingsomething that has
never been made before
¾¾ Bachelor - a first degree at college or
Degree university
¾¾ Master - an advanced college or university
Degree degree
¾¾ Noble Prize - any of the six international prizes
that are given each year to people
who make important discoveries
or progress in chemistry, physics,
medicine, literature, peace, and eco-
nomics
¾¾ Bharat Ratna - the highest civilian award of the
Republic of India.
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Concept Map
Summer –
Night – hair growth grow
Change is the transition of a substance

from one from to another.
Changes
Around Us
Reversible Changes Irreversible Changes
¾¾ Changes can be reversed. ¾¾ C hanges cannot be re-

¾¾ Changes are not stable. versed.
¾¾ Heating, cooling, ¾¾ Changes are stable.
evaporating ¾¾ Heating,
¾¾ The properties and
of the substance will not ¾¾ The properties of
change. the substance will change.
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Consolidation
Sir .C.V.Raman
¾¾ Sir .C.V.Raman is
¾¾ e was born in 1888 on 7th
H
district.
¾¾ In 1907 he got his
degree from the University of Madras.
¾¾ He stood first and won
medal in Physics.
¾¾ In 1930 he got prize for
scattering of light.
¾¾ is scattered by the gases present in the
air.
¾¾ The white light we see is composed of different
colours such as
and
¾¾ Sky appears at sunrise and sunset.
Dr.A.P.J.Abdul Kalam
¾¾ Expansion of Dr.A.P.J Abdul kalam is
¾¾ He was an scientist.
¾¾ He was born on 15 th
1931 in district
Tamilnadu.
¾¾ In 1954 , he got his Bachelor of Science
degree form college.
¾¾ In 1960 he got his degree in
Engineering from the
Madras Institute of Technology.
¾¾ He came to be known as Man of India.
¾¾ He served as the of India during the
period of 2002 - 2007.
¾¾ He was awarded with in 1981,
in 1990 and in 1997.
¾¾ He has written many books like Wings of Fire
and
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Presentation
Reinforcement

¾¾ S hows the simple experiments about reversible and
irreversible process.
¾¾ Arrange for an exhibition with the invention of
scientists. Ex. pen, aeroplane, watch. bulb ... etc
¾¾ Discuss the things with the Questions “why” and
“What”
Writing
¾¾ S
words.
Evaluation
1. Why does the sky appear blue?

2. What is reversible change?
3. Say the example for irreversible process
Remedial teaching
¾¾ T
¾¾ M ake an album using the pictures of the scientists.
¾¾ Write the history of Abdul Kalam.
¾¾ Collect and write the name of scientists and their
inventions discovaries.
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Science – 4. Science in Everday Life - 1

1. Sky appears blue because of of
light.
a. reflection b. retraction c. scattering d. mixing
2. Example for reversible changes
a. melting of ice b. bursting of ballon
c. burning of paper d. milk turned into curd.
II. Match the following 4×½ =2
1. Mud of flower - Abdul Kalam
2. reversible changes - Sir.C.V.Raman
3. India 2020 - melting of ice
4. scattering of light - irreversible changes
1. Most of the physical changes are
changes.
2. In 1930, Sir.C.V.Raman got
prize for physics.
IV. Write short Answer. 2×2=4
1. Sky appears blue in colour. Why?
2. Name the awards received by Abdul Kalam.
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Science in Everday Life – Unit -2

uilding Block, Ink
Blot, Tree and
Branches
ÊÊ FORMAT :P
air Study, Group
Study
istening, Speaking,
Reading, Writing
Learning Outcomes :
¾¾ To get knowledge about wasteages or waste materials.
¾¾ To enable to list out the wastages.
¾¾ To get awareness about disposal of the waste
materials in a proper way.
¾¾ To enable to list out the things which we use in our
daily life.
¾¾ To get awareness about reducing the waste materials
by following some methods.
Learning materials
¾¾ Pictures of dirty places .
¾¾ Pictures about the problems caused by uncleanliness
in newspaper
¾¾ Pictures of waste materials and the slogans for
cleanliness.
Introduction :
¾¾ A
sk the reason about the problems caused by
uncleanliness reported in newspaper and make
students read the news.
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¾¾ M
ake arrangement to take the students to clean the
places which are nearer to school and observe the
different kinds of waste materials.
Understanding :
words.
New Words
¾¾ Waste - unwanted matter or material of

any type, especially what is left
after useful substances or parts
have been removed
¾¾ Polish - a cream or other substance that you
use to clean or shine something
¾¾ Pasta - a food made of flour, water, and
sometimes egg which is formed
into a variety of shapes that are
hard when dry and soft when
cooked
¾¾ Ton - a unit of weight equal to 1,000
kilograms
¾¾ recycle - to use something again for a
different purpose
¾¾ e-waste - computers, phones, and
other electronic products that
are thrown away because they
are old, broken, etc
¾¾ Organic waste - not using artificial chemicals in
the growing of plants and animals
for food and other products
¾¾ Bio-degradable - able to decay naturally and without
harming the environment
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Concept Map
Vegetables
Paper‹ Old Medicines
Organic waste
Recyclable wastes Toxic wastes
Wastes
Solid Waste Waste from school
Cloths E - Waste Chocolates cover
Computer Part
Consolidation
Waste
Wastes are of two types

1.
2.
Waste from home is knows as
e-waste is Toxic waste.
Waste which is seen in large amount in school
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Need for proper Disposal of waste
Can reduce land pollution , air pollution and
Can conserve forest and water.

Spread of can be controlled.
Waste can be to get products for
further.
Ways to Reduce Waste
Use reusable and bags and

containers.
Use which can be used
permanently.
Segregate wastes into And
non – bio degradable items.
Waste food in schools can be collected and used to feed
waste can be converted into

manures.
Presentation
Reinforcement

¾¾ Make the students observe waste management in
some places like Corporation and Municipality.
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¾¾ D iscuss the waste management to be undertaken in
school campus.
¾¾ Classify the waste into two groups – Activity on page
no 135.
Writing
¾¾ S
words.
Evaluation
1. What are the types of waste?

2. Give some example for organic waste
3. What are the ways to reduce waste?
Remedial teaching
¾¾ T

¾¾ A sk the students to collect the photos of unclean
places and suggest the remedies for the problems.
¾¾ Ask the students to list the waste materials which are
collected in their homes.
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Science – 4. Science in Everday Life - 2

I. Fill in the blanks. 2×1=2
1. Newspaper is kind of waste.
2. wastes disposed from home
and apartments.
II. Cricle the odd one out. 4×½ =2
1. vegetables, flowers, fruits, chemicals
2. paper, glass, metal, colours
3. chemicals, batteries, manure, plastic
4. computer, bus, cellphone, refrigerator
III. Match the following 4×½ =2
1. Organic waste - paper
2. Toxic waste - leaves
3. School waste - Bulbs
4. Recycle waste - Blades
IV. Write short Answer. 2×2=4
1. What is the reason for proper disposal of waste?
2. What are the ways to reduce waste?
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SOCIAL SCIENCE
lesson plan
272
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LESSON PLAN
LESSON : 1
OUR EARTH – Unit -1

uilding Block, Ink
ÊÊ FORMAT :G
Learning Outcomes :
¾¾ To know the space occupied by galaxy.
¾¾ Knows about the planets in our solar system.
¾¾ Knows the celestial bodies in the solar system.
Learning materials
¾¾ Picture of solar system,
¾¾ Balls with different, colours
¾¾ Globe
Introduction :
¾¾ Q uestion to be asked by showing the picture of solar
system.
¾¾ Name the planet where we are living.
¾¾ Which is the biggest planet ?
¾¾ Name the planet which has rings on it.
¾¾ Shows the video about space, solar system,
on television and computer.
Understanding :
The teacher has to give model reading
¾¾ Students are asked to read the paragraph one af-
ter another. Students are asked to identify the new
words once they have completed their reading .
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SOCIAL SCIENCE  GANGA  5 in 1 CLASS - 5 TERM 1
Explain the content by saying the meaning of new
words.
New Words
¾¾ galaxy - a collection of star systems

¾¾ universe - all existing matter and space
¾¾ natural satellite - bodies which orbit planets
¾¾ galaxy - cluster of stars
¾¾ solar system the collection of eight planets
and their moons in orbit round
the sun
¾¾ scientist - an expert who studies or works
in one of the branches of
science
¾¾ frozen - affected by freezing, turned
into ice
¾¾ Venus - second planet in solar system.
Concept Map
OUR EARTH – SOLAR SYSTEM
Gaseous Inner – Rock Frozen

Universe
planets planets planets
celestial bodies Jupiter Mercury
comets
Natural satellite
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Consolidation
¾¾ It has all existing matter and space.

¾¾ It has numerous stars and celestial
bodies.
Universe ¾¾ Millions of years ago an explosion
called ............................ occurred.
¾¾ These celestial bodies together
called the universe.
¾¾ Galaxy
¾¾ .......................................
Matters in ¾¾ .......................................
universe ¾¾ .......................................
¾¾ .......................................
¾¾ .......................................
¾¾ Cluster of star.
¾¾ Our galaxy ......................... is
Galaxy one of the countless billions of
galaxies in the universe.
¾¾ T
here are ..........................
planets in our solar system.
¾¾ Solar system consists of
the sun, the planet, their
Solar system ..............., ..........................
and ........................
¾¾ These objects are moving
around the sun by its strong
.....................
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Presentation
Reinforcement
¾¾ Make the students arrange as human nodels of the
solar system. Name the students with planets name
who are standing in the appearance of solar system.
Now the students have to say about their features of
planets when the teacher says the name of a particu-
lar planet. Students have to say the features of plan-
ets by running in their orbits.
Writing
¾¾ S tudents are asked to write the meanings of the new
words.
¾¾ Ask them to write the book exercises in the page no
147.
Evaluation
¾¾ 1. What do you know about Galaxy?

¾¾ 2. How many planet revolve around the sun?
¾¾ 3. How many inner- rocky planets are there in our
solar
system?
Remedial teaching
¾¾ Enrich the concept to the late bloomers.

¾¾ A
sk the students to create a model of solar system
using colour papers.
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SOCIAL SCIENCE – 1. Our Earth - 1
NAME : MARKS : 10
DATE :
1. Universe came into existence by ……………………
a. Valcano eruption b. Eruption of sun c. Big Bang
2. Which planet has rings in solar system ? ..................
a. Jupiter b. Saturn c. Earth
II. Matching . 4× ½ = 2
1.
Planets - Mercury
2.
Rocky planets - Space
3.
Gaseous planets - Eight
4.
Universe - Saturn

1. Galaxy has a huge cluster of ......................................
2. The Frozen planets are ..................... and
......................
IV. Short Answer. 2×2=4

1. Name the celestial bodies in Universe
2. Name the planets in our solar systems
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LESSON PLAN
LESSON : 1
OUR EARTH – Unit -2

ÊÊ NATURE OF THE LESSON :B uilding Block, Ink
ÊÊ FORMAT :G roup study, Pair study
Learning Outcomes :
¾¾ Know the location of earth in universe.
¾¾ Knows the facts of planet.
¾¾ Knows the reason of changes by the rotation of Earth.
¾¾ Knows about the landforms, water forms on the earth.
Learning materials
¾¾ Picture of solar system
¾¾ pictures showing about seasons
¾¾ World map - physical features, globe
Introduction :
¾¾ how the location of India in world map.
S
¾¾ Our country India is located in which continent?
¾¾ Where is Asian continent situated?
¾¾ By showing the season pictures ask the reason.
¾¾ Why it happens?
Understanding :
¾¾ Students are asked to read the paragraphs one after
another.
they have completed their reading .
278 words.
www.nammakalvi.in
New Words
¾¾ Continent -
large landmasses of the earth
¾¾ Ocean -
a large body of water
¾¾ Pacify Peace -
¾¾ Million ten lakhs -
¾¾ rotation -
rotate on its axis
¾¾ seasons -
each of the four divisions of the year
(spring, summer, autumn, and
winter) marked by particular weather
patterns and daylight hours, resulting
from the earth’s changing position with
regard to the sun.
¾¾ Planetarium - a building in which moving
images of the sky at night are shown
using a special machine
Concept Map
................... revolves .............. are

rotate on
happens revolution around the caused by
due to Earth its axis
sun Earth
rotation revolution
Earth surface
Landforms Water forms Seasons
Continent Oceans 1. Summer
1. Asia 1. Atlantic Ocean 2. ......................

2. ....................... 2. .......................
3. ....................... 3. .......................
3. .......................
4. .......................
5. ....................... 4. ....................... 4. ........................
6. ....................... 5. .......................
7. .......................
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Consolidation
OUR EARTH
The earth is the ............................ planet from the sun.
The earth is the ..................................... largest planet in
the solar system.
............................... and ............................. are caused due
to the Earth’s rotation.
..................................... are caused by Earth’s revolution.
The distance is nearly ....................................... million
kilometre between the sun and the earth.
The earth is called the ........................................ planet.
The earth surface is made up of ....................... continents
and .......................... oceans.
............................... is the biggest continent on the earth.
............................. is the smallest continent on the earth.
The .......................... is the continent full of snow.
Around ........................ percent of our Earth is covered
by salt water .
Only........................................ percent of water is fresh.
.............................. percent of water is easily accessible.
Presentation
¾¾ Student have to explain the concept map.
¾¾ Student have to explain the consolidation.
Reinforcement
¾¾ Ask the students to stand in the appearance of planet
and place sun in an the orbit ask the
students to go on their axis and revolves around the
sun in a elliptical shape. With this Earth’s
rotation and revolution can be explained.
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¾¾ U
se the globe model and torchlight to show the day and
night changes. Night is when the light does not fall. Day
is when the light falls because of this Earth’s rotation.
These changes are explained.
Writing
¾¾ S
words.
Evaluation
¾¾ Which planet is called twin planet?

¾¾ What causes due to revolution of Earth?
¾¾ What are the continents on the surface of the earth?
Remedial teaching

¾¾ S
tudents are asked to locate the continents and
oceans in a world map.
¾¾ Ask them to make a globe.
¾¾ Prepare a picture album with pictures of planets.
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SOCIAL SCIENCE – 1. Our Earth - 2
NAME : MARKS : 10
DATE :
1. ............................................... sea is situated to the
south of India.
a. Pacific ocean b. Artic ocean c. Indian ocean
2. Which is the largest continent on the Earth’s
surface? ......................
a. Australia b. Asia c. Africa
II. Matching . 4× ½ = 2
Smallest continent - mars
Blue planet - farthest planet
Neptune - Earth
Red planet - Australia

1. ........................................................ is the continent
full of snow .
2. Around ........................... percent of our Earth is cov-
ered by salt water .
IV. Write short note . 2×2=4

1. How do the seasons take change due to Earth’s
rotation?
2. How many oceans are there in the earth? List them.
282
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LESSON PLAN
LESSON : 2
TOWARDS HISTORY – Unit -1

Tree and Branches
Learning Outcomes :
¾¾ Knows about the stone age.
¾¾ Knows about the nature of human beining.
¾¾ Knows about the lifestyle of stone age man.
¾¾ know the evolution of life from beginning to till now.
Learning materials
¾¾ Pictures of transport stages
¾¾ Pictures of tools used by stone age man
¾¾ Models of stone age men’s dresses, leaves, paper
¾¾ Pictures of human evolution
Introduction :
¾¾ M ake the students arrange the revolution pictures in
order .
Example : walking, bullock cart, bicycle, car, bus,
cave, hut, cottage, bungalow, apartment
¾¾ Do the coversation with the students regarding their
family details and about their growth from their
grandparents.
¾¾ Make students disguise Theraselves early stone age
men
Understanding :
Teacher has to give model reading
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¾¾ Students are asked to read paragraph wise .
they have completed their reading .
words.
New Words
¾¾ stone age - s tone tools and weapons were used by
humans in this period
¾¾ evolution - the sequence of events involved in the
evolutionary development .
¾¾ gift - the act of giving
¾¾ matter - action
¾¾ flesh - meat
¾¾ cattle - animals like goat, cow
¾¾ grains - a seed or seeds from a plant
¾¾ agriculture - growing crops
¾¾ spark - fire
¾¾ museum - a building where objects of historical,
scientific, or artistic interest are kept.
Concept Map
Bark of trees Forest, holes of

skin of ani- big trees, caves,
mals leaves river bank grains, fruits
roots, flesh
Habitation
Dress
Food
Human Evo-
lution
Pet
animals
Fire Weapons
dog, cow to hunt animals, sharp stones

sheep drive away horns
donkey animal, to feel branches of
hot in winter trees
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Consolidation
Stone Age - Human
¾¾ Early humans lived in .............................along with
animals .
¾¾ Early humans used the................................... to
protect themselves, drive away animals and dig out
roots and shoots .
¾¾ Stone age man ate everything ..........................
including flesh .
¾¾ ....................... animals ran away when dogs barked.
¾¾ Stone age man observed .............................. growing
along the river side .
¾¾ Early man found that the grains glow with the help
of sunshine and ............................................
¾¾ Stone age man ate the .......................... of the burnt
animals.
¾¾ Stone age observed that ............................. came out
by scratching two stones together .
¾¾ By.................................... they ate the cooked food.
¾¾ Early man used ..................................... a type of
Stone for making tools and weapons .
¾¾ A type of Stone called ............................................
was used to to produce fire.
Presentation
Reinforcement
¾¾ Discuss about the relationship between the stage of
tools and modern life.
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¾¾ M
ake students to prepare the dress using leaves
early man’s dress.
Writing
¾¾ S
words.
Evaluation
¾¾ 1. What type of dress was owned by stone man?

¾¾ 2. What you mean by escalation?
¾¾ 3. How did the early man create the fire?
Remedial teaching

¾¾ P repare an album which contains the modern
machines which is used in agriculture.
¾¾ Ask the students to collect and display the stones.
¾¾ Take them to the museum.
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SOCIAL SCIENCE – 2.
Towards History - 1
NAME : MARKS : 10
DATE :
1. Stone age man created fire using ..............................
a. Flint stone b. matchbox c. bomboo
2.Human’s tamed ........................ as their pet at first.
a. cow b. horse c. dog
II. Fill in the blanks . 4× 1 = 4

1. Early humans lived in ...........................................
2. .................................. is a place where objects which
are rare and used by our ancestors are preserved.
3. Early man used ................................ for making
tools and weapons .
4. Early humans did not know to grow ......................
III. Short Answer 2×2=4

1. What do you mean by stone age ?
2. What was the food eaten by early humans ?
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LESSON PLAN
LESSON : 2
TOWARDS HISTORY – Unit -2

uilding Block, Ink
ÊÊ FORMAT :G
Learning Outcomes :
¾¾ Know about the chronology of early man .

¾¾ U
nderstand the old stone age, middle, stone age and
new stone age.
¾¾ Know about the archaeological researches .
¾¾ Arange the historical events in sequence.
Learning materials
¾¾ Picture cards of modern machines
¾¾ Sequence table of stone age
¾¾ Archaeological research’s pictures, newspaper
cutting
¾¾ Pictures of old age coins, historical place
Introduction :
sk the students write their date of birth and ask

¾¾ a
them to order in sequence .
¾¾ Discuss the historical places .
¾¾ Speak out about ‘ Electricity usage for a day’
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Understanding :
¾¾ Students are asked to read paragraph wise.
words.
New Words
¾¾ stone age - stone tools and weapons were

used by humans in this period
¾¾ weapons - any object used in fighting or
war, such as a gun, bomb,
knife, etc.
¾¾ invention - something newly designed or
created, or the activity of
designing or creating new
things
¾¾ pottery - objects that are made out of
clay by hand
¾¾ roof - the covering that forms the top
of a building
¾¾ copper - a chemical element that is a
reddish- brown metal, used
especially for making wire and
coins
¾¾ Archaeology - the study of the buildings,
graves, tools, and other objects
that belonged to people who
lived in the past, in order to
learn about their culture and
society
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290
STONE AGE
Palaeolithic Mesolithic Neolithic Chalcolithic

Iron age
Concept Map
age age age age

SOCIAL SCIENCE  GANGA 
5 in 1
10,000 BCE 8,000 BCE 10,000-4000 3000-1500 3000-1500

BCE BCE BCE
ate food ....................
....................
www.nammakalvi.in
................. indentified ate cooked food. ..................
discovered discovered
.................. .................... lived in
life .................... built houses built
lived.
along river side using houses using
................... ....................
1CLASS - 5 TERM
Consolidation
Stone age
The beginning wheel was made of
First scientific
stone and later by .......................
invention
...........
The baked .................was strong
Pottery
and looked beautiful
Documents which help us to know
about the life styles of the
Historical period people ................... ......................
..................... ...........................
...................... ..........................
They started cultivating crops .
Agriculture They sowed ....................... and
harvested crops .
......................................bodies
Burial pots were placed and buried under the
ground .
Chalcolithic age ................................ was invented
.......................was invented.
Household articles ...................,
Iron age
........................... and weapons
were used
Archaeological Athichanallur, ..............................
research .. and .........................................
Used to express the .....................
Chronology events in respect of dates and years
in the order of their occurrence .
study of ...........................
this helps to learn about the
Numismatics
.......................and .......................
conditions of that period.
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Presentation

Reinforcement
¾¾ Discuss the differential activity in page no _151
¾¾ Discuss and complete the age of period in page
no_ 153
¾¾ Discuss the structure of village and city life style of
human’s food, dress, types of houses by showing re-
lated pictures.
Writing
¾¾ S
words.
Evaluation
¾¾ 1. What is meant by historical period ?

¾¾ 2. What is the first invention of early man ?
¾¾ 3. Where the Archaeological researches happening in
Tamil Nadu?
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Remedial teaching

¾¾ P repare a picture album from the newspaper cuttings
about urns found in archaeological research.
¾¾ Ask them to prepare handicrafts .
¾¾ Ask them to prepare a picture album about the
historical events.
¾¾ Take them to the temple and ask them to note down
the inscription.
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SOCIAL SCIENCE – 2.
Towards History - 2
NAME : MARKS : 10
DATE :
1. .................................. is the first metal invented by
early man .
a. Iron b. copper c. gold
2. Middle age is ..........................................
a. BCE 10000 years ago
b. BCE 8000 years before
c. BCE 10000 - 4000 years
II. Match the following 4× 1 = 4

1. Archeological research - copper, zinc, tin
2. Iron weapons - buried the dead bobies
3.
Bronze - hammer, knife, spade
4.
Urns - Arikamedu, Keeladi
III. Short Answer 2×2=4

1. What is meant by historical period ?
2. What are the ways that help us to know about

history ?
294
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LESSON PLAN
LESSON : 3
Good Citizen - Unit - 1

uilding Block , Ink
ÊÊ FORMAT :P
air Study, Group
Study
Learning Outcomes :
¾¾ To enable to know fundamental rights.
¾¾ To enable to understand that man ia a social animal.
¾¾ To understand what are the things on to follow to be
a good citizen.
¾¾ To know the good values.
Learning materials
¾¾ Pictures of good habits and bad habits

¾¾ Photos of our national leaders
¾¾ Photos of achievers in different fields
¾¾ Pictures of public places
Introduction :
¾¾ A
sk the students to say about their special qualities
and the great person in their living place and ask the
reason of being a great person in their places.
¾¾ Discuss the rules to followed in public places.
¾¾ Say the biography of our national leaders.
¾¾ Discuss the rights given to us by our government.
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Understanding :
¾¾ Students are asked to read paragraph wise Students
are asked to identify the new words once they have
completed their reading.
words.
New Words
¾¾ sense an ability to understand,

recognize, value, or react to
something,especially any of
the five physical abilities to
see, hear, smell, taste, and feel
¾¾ citizen a person who is a member of
a particular country and who
has rights
¾¾ moral values the principles that help you
to decide what is right and
wrong, and how to act in vari-
ous situations:
¾¾ tolerance willingness to accept be-
haviour and beliefs that are
different from your own,
¾¾ Hospitality the act of being friendly and
welcoming the guests and
visitors
¾¾ Citizenship the state of having the rights
of a person born in a particu-
lar country
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Love, generosity, honesty
Basic value for
hospitality
every individual
Personal
Concept Map
values
Maintain good
relation with
people Social Cultural
values To become well
5 in 1
values
and
is an
essence of society
www.nammakalvi.in
Irrespective of lan-
elder guage and religion
nature people live together in
Be harmony .
1CLASS - 5 TERM
297
Consolidation
¾¾ Man is a animal.
¾¾ Human being think and
using their senses.
¾¾ The aim of is to change a
person into a valuable person.
¾¾ The term ‘Civic’ relates to people or
of a country.
¾¾ There should be no
among people and all are .
¾¾ Personal value is the
value for every individual.
¾¾ We must bring out the
values of a person that they acquire from
their experiences.
¾¾ We must maintain in public.
¾¾ Irrespective of language and
people live together in
harmony.
¾¾ We are people and Indians
and we are all humans.
¾¾ We must brothers and
sisters.
¾¾ We should respect .
¾¾ Always be in public places.
¾¾ We should maintain .
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Presentation
Reinforcement
¾¾ Discuss the picture on page no 157
¾¾ Discuss the activity which is on page number 159, 160
¾¾ Give the names of the kings of generosity.
Writing
¾¾ S
words.
Evaluation
1. What are the personal values?

2. What is meant by civics?
3. What are social values?
Remedial teaching

¾¾ A sk them to collect the pictures of leaders and the
informations about their social service.
¾¾ Ask them to write about act created by our govern-
ment for children.
¾¾ Write any two moral stories.
¾¾ C
ollect the pictures of space related to the solar
system.
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SOCIAL SCIENCE 3. Good Citizen - 1
NAME : MARKS : 10
DATE :
I. Choose the correct option. 2x1=2
1. is the important food for North
Indians.
a. Corn b. rice c. ragi d. wheat
2. leads to their overall develop-
ment .
a. Social b. personal c. cultural d. disciplinary
II. Fill in the blanks. 4x½=2

1. We show to our guests
2. Help the poor with
3. We must maintain in public.
4. We show to all living beings.
III. Classify the given words. 1x2=2

(Love, respect elders, mercy, tolerance, respect nature,
maintain friendship, hospitality, honesty)
Personal values Social values
IV. Short Answer : 1x2=2

1. Write the types of good values

300
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LESSON PLAN
LESSON : 3
Good Citizen - Unit - 2

uilding Block , Ink Blot,
Tree and Branches
ÊÊ FORMAT :P
air Study, Group
Study
Learning Outcomes :
¾¾ Know about the fundamental rights and duties.
¾¾ Know about the disciplinary values about good
citizenship.
¾¾ Know about the conditional values.
¾¾ Know about the factors that enrich good values.
Learning materials
¾¾ Pictures of national symbols

¾¾ Pictures of freedom fighters
¾¾ Newspaper cuttings which is related to freedom
movement.
¾¾ Pictures of public places
Introduction :
¾¾ D iscuss the good habits to follow for loading a good
life.
¾¾ Discuss the problem and reason for protest.
¾¾ Discuss the places where we must follow the rules.
¾¾ Discuss the factors that affect our values.
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Understanding :
¾¾ Students are asked to read the paragraph one after
another.
words.
New Words
¾¾ citizen a person who is a member of

a particular country and who
has rights
¾¾ Right to vote to express your choice or opin-
ion as one member of a group
inorder to decide a matter of
importance to the whole group
or to elect someone
¾¾ culture the way of life, especially the
general customs and beliefs, of
a particular group of people at
a particular time
¾¾ constitution - the set of political principles
by which a state or organiza-
tion is governed, especially in
relation to the rights of the
people it governs
¾¾ Public property land, buildings, equipment,
etc. that are owned by the
government
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safeguard the
properties
Presereve our
Honour the
national
Concept Map
and
Respect
Develop scientific
5 in 1
and their
www.nammakalvi.in
Develop
Constitutional the natural re-
sources .
CLASS - 5 TERM
values
1
303
Consolidation
Disciplinary values of a good citizen
Punctuality
Fundamental Factors that enrich Factors that

rights our good values affect our values;
Citizenship literacy break the queue
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Presentation
Reinforcement
¾¾ Do the activity on page no_ 160
¾¾ Do the activity on page no_ 161
¾¾ Discuss the picture and find who do not follow the
rules.

Writing
¾¾ S
words.
¾¾ Ask them to write the book exercises
Evaluation
1. Write the values of a good citizen.

2. Write the factors that enrich good values.
3. Write any three habits related to cleanliness.
Remedial teaching
¾¾ P
repare a picture chart where we must follow the
queue system .
¾¾ Ask to collect the rules to be followed in public places.
¾¾ Example : no parking, no u turn
305
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SOCIAL SCIENCE 3. Good Citizen - 2
NAME : MARKS : 10
DATE :
I. Match the following 4x½=4
1. National flag - public property
2. Tree - scientific attitude
3. Abdul Kalam - environment
4. Bus - national symbol
II. Fill in the blanks. 2x1=2

1. We should not be in our work.
2. Maintain the unity and of the
nation.
III. Classify the given words. 1x2=2

(Spitting garbage, literacy, break the queue, polluting
land, trying hard, self confidence, communalism,
one’s own evaluation)
Factors that enrich Factors that affect

good values values

1. Write any 5 conditional values.

2. Write any 3 hygienic activities

306
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LESSON PLAN
LESSON : 4
Atmosphere - Unit - 1
ÊÊ NATURE OF THE LESSON : B
uilding Block , Ink Blot,
Tree and Branches
ÊÊ FORMAT : Pair Study, Group Study
Learning Outcomes :
¾¾ To know about the atmosphere.
¾¾ To know about the changes on the earth which
happens by changing differences in atmosphere.
¾¾ To know about the mixture of gas in atmosphere.
¾¾ To know about the factors for the condition of
atmosphere.
¾¾ To know about the importance of latitude and
longitude.
Learning materials
¾¾ Pictures of solar system, Picture of seasons
¾¾ physical map of India
¾¾ globe, photos of hill station
Introduction :
¾¾ W hat are the factors that are necessory to live on the
earth?
¾¾ Why is the earth called biosphere?
¾¾ Make students read the newspaper which has a
weather report.
¾¾ Show the latitude, longitude lines in globe.
307
Understanding :
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words.
New Words
¾¾ Atmosphere the envelope of gases sur-

rounding any celestial body
¾¾ Climate the weather in some location
averaged oversome long period
of time
¾¾ Weather the atmospheric conditions
that comprise the state of the
atmosphere in terms of
temperature and wind and
clouds and precipitation
¾¾ Meteorology the earth science dealing with
phenomena of the atmosphere
(especially weather)
¾¾ Seasons one of the natural periods into
which the year is divided by
the equinoxes and solstices or
atmospheric conditions
¾¾ Tropical zone the part of the Earth’s surface
between the Tropic of Cancer
and the Tropic of Capricorn;
characterized by a hot climate
¾¾ Mountian ranges - a series of hills or mountains
308
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Concept Map
Atmosphere is the
of air At any place in regard to
Oxygen
around the earth ,
and
Atmo-
sphere
Longitude Weather
The imaginary
lines drawn
Earth
on the earth Climate is
Solar
surface Radiation
Climate the
weather for a
given period
Solar
Radiation of time
The imaginary
lines drawn Earth receives
on the heat energy
earth surface . from the sun
Consolidation
¾¾ lithosphere
Earth
¾¾ Troposphere
layers of ¾¾
atmosphere
¾¾
309
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¾¾ latitude
Factors
of solar
¾¾
radiation
Imaginary lines
Latitude Longitude
¾¾ There are ¾¾ There are
latitude lines longitude lines

¾¾ line ¾¾ Greenwich
drawn at the Centre
of Earth longitude
¾¾ Topic of cancer ¾¾ Sunlight takes
¾¾ Topic of Capricorn minutes

time to move
¾¾ Artic circle
¾¾ Indian
¾¾ Antarctic circle standard Time
Heat zones of the earth
1.
2.
3.
The zone between Tropic of cancer and is

called tropical zone
310
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The highest mountain in the world is .
is the highest peak in the Nilgiri ranges.
Presentation
Reinforcement
¾¾ Explain heat zones by taking globe and torchlight.
Show the light on globe and explain. The part which
has more light is heat zone and the part which has
moderate light is moderate zone.
¾¾ Do the activity on page 169

¾¾ Show the India map and ask students to point out
the line of standard Time.
311
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Writing
¾¾ S
words.
Evaluation
1. Name the gases in the atmosphere.

2. When is the world ozone day celebrated?
3. What is meant by climate?
Remedial teaching

¾¾ A sk the students to draw the latitude and
longitude in the world map.
¾¾ Make them paste colour threads in a ball to show the
latitude and longitude.
¾¾ Ask them to collect pictures of mountain ranges.
312
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SOCIAL SCIENCE 4.
The Atmosphere - 1
NAME : MARKS : 10
DATE :
1. Atmosphere is of layers
a. four b. five c.six d.seven
2. Indian standard Time (IST) that passes through
in India
a. Allahabad b. Hyderabad
c.
Delhi d. Ahmedabad
II. Match the following 4x½=2

World weather day - Biosphere
World environment day - March 23
World ozone day - June 5
Earth - September 16
III. Fill in the blanks. 2x1=2

1. The study of weather is called
2. Instrument which is used to measure heat

1. Write the layers of atmosphere?

2. Write the factors that determine heat?

313
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LESSON PLAN
LESSON : 4
Atmosphere - Unit - 2
uilding Block, Ink Blot,
Tree and Branches
ÊÊ FORMAT : Pair Study, Group Study
Learning Outcomes :
¾¾ Knows about the properties of air.
¾¾ Knows about the season changes which happens due
to monsoon.
¾¾ Knows about their types.
¾¾ Knows how the rain forms.
¾¾ Knows how the method of of rain water harvesting
works.
Learning materials
¾¾ Newspaper cutting about nature disaster
¾¾ Pictures of season
¾¾ Pictures of rainwater harvesting
¾¾ Hot water
Introduction :
¾¾ Ask them to say about properties of air.
¾¾ Shows the picture of seasons and ask in which
month it appears.
¾¾ Ask them to read the news about natural disasters.
¾¾ Ask the name of recent cyclones and discuss.
Understanding :
¾¾ Teacher has to give model reading
314
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¾¾ S tudents are asked to identify the new words once
words.
New Words
¾¾ Pressure the force applied to a unit area of

surface; measured in pascals (SI
unit)
¾¾ Barometer an instrument that measures
atmospheric pressure
¾¾ Loo Wind from the west which blows
over of North India
¾¾ Monsoon any wind that changes direction
with the seasons
¾¾ Hurricane, cyclone a severe tropical cyclone usually
with heavy rains and winds mov-
ing a 73-136 knots
¾¾ Heat Waves a wave of unusually hot weather
Concept Map
These winds move in the same direction through
Planetary wind out the year with the rotation of the earth.
Wings which blow in India.

monsoon winds 1. 2
It blows from during the

sea breeze evening.
land breeze It blows from in the morning.
Blows in north West India

local winds Blows in North East India
Air currents in the layers of

jet streams atmosphere.
Hurricane changes its and

cyclone with time of time.
Its gives very heavy rainfall.
315
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Consolidation
Types of clouds
stratus cumulus nimbus

Cirrus cloud
cloud cloud cloud
Appear Grey in colour Look like brust Appears as
like silver and are dark in or grey
Clouds are in colour .
associated
Appears They may give Give heavy
with rainfall
like fish small shower. rainfall.
and It is called
Vertical
clouds or
clouds.
Orographic rainfall
¾¾ W hen the moisture is laden with

winds from the climb the hill slopes.
¾¾ It becomes cool and causes heavy
rainfall.
¾¾ Opposite side of the mountain is called

316
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Cyclonic rainfall
¾¾ The warm air from the hot area is
and moves up wards

¾¾ H ence a pressure
area is developed and it attracts air
from high pressure area.
¾¾ It gets cooled and brings
rainfall.
Presentation
¾¾ Student have to explain the consolidation.
Reinforcement
¾¾ Discuss rain water harvesting by showing pictures.
317
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¾¾ D
iscuss the preventive methods that have to be tak-
en in disaster.
Writing
¾¾ S
words.
Evaluation
Match the following :

1. cirrus clouds - Grey sheet
2. stratus clouds - storm cloud
3. cumulus clouds - Ice crystal
4. Nimbus clouds - Cotton
Remedial teaching

¾¾ Draw the monsoon winds in India map.
¾¾ Collecting newspaper cuttings related to cyclone
318
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SOCIAL SCIENCE 4.
The Atmosphere - 1
NAME : MARKS : 10
DATE :
1. Vertical cloud is called cloud .
a. cirrus b. stratus c. cumulus d. nimbus
2. The word monsoon is derived from the
term
a. English b. Mausim c. Arabic d. Greek
II. Match the following 4x½=2

1. cirrus clouds - Grey sheet
2. stratus clouds - storm cloud
3. cumulus clouds - Ice crystal
4. Nimbus clouds - Cotton
III. Fill in the blanks. 2x1=2

1. is a technique of collection and
storage of rainwater into natural reservoirs
2. Wind energy is a form of energy
IV. Write short note. 2x2=4

1. Write the types of cloud.

2. What do you mean by orographic rainfall?

319
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Concept Map / Mind map
TAMIL
320
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1 CLASS - 5 TERM 5 in 1  GANGA  MIND MAPS
ghlk; : 1.1 bra;a[s;: jkpHpd; ,dpik

kd tiuglk;
321
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 GANGA  MIND MAPS 5 in 1 CLASS - 5 TERM 1
ghlk; : 1.2 ciueil: ftpijg;
gl;okd;wk;
kd tiuglk;
322
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ghlk; : 1.3 Jizg;ghlk;: vd;d rj;jk;..

kd tiuglk;
323
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ghlk; : 5 bra;a[s; : @Jiu
kd tiuglk;
324
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ghlk; : 6 ciueil: fy;tpr;bry;tKk;

bghUl;bry;tKk;
kd tiuglk;
325
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ghlk; : 7 Jizg;ghlk;: tWikapYk;
neh;ik
kd tiuglk;
326
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ghlk; : 8 ,yf;fzk;: bgah;r;brhy;/

tpidr;brhy;
kd tiuglk;
327
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ghlk; : 9 bra;a[s;: fly;
kd tiuglk;
328
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ghlk; : 10 ciueil: glk; ,=;nf-

gHbkhHp v=;nf-
kd tiuglk;
329
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ghlk; : 11 Jizg;ghlk;: jg;gpg; gpiHj;j
khd;
kd tiuglk;
330
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ghlk; : 12 ,yf;fzk;: brhw;bwhlh;

mikg;g[ Kiw
kd tiuglk;
331
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CONCEPT MAP / MIND MAP
ENGLISH
332
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LESSON : 1.1. Exploring Space – part - 1
Concept Map / Mind Map
333
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LESSON : 1.2. Exploring Space – Part - 2
334
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LESSON : 1.3. Exploring Space – Part - 3
335
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LESSON : 2.1. Our Nation – Part - 4
336
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LESSON : 2.1. My Native Place – Part - 1
337
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338
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339
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340
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LESSON 2.5: My Native Place – Part - 5
341
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LESSON 3: Our Nation - Poem
342
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LESSON 3: Our Nation - Grammar
343
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LESSON 3: Our Nation - Part - 4
344
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MATHS
345
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LESSON : 1.1. Geometry
346
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347
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348
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LESSON : 2.1. Numbers
349
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350
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351
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352
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LESSON : 3. Patterns
353
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LESSON : 4.1. Measurements
354
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LESSON : 4.2. Measurements
355
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LESSON : 5. Time
356
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LESSON : 6. Information Processing
357
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SCIENCE
358
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LESSON : 1.1. Organ System
359
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LESSON : 1.2. Organ System
360
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LESSON : 2.1. Matter and Materials
361
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LESSON : 2.2. Matter and Materials
362
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LESSON : 3.1. Energy
363
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LESSON : 3.2. Energy
364
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LESSON : 4.1. Science in Everday Life
365
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LESSON : 4.2. Science in Everday Life
366
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SOCIAL SCIENCE
367
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LESSON : 1.1. Our Earth
368
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LESSON : 1.2. Our Earth
369
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LESSON : 2.1. Towards History
370
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LESSON : 2.2. Towards History
371
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LESSON : 3.1. Good Citizen
372
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LESSON : 3.2. Good Citizen
373
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LESSON : 4.1. Atmosphere
374
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LESSON : 4.2. Atmosphere
375
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Notes
376
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Namma Kalvi 5th Standard Lesson Plan Term 1 English Medium 219180

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Namma Kalvi 5th Standard Lesson Plan Term 1 English Medium 219180

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LESSON PLAN

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