Subject: Math Week- 9

Name of Teacher: Maria Sajid Class: 4

Day- 1
Topic: Triangles and other polygons Suggested Duration:
Date: 17th October till 21st October
4a Regular or irregular? 80 min
Book Reference : SNC
Attainment Target:
● Recognize and identify parallel and non-parallel lines
● Identify lines of symmetry in 2-D shapes
● Complete a symmetrical figure with respect to the given line of symmetry
● Recognize an angle formed by intersection of two rays

Learning Outcomes (Knowledge, Skills and Attitudes)

By the end of the lesson, students will be able to :
● Identify different types of line like: parallel and non parallel line, intersecting and perpendicular lines
● Identify lines of symmetry in 2D shapes

Mathematical vocabulary

Regular, irregular, perpendicular, parallel, opposite, adjacent, Equilateral triangle, Isosceles triangle, Scalene triangle, Parallelogram, Rectangle,
Rhombus, Square, Trapezium, Kite
Content and Teacher’s Activity Students’ Activity Learning Material and Resources Formative Assessment
(How are you explaining and demonstrating the topic? The teaching (What are the students doing to help Time (What resources will you use that will Day to day assessment
strategies/ methodology selected) them understand the topic?) mins support the teaching and learning (How do you plan to assess learning as it is
activities?) happening?)
Beginning/Introduction/Recap: Students will do it on their mini 10
Students will watch a video and identify different types of white boards mins
lines mentioned in it,
They will look around and identify some of the lines
Students will be shown the shapes and will be askeb ab
their names, sides, faces, edges etc.
Equilateral triangle: three equal sides, three equal
angles, each 60°.
Isosceles triangle: two equal sides, two equal angles.
Scalene triangle: no equal sides, no equal angles.
Parallelogram: opposite sides are parallel, all opposite
angles are equal.
Rectangle: all opposite sides are of equal length, four
right
angles.
Rhombus: all sides have equal length, all opposite
sides are parallel, opposite angles are equal.
Square: all sides are equal, all angles are right angles.
Trapezium: one pair of opposite sides are parallel.
Kite: each pair of sides is equal in length.

Development/What to do: Students will identify and name 5 MMP Verbal responses
Types of angles: acute, obtuse, reflex or right angle the angles. mins Cutouts of shapes Written task
Students will work in groups: cut outs of different shapes Students will learn the names of
will be given to them, they will identify different lines in the shapes and fine parallel
them. lines, symmetrical lines by
They will also learn the names of different shapes. folding the shapes in two halves.
Students will record their
observation on sticky notes

They will fold the shapes to find the lines of symmetry

Note down their answers on sticky notes
Written Work:

Students will draw the lines in their copies and write their
names.

30
Written task
mins WB

Q) Answer the following questions

Wrap Up: 5
What have you learnt today? mins
HW
Koobits
How will you make the lesson inclusive?

Lesson Evaluation:

Strengths : Students enjoyed doing mental methods of multiplication and division through Areas for improvement: more time shall be allocated for concepts like cube
dublin and halving strategy. numbers.

Identify a way forward to improve this lesson:

Name of Teacher: Maria Sajid Class: 4 Subject: Math Week- 9 Day- 2

Suggested
Topic: Triangles and other polygons
Duration: Date: 17th October till 21st October
4a Regular or irregular?
80 min
Book Reference : RSM
Attainment Target:
● Recognize an angle formed by intersection of two rays
● Distinguish between regular and irregular polygons based on reasoning about equal sides and angles

Learning Outcomes (Knowledge, Skills and Attitudes)

By the end of the lesson, students will be able to :
 ● Recognize that angles are formed by intersecting of two rays
● Distinguish between regular and irregular polygons based on reasoning about equal sides and angles

Content and Teacher’s Activity Students’ Activity Learning Material and Resources Formative Assessment
(How are you explaining and demonstrating the topic? The (What are the students doing to Time (What resources will you use that Day to day assessment
teaching strategies/ methodology selected) help them understand the topic?) mins will support the teaching and (How do you plan to assess learning as it is
learning activities?) happening?)
Beginning/Introduction/Recap:
Brainstorming: what is a polygon?
● Discuss with children the definition of a
polygon. A polygon is a closed 2-D shape
made of straight lines. A closed shape with
a curve is not a polygon. Students will learn the
MMP
names of the shapes, see
Textbook page 48
how many sides they have. Verbal responses
workbook
They will learn about
polygons

Development/What to do: Students will learn about AFL

What are angles? irregular and regular
The space (usually measured in degrees) between polygons and identify them
two intersecting lines or surfaces at or close to the through AFL
point where they meet. (thumbs up /Thumbs down
or use their white boards
Move onto the definition of a regular polygon. If all for it)
angles are equal and all sides are equal, then it is a
regular polygon, otherwise it is irregular.
2D shapes will be shown to them to differentiate
between regular or irregular polygons.
Written Task:
TB page 49 Q 1 and 2
Wb page 32 Q 1 and 3 Students will do the work in Text book
Written task
their copies and workbook workbook

Wrap Up: what is a polygon? Which polygon is a

regular polygon?

HW: workbook page 33 Q2 will be given as HW

How will you make the lesson inclusive?

Lesson Evaluation

Strengths Areas for improvement

Identify a way forward to improve this lesson:

Name of Teacher: Maria Sajid Class: 4 Subject: Math Week- 9 Day- 3

Suggested
Topic: Triangles and other polygons
Duration: 80 Date: 17th October till 21st October
4b Angles min
Book Reference : RSM
Mathematical vocabulary
Protractor, internal angle, vertex
Attainment Target
● Know angles are measured in degrees

● Measure angles in degree ( )̊ by using a protractor

● Differentiate, estimate and compare acute, obtuse, right and reflex angles

● Measure angles using protectors …… Upper scale of protractor reads the measure of angle from left to right
o Lower scale of protractor reads the measure of angle from right to left

Learning Outcomes (Knowledge, Skills and Attitudes)

By the end of the lesson , students will be able to :
● Use protector and measure angles
Content and Teacher’s Activity Students’ Activity Learning Material and Resources
Formative Assessment
(How are you explaining and demonstrating the topic? The teaching (What are the students doing Time (What resources will you use that will
Day to day assessment
strategies/ methodology selected) to help them understand the mins support the teaching and learning
(How do you plan to assess learning as it is happening?)
topic?) activities?)
Beginning/Introduction/Recap: Students will give White board Effective Questioning
responses. MMP AFL
Teacher will make angles and ask students to identify https://youtu.be/
acute obtuse and right angle On board teacher will
Now ask students to make an angle on their white boards
and ask their shoulder partner to identify the angle.

Now explain what a protractor is?

It is a tool to measure angles. Its like a half circle divided
into 180sections. And its marked in groups of tens. You
put one of the side/ray of an angle. Put vertex of the
angle at the centre of this protractor. Put one side along
the 0 mark/edge and the other ray tells us the angle. How
does it do that? We can see that the ray BC is crossing
point 70 so the angle here is 70 degrees. mark:
Vertex on the center.
9RTM418qfdI
Ray on the 0 line

Development/What to do: Students will be asked 10 Verbal feedback

Through online protectors students will be shown questions about angles mins
different angles and explained how to use a protractor to They will look at the
measure an angle. triangles shown on MMP
After that they will be explained how to calculate angles they will name them
without measuring. ( ref textbook page 50) Children will discover by
measuring that the
MMP
https://
www.khanacademy.org/
math/basic-geo/basic-geo-
angle/measure-angles/e/
 angles in triangles add
up to 180°. This happens
for every triangle, not drawing-angles
just the ones they
measured!

Different triangles will be shown to them on MMP

Students will first

estimate the angles and
Written Work: then measure and write
Workbooks
Workbook Q1 and 2 the answers in their 30
Notebooks/copies Written task
Textbook page no 51 Q 1 workbooks. mins
Text book
Students will complete
the task in their
textbooks.
Wrap Up:
5 mins Verbal feedback
How can we estimate the angles in the triangles?
H.W

How will you make the lesson inclusive?

Strengths Areas for improvement

Identify a way forward to improve this lesson:

Name of Teacher: Maria Sajid Class: 4 Subject: Math Week- 9 Day- 4

Suggested
Triangles and other polygons
Topic:
Duration:40 Date: 1 7th October till 21st October
4b Angles min
Book Reference : SRM
Attainment Target
• Identify right angles in 2-D shapes
Identify:
o Angles at a point and one whole turn (total 360°)
o Angles at a point on a straight line and half a turn (total 180°)

Learning Outcomes (Knowledge, Skills and Attitudes)

By the end of the lesson, students will be able to :
● Identify right angles in 2D shape
● Identify different angles
Content and Teacher’s Activity Students’ Activity Learning Material and
Formative Assessment
(How are you explaining and demonstrating the topic? (What are the students Resources
Time Day to day assessment
The teaching strategies/ methodology selected) doing to help them (What resources will you use
mins (How do you plan to assess learning as it is
understand the topic?) that will support the teaching
happening?)
and learning activities?)
Beginning/Introduction/Recap: 5 mins
Recap of different types of angles

Angles more than 90 degrees called?

_______________
Angles less than 90 degrees are called?
_______________

An angle measuring exactly 90 degrees is called?

_______________

MMP
Development/What to do: Students will observe the
Remember what an isosceles triangle is? triangles and measure https://
It has two sides equal. the angles and find out www.mathsisfun.com/
Teacher will draw an isosceles triangle and ask the the sum of them. If the 15 Verbal responses
geometry/triangles-
students to check the angles. They will observe that 2 sum is less or more than mins Feedback on the Activity
interactive.html
angles are same and the sum is 180 degree 180 then they need to
Students will be given cutouts of the triangles and make check their work and
them measure the angles and take out the sum of it correct it.

Measure the angles and

Written Work: fill the table given in
15min
Textbook Q 2 their workbook
s
Students will make the
triangles in their copies
Popsicles will be used to
Wrap Up:
pick a child to explain 5 mins Verbal feedback
What have you learnt today?
what they have learnt
H.W
Workbook page 36 Q3
How will you make the lesson inclusive?
Strengths Areas for improvement

Identify a way forward to improve this lesson:

20 mins will be given to explain koobits and give feedback on the assignments before every lesson.

Name of Teacher: Maria Sajid Class: 4 Subject: Math Week- 8 Day- 5

Suggested Duration:
Topic: Triangles and other polygons 40 min
Date: 17th October till 21st October

Book Reference : RSM

Attainment Target:
● Codding
Learning Outcomes (Knowledge, Skills and Attitudes)

Content and Teacher’s Activity Students’ Activity Learning Material and Resources Formative Assessment
(How are you explaining and demonstrating the topic? The teaching (What are the students doing to help Time (What resources will you use that will Day to day assessment
strategies/ methodology selected) them understand the topic?) mins support the teaching and learning (How do you plan to assess learning as it is
activities?) happening?)
Beginning/Introduction/Recap:
(students will be encouraged to come on board and help
their friends solve the questions difficult for them)

Development/What to do:

Written Work:
Wrap Up:

HW
Koobits

How will you make the lesson inclusive?

Lesson Evaluation
Strengths Areas for improvement

Identify a way forward to improve this lesson:

Teacher’s notes:

Ask students to bring their protectors everyday.