SCHOOL OF SCHOLARS, AMRAVATI.

Lesson Plan No.__

Name of the Teacher :-Shilpa Patil Class:- IV (B,C)
Main Topic :- Addition and Subtraction Subject :- Math
Sub Topic :- Addition with regrouping Date :- / / 2019
Learning objective :- Students will be able
1) To add large digit numbers with and without carry using addition facts
2) To apply the addition technique in every day life.
3) To perform addition mentally.
Time Resources Development of Lesson Plan
Elicit:- Teacher will use KWL method addition.
K –What I know ? :
1) 2,3,4 digit addition with and without regrouping.
2) 2,3,4 digit subtraction with and without regrouping.
What I want to learn? :
1] Addition of 4,5and 6 digit numbers using addition facts
2] Using the addition technique in everyday life.
3] To perform addition mentally.
Knowledge will be checked:
1) Who has invented telephone? When? (Alexander Graham Bell in
1876)
2) Who invented mobile phones?
3) How many telephone towers are in your city?(BT:- Theme in TB)
5min KWLmethod Engage: -
Students Activity: Students will be engaged to write 10 pairs of
different numbers whose addition is 1000 using GO.
K –What I know ?
i)What is called to the answer of addition?
ii) Will the sum change if we change the order of addition?
iii) What is the sum if we add zero to any number?
Students will know the term addend and the answer in addition is
nothing but the “SUM”.
Digit cards

Th H T O
 7 2 2 5
+3 7 9 9 Addened
--------------------
10 9 2 4  Sum

Teachers Activity:- Teacher will explain to arrange numbers column

wise first and then add it .
 BT( Level II- Comprehension) :- What is sum of greatest three
digit number and smallest three digit number?
 Can you explain what is happing if zero added in any number
then what will be the answer?

Explain:- Teachers Activity:- Teacher will explain the rules of

addition including large numbers. ( Start with ones place and moves
towards left)
a) The sum of any no. & zero is that same number.
e.g. 670 + 327=? ( 997)
By giving example, concept will be clear. Guide them to find
sum & check the answer by adding up.
1) 3094+4512= …… 2) 6900+2135=….
b) When you change the order of the numbers being added ( also called
15min addends), the sum does not change.
1 2 4 6
+ 4 6 + 1 2
------------ --------------------

 BT:- What is mean by Palindrome number ?

 How would you describe?

10min Explore: -
Now students know how to read large numbers. So they will add the
given large numbers from ones place and find their sum. Students will
solve problems from exercise 2A in their TB and they will check
answers by adding up.
check your answer by adding up

5 2 4 8 7
T Th Th H T O
 2 3 5 1 2
+ 2 8 9 7 5
------------------------------
5 2 4 8 7

5min Elaborate:- Students will apply it to a real world situation. They will
solve worksheet given in TB on page no.45

Encounter- Most of the students have some misconception about

regrouping . Sometimes they make mistakes while adding .
ex: 3+5 they start their counting from three and find out answer 7 in
place of 8.In such situation teacher will tell students while adding start
counting after three . Do not include 3 while counting .Do not forget to
regrouping while addition. They have also some misconception in
writing and adding carry . They also forget to give the sign of
addition .Some start addition from first place not from ones place in
that case teacher clear their problems by taking more examples on
board.
Evaluation:-
Add: i) 1,54,878 + 58,452
ii) 2,84,175 + 5,00,890 + 42,632

Students will complete GO for addition in NB.

5min Sum
Altogether
-
Total
-

Addition
-
In all Addend

Both

Home Assignment Solve ex. 2A Q.1 (c to j) in NB

Curiosity Corner Curious to find out the total population of 5 cities.

References Oxford lab manual

 Glossary Addition , Sum , Addend

Life Skill Problem solving skill

Value based
question What is the total cost of your fridge, TV and Laptop ?

Web Link www.webmath.com

Learning Outcome Students are able to add large digit numbers with and without
regrouping using addition facts.

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 SCHOOL OF SCHOLARS, AMRAVATI.
Lesson Plan No.__
Name of the Teacher :- Shilpa Patil Class:-IV B,C
Main Topic :- Addition & Subtraction Subject :Math
Sub Topic :- Subtraction of large numbers Date :- /08 / 19
Learning objective :- Students will be able
1. To perform subtraction of large numbers with and without regrouping.
2. To perform subtraction of large numbers with zero.
Time Resources Development of Lesson Plan
Elicit:- Students will draw GO for Subtraction.

Take away
How many
Left
-
more
-

Subtraction
-
Oxford Withdraw Difference
text book
Subtrahend

Give meaning of WWW( World wide web)

 Who invented www?( Tim burners Lee)
 When? ( 1990)
 How many years before it invented?( Difference from now)
5min Engage: - Students are already aware with the concept of subtraction. So
they will engage to do the subtraction of 2,3,4-digit numbers.
e.g. subtract [without regrouping]
5999
–2437
3562
Students activity : Find Kapreker’s constant. 6174
1. Take any four-digit number, using at least two different digits.
Subtraction (Leading zeros are allowed.)
PPT 2. Arrange the digits in ascending and then in descending order to get
two four-digit numbers, adding leading zeros if necessary.
3. Subtract the smaller number from the bigger number.
4. Go back to step 2. till you get 6174. Continue again with this number
what will you get ? Also note the number of steps required.

Students activity: Students will follow the steps for different numbers and
 will write their observation.
1. Take any 4 digit number (1846)
2. Form a bigger number using same digits of the first number.(8416)
3. Find difference between them. 8416-1846=6570
4. Add the digits of the answer. 6+5+7+0 =18
5. If you get 2 digit number add the digits. 1+8=9
6. Go back to step 1 and try for other number.
7. Write your observation.

Students activity: Solve magic square whose magic number is 170.

70 20
35 30 45
40 55 50

K –What I know ?

1. How many rows are in this square?

2. How many columns are in this square?
3. Tell the diagonal numbers.

Teacher activity: Teacher will give instructions. Add the numbers from
row2, subtract the sum from 170 to get the missing number.

Students will find the missing numbers as per the instructions.

15min Explain:-Terms like difference, minuend and subtrahend will be explained.

The answer in subtraction is nothing but the “DIFFERENCE”.
  BT( Who invented light bulb? When?)( Thomas Edison in 1879)
 What is the meaning of CFL?( Compact Fluorescent Lamp)

Teacher activity: Subtraction poem will be explained.

Using the subtraction poem ,subtraction of large numbers will be explained.

Arrange numbers column wise first and then Subtract it from ones place.

Explore:- Now students will find the difference between Nagpur and
Amravati cities population and will apply subtraction to a real world
situation.
10min
Students will explore addition and subtraction problems step wise , students
will solve problems .
Students will solve examples from ex. 2B Q. 1( a,b) , Q.2 (a,b,c,d) in TB
Encounter:-
1)If necessary then only use regrouping. Avoid regrouping every place.
E.g. 639 – 2 7 5 = ?
 So do regrouping.

3)Always start subtraction from ones place and move towards the left.
Elaborate:- Students will solve subtraction with zeros.
Here, short cut will be explained.
5min 3000 3 0 0 0 (-1)  2 9 9 9
- 1327 - 1 3 2 7 (-1)  - 1 3 2 6
1673
Evaluation:-
Subtract: i) 1,54,878 - 58,452
ii) 2,84,175 -1,12,000
iii) 5,00,890 - 42,632
iv) 4,00,000 - 2,45,782
v)Solve the magic square.
5min

Home Assignment Do Q.1( c to h) & 2( e to j) in NB

Curiosity Corner 1)Curious to find out the difference between total population of any two
city?
 References MATHS AHEAD
Glossary/Life Skill Difference, Minuend & Subtrahend, Withdraw, Change ,Denominations
1)What is the difference between total number of males and females in your
Value based city?
Question 2) Mrs. Jacob had Rs.7395 in the bank. She wanted to have Rs.10,000 in the
bank. How much more money does she need to save? Which value is
depicted here?
Web Link www.webmath.com, https://www.google.com
Students are able
Learning 1. To perform subtraction of large numbers with and without regrouping.
Outcome 2. To perform subtraction of large numbers with zero.

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 SCHOOL OF SCHOLARS, AMRAVATI.
Lesson Plan No.__ ___
Name of the Teacher :- Shilpa Patil Class:- IV B,C
Main Topic :- Addition & Subtraction Subject :- Math
Sub Topic :- Mental math ( Cognitive Motor) Date :- / /2019
Learning objective :- Students will be able to perform addition and subtraction
technique mentally.
Time Resources Development of Lesson Plan
Oxford Engage: - Teacher will give sum to solve.
text book What is 37 + 22 ? Students will engage to solve sums, add ones digit &
tens digits .
Teacher Activity:-

5min

Teacher will explain 37 +22 can be do in various ways.

Addition Strategies:-
a) Break up only one number and add 37+10+10+2=59
b) Add by breaking up both numbers. 30+ 7+ 10+10+2=59
c) Add by counting tens 30 + 20+7+2=59
Project2:- Addition of 6 consecutive numbers in a Fibonacci Sequence
Explore:- Ask students to do another ex. 37 + 31 (i)
30+7+20+10+1=30+20+10+7+1=68 (ii)
15min 37+10+10+10+1=47+10+10+1=68
iii) 30 + 7+30+1=30+30+8=68

10min Explain:- Students will try to solve subtraction How much is 38-21= ?
Break up second number then subtract(i) 38-20=18-1=17
(ii) 38-10=28-10=18=1=17
iii) Counts forward from the smaller number to the bigger number in
steps. 21 to 30 is 9
30 to 38 is 8
9+8 = 17
 So, 38-21=17

Elaborate:- Solve 45+ 32=?, 78+90=?, 78-69=?

5min
Evaluation: -.55+100=?, 33+25+? , 67-29=?
5min
Solve ex.2 C, 2D
Home Assignment
Curios to count sum of first three tens=?
Curiosity Corner
Holyfaith
References
Glossary Mental math
Life Skill Critical thinking & problem solving
Students are able to do mental math questions.
Learning Outcome

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SCHOOL OF SCHOLARS, AMRAVATI.

 Lesson Plan No____

Name of the Teacher :- Rohini Deshmukh Class:- IV B,C

Main Topic :- Addition & Subtraction Subject :- Math
Sub Topic :- Application in real life ( Word Problem) Date :- / / 2019

Learning objective :- Students will be able to apply the subtraction technique in every
day life.
Time Resources Development of Lesson Plan
Elicit:- Find the number that is 9,284 more than 18, 394
What number should be added to 23, 192 to get 47, 938?
Engage: Students will engage to listen problem ask by teacher
4,378 people use the Save more bank of these, 765 are children.
How many are adults? Ask students to write a word problem
step wise .i.e. Step i) Given :- 4,378 people use save more bank
out of that 765 are children. To Find :- How many are adults?
5min
CUBE Chart Calculations:- 4, 3 7 8
-- 7 6 5
…………
3, 6 1 3
Answer:- 3,613 are adults.
Explore:- students will explore addition and subtraction
15min
problems step wise , students will solve problems .
Explain :- Students will elaborate addition and subtraction by
one project i.e. Take any four digit no. i.e. 7968.
Mix up the digits at random 9786
Tell them arrange it in big & small no. & find difference
10min i.e. Big no. 9876 & small no.6789 &
their diff is 9876 – 6789 = 3087
Ask them to add digits i.e. 3+ 0+ 8+ 7= 18
Ask them to add 1+8=9
.try this with some other 4 digit numbers. What do you get?
Elaborate:- Tell them try this with various no.& write your
5min
observation.
5min Evaluation: -. Ask steps for research ( project) problem
Encounter- Most of the students have some misconception
about regrouping . Sometimes they make mistakes while
subtraction for ex:- 34 from 56 they subtract they do 34-56 . Do
 not forget to regrouping while subtraction. They also forget to
give the sign of subtraction. Some start subtraction from first
place not from ones place in that case teacher clear their
problems by taking more examples on board.

Solve questions given on page no. 42 in NB

Home Assignment
Is always addition in single digit is 9?
Curiosity Corner
Class text book
References
Problem solving
Glossary
Mrs. Jacob had Rs.7395 in the bank. She wanted to have
Rs.10,000 in the bank.How much more money does she need to
save?
Value based question
www.mathisfun
Web Link /Life Skill
Students are able to apply the subtraction technique in
everybody life.

Learning Outcome

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SCHOOL OF SCHOLARS, AMRAVATI.
Lesson Plan No.__7____
Name of the Teacher :- Rohini Deshmukh Class:- IV B,C
Main Topic :- Addition & Subtraction(Addition strategies) Subject :- Maths
Sub Topic :- Mental Math ( Subtraction of a number having 9 Date :- / / 2019
at ones place)
Learning objective :- To subtract mentally
Time Resources Development of Lesson Plan
Elicit:
1. What is 12+4 ?
2. 24+10 ?
3. 30 + 40 ?

Engage: - Students will engage to solve 65 – 19 = ? Teacher will

tell them when we want to minus 19, first minus 20. Then add 1.
i.e. 65-19=65-20=45+1=46
5min
Teacher will ask them another problem 87-29=? Again teacher
will tell, when we want to minus 29, first minus 30,then add 1.
87-29=87-30=57+1=58
Explore:- Students will explore subtraction to do these
mentally i) 46-19 (ii) 57-29 (iii) 85-19 Guide them to subtract
15min
19 first subtract 20 from 46 you get 26 then add1 i.e.27 is
required answer
Explain :- Ask students to do (a)23 + 25=? ,
Teacher will explain in given question (a)missing consecutive
10min number=24
Double of 24= 48

Elaborate:- (b)102+ 98=?

b) 102 +98=?
98+ 100=198
5min
198+2=200
102+98=200

5min Evaluation: -.According to giving correct answers by students.

Home Assignment Solve Q.on page 31, 46

Curiosity Corner Is it use for greater no. also ?
References Class text book
 Glossary Mental math
Value based question 78 – 39 = ?
Web Link /Life Skill Thinking
Learning Outcome Students will able to subtract mentally

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Lesson Plan No.__8____
Name of the Teacher :- Rohini Deshmukh Class:- IV B,C
Main Topic :- Addition and subtraction Subject :- Math
Sub Topic :- Addition & subtraction of money Date :- / / 2019
Learning objective :- Students will be able to do addition & subtraction of money
( To handle the money )
Time Resources Development of Lesson Plan
Engage: - Students will engage to listen question ask by
teacher , if they wants to buy a pen Rs. 15 & a book Rs.30
Notes(fake) How much money they required? If they give Rs.50 note to
5min
a shopkeeper ,How much amount they get back? Students
will calculate and will give answer . Ask students how many
paise make 1 rupee ?
Explain:- Explain them while adding & subtracting
money , take care to place the points one below the other &
then add or subtract like you add or subtract any other no.
Ask students to remember to put the point in the same place
15min ( two digits from the right) in the answer.
E.g. 56 . 75
+ 1 23 . 50
1 80 . 25

Elaborate:- Ask students to making hundred using different

denominations .
Total Rs.50 Rs.20 Rs.10 Rs.5 Re. 1 Total
Rs 1 5 Use Rs10 &
10min
100 Rs. 50
1 2 2 Use
Rs.20,Rs.50 &
5
Explore :- Students will show different ways to make
5min
Rs.100

5min Evaluation: -.To calculate total amount

Home Assignment Do exercise 2.4

Curiosity Corner From where we get our currency?
References Maths ahead book
Handle the money
Glossary
Value based question Whose signature is required on Indian currency?
 Thinking & problem solving
Web Link /Life Skill
Students will able to do addition & subtraction of money
Learning Outcome
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Rs.5 Rs. 10 Rs.20 Total
2 2 1
4 1 1

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SCHOOL OF SCHOLARS, AMRAVATI.
Lesson Plan No.__9____
Name of the Teacher :- Rohini Deshmukh Class:- IV B,D
Main Topic :- Addition & Subtraction Subject :- Math
Sub Topic :- Number patterns Date :- / / 2019
Learning objective :- :- To observe the pattern , to extend & create the pattern .
Resource
Time s Development of Lesson Plan
Introduction: - Ask students to look patterns then write next
two
5min i) 6,13,16,23,26,33,……,…..
ii) 11,15,16,21,25,26,31,…….,…….
iii) 2,7,11,16,20,25,29,……,…….
Phase I :- Ask students Add till you see a pattern .Then
complete
i) 1+2+3= … (ii) 2+3+4=…. (iii) 3+4+5=
15min
B) i) 1+2+3+4+5= (ii) 2+3+4+5+6= (iii) 3+4+5+6+7=
Addition of 3 & 5 consecutive no. form table. Ask students to
find the sum of first ten consecutive nos.= ?

Phase II :-Ask students to find the sum of successive odd

10min
numbers. Ask them to look patterns to complete the towards.

Closure/Recapitulation:- Ask students to fill in empty boxes.

5min
The rows, columns& diagonally sum must be same.

5min Assessment: -.Find next two terms in pattern

Home Assignment Solve examples on page no. 35 & 36

Curiosity Corner How many types of patterns are ?
References Oxford text book
Glossary Pattern numbers
Value based
question. 2, 22 , 222, 2222, …………. , ……………….. , ……………….. ?
Web Link /Life
Skill Critical thinking & problem solving
Learning Outcome Students will able to do patterns numbers.

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 SCHOOL OF SCHOLARS, AMRAVATI.
Lesson Plan No._10_____
Name of the Teacher :- Rohini Deshmukh Class:- IV F, D, G
Main Topic :-Addition & subtraction Subject :- Maths
Sub Topic :- Problem solving Date :- / / 2018
Learning objective :- To develop the skill of calculations.
Time Resources Development of Lesson Plan
Introduction: - Teacher explains ,the steps of problem solving
help you think an organized way and help you decide how to
solve a problem.
Step I:- Read the problem & understand the question
5min
Step II:- Find the important information given in the problem
Step III:- Decide what to do
Step IV:- Solve the problem and answer the question
Step V:- Check your answer
Phase I :- Ask students to remember the steps R-F-D-S-C i.e.
( READ FIND DECIDE SOLVE CHECK) It helps to
15min
remember steps easily.( REVISE FRACTION DIVISION
SUBTRACTION COMPLETE)
Phase II :- Ask them to find which information you need to
solve a problem & which is not need e.g. A restaurant charges
Rs. 135 for an adult’s meal & Rs.75 for a child’s meal. The bill
for a dinner at the restaurant was Rs. 885. If Arvind’s father
10min gave Rs.1000 to the waiter, how much did he get back ?
Given:- Bill Rs.885 & father gave Rs.1000
To find:- How much did he get back?
Calculations:- Rs.1000 – 885 = Rs.115

5min Closure/Recapitulation:- Arvind’s father got Rs.115 back .

Assessment: -.To find total &check answer i.e. 115 + 885 =
5min
1000
Home Assignment Solve examples on page 38
Curiosity Corner Is the extra information always need in the problem to solve?
References Maths ahead book
Glossary Problem solving/ Building problem solving skills
Value based question Find the number that is 8,392 less than 15,896.
Web Link /Life Skill Problem solving , skill of calculations
Learning Outcome Students will able to develop the skill of calculations.
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