1. Ms. Viqar Shirazi Jr. III Maths Junior Section – P.A.F. Chapter
Action Plan
Ms. Viqar Shirazi
Jr. III
Maths
Junior Section – P.A.F. Chapter

2. Topic:
Multiplication

3. Long Term Goal
To enable students to extend their knowledge of multiplication.

4. Short term goals By the end of the lesson, students will be able to….
fill in the missing numbers.
find the cost of the items
identify the multiplication statements as True or False
solve multiplication sums
arrange numbers vertically
answer the dodging tables

5. Time Line---------------Multiplication
2 pd
Dodging tables
2 pd
Multiplication Sums
2pd
Missing numbers
1 pd
Identify statements as true or false
1 pd
Marked Class work

6. General Instruction & Methodology
The teacher will focus on the following points:
Introduction of the specific vocabulary;
product multiply times
Correct placement of numbers while arranging them vertically.
Example:
x 3
Rechecking of the answers by multiplying other way round.
Example : 3 x 5 : 5x 3
Complete the missing pair of numbers of the given product.
example: ______ x ______ = 24

7. Instructional Stratagies and Task
Dodging Tables
REMEMBERING
The teacher will provide answer cards to the students to respond when the teacher calls out the factors and vice versa.
Sample of the Product Card: 42 56 81
9 nines are

8. Sample of the table card:
4 multiplied by 4
8 sixes
6 times 9
2 x 8 16
Sample cards available on:

9. Class Assignment: ACTIVITY:
Students will be taken to the IT lab. They will solve online dodging table exercises.
WORKSHEET:
Students will solve the worksheet. The print outs will be pasted in their notebooks.

10. Multiplication Sums Instructional Strategies and Task 4 5 x 3
UNDERSTANDING
APPLYING
Multiplication Sums
The teacher will show and explain the method of placing the numbers correctly. Later, they will be asked to work in pairs.
Example:
H T U
4 5
x 3
______

11. Class Assignment NHM page 45 Q2 4 x 18 3 x 26 5 x 12 2 x 39 3 x 37

12. Missing Numbers Instructional Strategies and Task
CREATING
Students will be asked to identify the factors of the given product by recalling the tables.
Example:
________ x ______ = 36
Group Work:
Students will be grouped in fours. Each group will be given number cards of different tables to fill in the missing numbers.

13. Sample 4 x 5 = 20 4 x 7 = 28 ______ x______ = 28 b) _____ x _____ = 24
GROUP A: Tables of 4 and 5
4 x 5 = 20
4 x 6 = 24
4 x 7 = 28
______ x______ = 28
b) _____ x _____ = 24
c) ______ x ______ = 20

14. Class Assignment: NHM page 47 Q1 ____ x ____ = 42 ____ x ____ = 63
Students will solve the following worksheet

15. Identifying statements as True or False
Instructional Strategies and Task
ANALYSIS
Identifying statements as True or False
The teacher will explain to identify the answer as True or False. If false, write the correct answer.
Example:
6 x 6 = 36 (Ans. True)
5 x 8 = (Ans. False . Correct Answer: 40)

16. Class Assignment: a) 6 x 6 = 36 _________
_____________________________________________
b) 4 multiplied by 8 is 45 _________
______________________________________________
c) 6 times 9 is 54 _________
d) 7 fives are 35 _________
e) 5 x 5 = 12 _________

17. Find the cost of the given item.
Instructional Strategies and Task
EVALUATING
Find the cost of the given item.
The teacher will explain to the students to evaluate the cost spent on shopping
Example:
Items
Rate
Quantity
Cost
pencils
Rs. 10 6
eraser
Rs. 5 8
sharpener
Rs. 7 3

18. Class Assignment Evaluate the total cost. Item Rate Quantity Cost
Cakes
Rs. 20 4
Biscuits
Rs. 8 7
Chocolates
Rs. 12 6
Doughnuts
Rs. 15 2
pizzas
Rs. 25 9
Total

19. Marked C.W.
A- Fill in the missing numbers: [ Remembering ] i- 4 multiplied by 3 is __________ ii- The product of 5 and 6 is _______ iii- 7 times 9 are _________ B- Arrange the numbers vertically and solve: [ apply ; understand ] i- 35 x 5 ii- 66 x 7 = iii- 92 x 5 C- Identify the statement as True or False. If false, give the correct answer: [ analysis ] i- 6 sixes are 24 ii- 5 multiplied by 7 is 35 iii- 9 x 9 is 82 D- Fill in the missing number: [ create ] i- 4 x ____ = 28 ii- ___ x ____ = 25 iii- ____ x 6 = 0

20. Miss Viqar Shirazi Jr. III Junior Section – P.A.F. Chapter
Topic: Addition
Miss Viqar Shirazi
Jr. III
Junior Section – P.A.F. Chapter

21. Long Term Goal
To extend the knowledge of Addition and strengthen students’ mathematical skills.

22. Short Term Goals By the end of the topic, Students will be able to….
Create their own sums.
Evaluate the cost of the given items.
Analyze the following statement and mark it as true or false.
Apply the correct method of finding the missing number.
Solve the sums independently.
Follow the method of adding with and without carrying to solve the sums

23. Time Line 1 period Explanation 2 periods Activity 2 periods
3-4 digits sums without and without borrowing
1 periods
Double the numbers (Explanation)
2 period
Double the numbers
Missing Numbers(Explanation)
1 periods
Missing Numbers(Explanation)
2 period

24. Explanation of Addition
The teacher will check students’ prior knowledge by giving them simple addition sums.
White board will be used.
Gradually carrying sums will be given. The teacher will clear the concepts, if required.
3-4 digits with and without carrying sums will be practiced before the notebook work.

25. Activity
The teacher will distribute the cards with the answers on them. Each student will get one cards with 3-4 digits numbers. The teacher will then write a sum on the board and students with the ‘answer number’ will be stand.
Example:
3401
2340
+1140
3480
7655

26. Instructional Strategies and Task
Remembering
Understanding
Applying
Addition Sums digits
Students will solve the worksheet.

27. Instructional Strategies and Task
Understanding
Applying
Analyzing
Evaluating
Exercise 1:
A- If you have got Rs. 900 which 3 items would you buy: B- If you have got Rs. 450, which 3 items would you buy:
300
150
400
200
200 50
100

28. Instructional Strategies and Task
Remembering
Understanding
Analysis
Applying
Exercise 2:
Identify the sums as True or False. If false, give the correct answer.
a = 569
b = 344
c = 1320
d = 120
e = 1211

29. Double the number (Explanation)
The teacher will explain the method of how to double a number.
Example:
430
+ 430
_________

30. Double the numbers (Sums)
Remembering
Applying
Remembering
Understanding
Applying
Students will solve the sums:
NHM page 20 Q1 (a-e)
NHM page 20 Q3 (a-i)

31. Instructional Strategies and Task
Understanding
Applying
Creating
Exercise 2 :
Suggest a number that when doubles gives the following answer:
A- 44
B- 64
C- 60
D- 88
E- 24

32. Missing Numbers (Explanation)
The teacher will explain the procedure of finding out the missing number.
Board practice will be done.

33. Missing Numbers Exercise 1 – NHM page 21 Q4 (a-e)
Understanding
Applying
Analyze
Missing Numbers
Exercise 1 – NHM page 21 Q4 (a-e)
Exercise 2 – Worksheet

34. Understanding
Applying
Analyze
Exercise 3:
Suppose you have RS Find out the amount do you need more, in order to buy the following items.
A- B-
C- D-
Rs. 250
Rs. 850
Rs. 560
Rs. 300

35. Problems and Solutions
Tables facts may not memorized.
Solution:
5 minutes oral drill of the tables in the of the lesson.
Homework of memorizing the tables will be given.
Computer lab may not be available.
Solution: Photocopy of the worksheet can be provided.

36. Resources
NHM book 4
Websites