Short Term Plan Teacher: Ms Toral, Ms Ajeeta and Ms Prachi

Date: 3rd January 2023- 3rd February 2023 Unit 4: Fractions, decimals and percetages CLASS: Grade 4

Fram Learning Objectives Success Activities Resources Evidenc

e- e of
Criteria (See notes below re: differentiation details, etc)
work achieve
Ref: W: whole class; G: group; I: individual. ment

Description W/
G/I

4 5Nf.01 To understand that a ,Learners will be Day 1 G Lego blocks

weeks fraction can be able to understand
Lego World! A4 sheet
represented as a that a fraction can
division of the be represented as a Teacher starts the lesson by dividing the Student book
numerator by the division of the class in groups of 6. Teacher demonstrates
Practice book
denominator (unit numerator by the how to build fraction blocks using lego of
fractions, three- denominator (unit different colour combinations and asks
quarters, tenths and fractions, three- them how many blocks have red colour?
hundredths). quarters, tenths and How can we represent these red blocks in
hundredths). mathematical sentence …to take out word
fraction from the learners.
Refer to the image for reference:

Teacher distributes the legos and A4 sheet

to the learner groups and writes all the
fractions on the white board.
Teacher takes rounds in the class and
explains types of fraction such as wholes,
halves, fourths..etc by drawing the legos
on board.
Further teacher explains how to find
equivalent fractions using multiplication.
And learners will draw and demonstrate
 lego and equivalent fractions by
multiplication on A4 sheet.

Link for equivalent fraction activity:

https://www.youtube.com/watch?
v=yymRdm3ign4
Teacher summarises the concept of
equivalent fraction and also explains unit,
like and unlike fractions.
Classwork: Student book page 75.
Homework: Practice book page 65.
6Nf.01 To understand that a Students will be able Day 2
fraction can be understand that a
Chocolate Fractions I Grid paper
represented as a fraction can be
division of the represented as a Teacher starts the lesson by showing Student book
numerator by the division of the learners a grid paper (3x8) (Refer Student
numerator by the Practice book
denominator (proper book page 76)
and improper denominator Teacher asks the learners: In how many
fractions). (proper and ways can we share the chocolate between
improper fractions). 4 people?
Teacher writes the responses on the white
board.
Teacher calls out learners to draw and
colour the grid on the white board
showing the share by each of 4 pupils.
Teacher further asks the learners: how
many squares/pieces of chocolate are
there in all? How would you describe the
chocolate rectangle as an array? (Ans: 3x8)
What fraction is each row of the bar? (1/8)
What fraction is two columns of the whole
bar? (1/4)
Teacher summarises the activity by
explaining that bar can be shared into
halves, thirds, quarters, sixths, eighths,
twelfths. (These word to be added to class
word list)
Classwork: Student book page 76, 77
Homework: Student book page 66
5Np.01 To Understand and Students will be able Day 3 I Big ruler
explain the value of to Understand and
Number Line Student book
each digit in decimals explain the value of
(tenths and each digit in Teacher starts the lesson by showing a
hundredths). decimals (tenths and ruler and ask the learners to carefully
hundredths). watch their ruler.
Teacher further asks them to concentrate
on lines from 0 to 1cm. Teacher asks them
there are how many lines between 0 and
1. Teacher draws the scale from 0 to 1 on
white board.

Teacher elicits the answers and

summarises that it can be expressed in
decimal or fraction.
Since there are 10 small lines in between,
 each is a fraction/decimal on 1 whole cm
So it can be expressed as 1/10 or 0.1
Teacher writes each fraction and decimal
on the number line.

Teacher further explains how fraction with

denominator 10/100 can be written as
decimal
1/10 = 0.1 or one tenths
2/10 = 0.2 or two tenths and so on.
Also, 2/10 = 1/5 = 0.2 (these all are
equivalent)
Classwork: Student book page 79.
5Np.01 To Understand and Students will be able Day 4 W Student book
explain the value of to Understand and
Place Value Chart Practice book
each digit in decimals explain the value of
(tenths and each digit in Teacher starts the lesson by drawing a
hundredths). decimals (tenths and place value chart on the white board.
hundredths).
Teacher explains the place value chart in
detail about decimal places as how 1/10
tenths are written as 0.1, 4/100 as it is
from hundreds it is written in hundredth
place in decimals.
Teacher makes learners read decimal
number names in words (Three point one
four five)
Teacher further writes a few numbers and
asks learners to place the numbers in the
correct place value and read the numbers
in words and also asks to write the same in
fractions
1. 25.26
2. 4.38
3. 100. 129

Learners will further solve Student book

page 80 and Practice book page 70

Classwork: Practice book 80.

Homework: Practice book page 70
6Nf.02 To understand that Day 5 I Math notebook
Students will be able
proper and improper to understand that Student book
Activity Time: MyPizza
fractions can act as proper and Practice book
operators. improper fractions Teacher starts the lesson by drawing 2
can act as operators. images of pizzas on the white board.
1.

2.

Teacher poses the question: What fraction

does the image represents. ( 1. 4/5)
(2. 7/4 or 1 ¾)
Teacher ask learners to brainstorm and
get various possible answers and writes
the responses on the white board. Further
teacher classifies the fraction into proper
fraction, improper fraction and mixed
fraction.
Teacher explains the types of fractions in
detail using the same example.
Teacher then asks learners to represent
the given fractions by drawing images in
their Math notebook.
1. ¾
2. 8/5
3. 2 1/3
Teacher then continues explaining
conversion of improper fraction to
mixed number using division method

Learners to solve a few sums on the same

in math notebook:
1. 17/5
2. 20/4
3. 33/6
 4. 67/7
Classwork: Student book 81
Homework: Practice book page 71.
6Nf.02 To understand that Students will be able Day 6 G Student book
proper and improper to understand that
Teacher recapitulates types of fractions
fractions can act as proper and
and conversion of improper fractions to
operators. improper fractions
can act as operators. mixed numbers by posing questions:
1) How to represent 5/3
diagrammatically?
2) What do you mean by mixed
numbers?
3) How to convert an improper
fraction(41/7) to mixed number?
Teacher will call learners roll no. wise to
solve above question on the white board.
Teacher summarises the concepts.
Classwork: Student book 82.
6Nf.05 To estimate, add and Students will be able Day 7 I Math notebook
subtract fractions with to estimate, add and
Think Pair Share
same denominators. subtract fractions
with same Teacher divides the class into two groups.
denominators.
One group will answer the question posed
by the teacher and other group will
evaluate the answer with explanation.
Teacher starts the lesson by drawing a
picture on the white board:

Teacher asks the learners (group 1) as to

what will be the fraction of yellow part
and blue parts of the circle? (2/8 and 3/8)
Teacher further asks the learners (group 2)
to add the fractions and tell the total of
yellow and blue part of the circle (5/8)
Teacher further explains that
addition/subtraction in like fractions are
operated only with numerators.
Denominators remain the same as
denominator represents total part of the
whole.
Teacher further writes a few more
examples the board and asks the learners
to solve the same in Math notebook.
1. ¼ + 2/4
2. 7/8 – 3/8
3. 14/9+ 4/9
4. 22/3 – 15/3
(Group 1 will give the answer and group2
will evaluate the answers)
Teacher draws the given images on the
white board and ask learners to find the
fractions that the images reprsent:

½ ¼
After that teacher ask them to add the
fractions.
½ + ¼ = ? Teacher waits to get the answer
as 3 as both are equivalent fractions.
Teacher further explains how to add these
types of fractions. Since they are unlike
fractions, they can’t be added/subtracted
directly so first convert ½ to 2/4 as they
are equivalent then add 2/4 + ¼ to get ¾
as the answer.
Teacher gives one more example:
8/10 - 2/20
Teachers collects the responses from
learners and explains that 8/10 = 16/20 as
they are equivalent fractions. Then
subtraction: 16/20 – 2/20 = 14/20.
 Learners will solve a few questions in their
Math notebook
5. 7/4 + 11/8
6. 14/3 – 18/6
7. 7/2 – 26/8
8. 7/5 + 18/15
Classwork: Addition and subtraction
problems in Math notebook.
6Nf.05 To estimate, add and Day 8 I Student book
Students will be able
subtract fractions with to estimate, add and Teacher instructs the class that the groups Practice book
different subtract fractions that were formed in the previous lesson to
denominators. with different exchanged today, Group 1 are evaluators
denominators. and group 2 will be answering.
Both the groups will share their reflection
on adding and subtracting like and unlike
fractions
Teacher writes the important points on
the white board:
 In adding and subtracting of
fractions only numerator are
operated.
 Denominators always remain same
as it is part of the whole which
 cannot change.
 Unlike fractions are first converted
to like by making them equivalent
and then added/subtracted.
Group 2 will be answering the questions
and Group 1 will evaluate the same.
Classwork: Student book page 86,87
Homework: Practice book page 73
6Nf.06 To estimate, multiply Students will be able Day 9 I Practice book
and divide proper to estimate, multiply
Fraction bar Math notebook
fractions by whole and divide proper
numbers. fractions by whole Teacher starts the lesson by showing a Fraction strips
numbers. strip divided in 16 parts.

Teacher calls out a few learners to make

halves of the strip and count how many
parts are there is that. (Ans: 8)
Teacher writes on the white board 2 of
1/16 = 8. Therefore, 1/16 x 2 = 8
Teacher shows a fraction strip of 20 parts
and ask them to make the strips into equal
halves (Ans:10)
Teacher continues to write the responses
on white showing multiplication.
½ x 20 = 10 parts
Teacher instructs the learners to make
quarters of 20s fraction strip. (Ans: 5)
¼ x 20 = 5
Teacher now explains learners how to
multiply a whole number by a fraction
step by step:
Numerator x numerator
Denominator x denominator
1/24 x 4/1 = 1x4/24x1 = 4/24 = 6
Learners will write these steps in their
math notebook and solve a few questions
Classwork: Problems in math notebook:
multiplication of fraction by whole
number.
1. 1/5 of 15
2. 2/5 of 20
3. 3/4 of 16
4. 2/4 of 20
 Homework: Practice book page 67

6Nf.06 To estimate, multiply Students will be able Day 10 I Student book

and divide proper to estimate, multiply
Fraction bars (Continued…) Fraction strips
fractions by whole and divide proper
numbers. fractions by whole Teacher continues the fraction strip
numbers. activity from the previous lesson by
showing a fraction strip of 24, 32, and 40.
Teacher asks the learners to divide the
fraction strip which has 24 parts into
thirds (Ans:8).
Teacher poses the question if one part is
8, then how much will be 2 parts? (16)
Learners will solve and write the answers
in Student book page 78.
Teacher will repeats the same set of
questions with strips of 20, 32 and
learners will solve and write the answers
in Student book

Classwork: Student book page 78,

 Homework: Student book page 68
6Nf.06 To estimate, multiply Students will be able Day 11 and Day 12 I Student book
and divide proper to estimate, multiply
Teacher starts the lesson by writing a Practice book
fractions by whole and divide proper
fraction problem on the white board:
numbers. fractions by whole Cns Practice
numbers. 3 x 2/3 book

Teacher asks the learners to explain the

multiplication step by step and then draws
a bar model for representing
multiplication.

= 6/3
= 2 wholes

Teacher repeats the above questions for

few more examples: 5 x 2/10
3 x 7/8
Learners will be brainstormed, and
teachers discuss the answers by calling
 learners to solve and draw bar model on
the white board.
Further learners will solve Student book
page 88, 89, 90. Practice book page 76

Classwork: Student book page 88, 89, 90.

Practice book page 75
Homework: Practice book page 75, CNS
Practice book page 21

5Np.04 To compose, Students will be able Day 13 I Number cards

decompose and to compose,
Activity Time: Deci Modelling Place value blocks
regroup numbers, decompose and
including decimals regroup numbers, Teacher starts the lesson by placing two Student book
(tenths and including decimals number cards (3,7) on the white board
(tenths and Practice book
hundredths). and asks the learners what they know
hundredths). about these numbers? Teacher further
agrees that it is a mixed number with 3
ones and 7 tenths and asks the learners to
write and present the same in various
ways. (Possible answer: 3.7, 37/10 or 3
7/10)
Teacher then places three number cards
(3,7,4) on white board and ask the
learners what they about these numbers.
Teachers further agrees that it is a mixed
number with 3 ones, 7 tenths and 4
hundredths and asks the learners to
represent the number is various ways.
((Possible answer: 3.74, 374/100 or 3
74/100)
Teacher repeats the same activity with
number cards of 3,7,4,6 till thousandth
place value.
Teacher then divides the class into groups
of 5 and distributes place value blocks.
Each group to come and choose three
number cards and make a three-digit
decimal number.
Example if a learner chooses 4,2 and 7
then they can form decimal numbers
0.427, 0.724, 0.274 and so on.
Reference image for blocks:
 Teachers supervises and checks the
understanding of learners by they model
the decimal numbers using blocks.
Further, learners solve Student book page
94,95.
Classwork: Student book page 94, Practice
book page 95. Practice book page 81
Homework: CNS Practice book page 22.23
5Np.01 To understand and Students will be able Day 14 W Place value blocks
explain the value of to understand and
Activity Time: Deci Modelling Decimal number
each digit in decimals explain the value of
(Continued…) cards
(tenths and each digit in
hundredths). decimals (tenths and Teacher starts the lesson by calling one Student book
hundredths). representative from each group and asks
Practice book
them to pick up decimal number cards.
(0.346, 0.364, 0.460, 0.064, 0.604)
Learners will stand in front and model
these numbers using place value blocks to
the whole class.
Teacher then asks the class to order the
numbers from highest to lowest.
 Teachers displays the steps to compare
and order the decimal numbers:
 First compare the whole number. If
the whole number of both are
same, then compare the tenth
place.
 If the tenths place is same, then
compare the hundredths place.
 If the hundredth place is same,
then compare the thousandth
place and so on.
Learners will share the ordering of
numbers with class and solve Student
book page 96, Practice book page 81.
Classwork: Student book page 96, Practice
book page 81.
5Nf.07 To recognise and write Students will be able Day 15 and Day 16 I Student book
percentages as a to recognise and Teacher starts the lesson by writing the Practice book
fraction with write percentages as term ’Percentage %’ on the white board.
denominator 100. a fraction with
denominator 100. Teachers poses following questions to the
class:
 What can you tell about this word?
 Where have you seen this word or
 symbol?
Teachers writes all the responses on
the white board and makes sure that
the responses include test scores, price
discounts, popularity,
increase/decrease, winning/loosing
predictions.
Teacher then establishing the
connection between the responses
and summarise that percentage is
always per-cent i.e per 100s
Percentage is a special fraction with
100 as denominator and it can be
represented as percentage, fraction or
in decimals.
Teacher draws a 100 – square grid on
the board and tell the class that this
represents 100% and asks the learners
how much will 1 square represent?
(1%), how much will 15 squares
represent? (15%) and so on.
Learners will solve Student book page
99 and Practice book page 83.
 Classwork: Student book page 99,
Practice book page 83.
Homework: Practice book page 84
6Nf.07 To recognise Students will be able Day 17 I Student book
percentages (1%, and to recognise Teacher will start the class by asking a
multiples of 5% up to percentages (1%, question to the class:
100%) of shapes and and multiples of 5%
whole numbers. up to 100%) of Harriet bought a bicycle in a sale. Before
shapes and whole the sale the cost of bicycle was $250.
numbers. There is 50% discount on it now. How
much Harriet paid for the bicycle?
Teacher writes on the board $ 250 is 100%
then 50% is __________?
Learners will share their understandings
Teacher further writes 50% is same as 0.50
OR 50/100 0r ½
Now teacher asks the learner how to
represent ¼, ¾ in percentages.
Teacher summarises the responses and
writes the answers on the board with
fractions and decimals.
 Classwork: Student book page 100, 102.
6Nf.12 To understand the Students will be able Day 18 and 19 W Colourful
relationship between to understand the counters
Activity Time: Array making
two quantities when relationship
Student book
they are in direct between two Teacher pairs the learners for the activity
proportion. quantities when and distributes coloured counters to each Practice book
they are in direct pair. They should have at least 12 counters
CNS Practice
proportion. in four different colours. Teacher then
book
instructs them to create an array using
two colours so that one quarter of the
counters are red.
Teacher then asks the pairs what fraction
of array is red counters? (Ans: ¼ )
Teacher then explains that the proportion
of counters that are red is ¼.
Teacher explains that proportion tell us
how much there is something in the
whole. We can describe proportions using
fractions or percentages. For example, if ¼
of a set are red, then 1 out of every 4
counters are red. This matches the way
fraction is written. Teacher then repeats
the explanation by asking learners to
create an array with ¾ yellow colour.
 Learners will further solve Student book
page 103, 104. Practice book page 86, 87
Homework: CNS Practice book page 27,28

To reflect on the Students will be able Day 20 and 21 W Math notebook

concepts of four to reflect on the Cns Practice
Revision – Quiz Time!
operations learned in concept of fractions, book page
the unit decimals and Teacher begins the lesson by giving
percentages. instruction for Quiz time:
 Questions will be displayed on the
screen.
 Learners shall write the answers in
their notebook without revealing
any answers till quiz is over,
 Each question will have a minutes
time.
 Each correct answer gets a point
which will added to their house
points in the class chart.
 Learners to come in front and
explain their answer
 Each learner will get at least one
chance to answer.
Link for Quiz:
https://members.turtlediary.com/quiz
 zes/fifth-grade/fractions.html

Teacher summarises the responses from

students and clears their doubts.
Learners will revise and reflect on the
concepts by solving the questions in their
Math notebook.
Refer document for revision questions:
https://docs.google.com/document/d/1LF
 btRhsxTu0VaC2HzgLY6yfvigZrAoxF3_qntKS
joU4/edit#
Homework: Cns Practice book page 21,22

To reflect on the Students will be able Day 22 I FA Sheets

concepts of four to reflect on the
Formative Assessment 1 will be conducted
operations learned in concepts learnt in
on Unit 4 Fractions, decimal and
the unit this Unit
percentages for 10 marks during this
lesson.

Organisation: details of differentiation / groups / adult role (linked Notes / extension opportunities / homework
to activities)