Teaching Practice (TPTB519)

Assignment No:
02

Assignment:
You should prepare 15 lessons of subjects you have selected in your first
assignment of school selection form.

Submitted By:
Kiran Shaheen
Bc190201244

Assignment Marks:
60

Assignment Due Date:

03-08-2021
TOPIC SELECTION TABLE:

Sr. No Class Subject Topic

1. 6th Mathematics Triangle
2. 6th Mathematics Decimals
3. 6th Mathematics Percentages
4. 6th Mathematics Understanding elementary
shapes
5. 6th Mathematics Area and perimeter
6. 7th Science Forests
7. 7th Science Reproduction in plants
8. 7th Science Rain formation
9. 7th Science Acids bases and salts
10. 7th Science Soil
11. 8th Islamic studies ‫اسالم‬
12. 8th Islamic studies ‫اسالم کے بنیادی اصول‬
13. 8th Islamic studies ‫قرآن مجید‬
14. 8th Islamic studies ‫صوم‬
15. 8th Islamic studies Hazrat Salman farsi R.A

SUBJECT:
Mathematics

CLASS:
 6th

TEXT BOOK:
Sindh book board, Jamshoro

TOPIC:
Triangle

SUB TOPIC:
 DEFINITION
 TYPES OF TRIANGLES
 PROPERTIES OF TRIANGLE
 CONGRUENCY AREA

TIME DURATION:
45 minutes

GENERAL OBJECTIVES:
After this lesson, students will be able to:
 Understand the basic properties of triangles
 Recognize and understand the three basic types of triangles
 Identify and create perpendicular and parallel lines.
 Identify the height and base of a triangle.
 Find the area of a triangle.

SPECIFIC OBJECTIVES:
Students will be able to
 Tell what an isosceles, scalene, and equilateral triangle looks like.
 Measure the sides of a triangle.
 Measure the triangle’s angles to determine the degrees of the triangles.
Materials:

 Blackboard
 Chalk
 Duster
 Protractor
 Ruler
 Triangular blocks
 Printed papers with various triangles.

PROCEDURE:
Introduction:
In the following lesson, students will gain knowledge about the isosceles, scalene, and equilateral
triangles and distinguish the difference between them. They will measure the sides of the
triangles and measure the angles to determine the degrees of the triangles. Students will have the
opportunity to recognize these triangles and draw them.
Then I'll describe triangle, its types and properties to students before explaining how to solve
triangle questions.

TRIANGLES
A triangle is a 3-sided polygon. Every triangle has three sides, three vertices and three angles. On
the basis of sides of a triangle, triangles are of three types, An Equilateral Triangle, An Isosceles
Triangle and A Scalene Triangle. All triangles are convex and bicentric. That portion of the
plane enclosed by the triangle is called the triangle interior, while the remainder is the exterior.
The study of triangles is sometimes known as triangle geometry and is a rich area of geometry
filled with beautiful results and unexpected connections.
What do these symbols mean? right angle parallel to each other same length as each other
parallel to each other, but not parallel with the sides with only one arrow same length as each
other, but not the same length as the sides with only one dash

TYPES OF TRIANGLES
On Basis of Length of Sides, there are 3 types of Triangles
 Equilateral Triangle
  Isosceles Triangle
 Scalene Triangle

On Basis of Angles, there are 3 types of triangles

 Acute Angled Triangle
 Obtuse Angled Triangle
 Right Angled Triangle

 EQUILATERAL TRIANGLE
Triangles having all sides equal are called Equilateral Triangle.

 ISOSCELES TRIANGLE
Triangles having 2 sides equal are called Isosceles Triangle.

 SCALENE TRIANGLE
Triangles having no sides equal are called Scalene Triangle.

 ACUTE ANGLED TRIANGLE

Triangles whose all angles are acute angle are called Acute Angled Triangle.

 OBTUSE ANGLED TRIANGLE

Triangles whose 1 angle is obtuse angle are called Obtuse Angled Triangle.

 RIGHT ANGLED TRIANGLE

Triangles whose 1 angle is right angle are called Right Angled Triangle.

PROPERTIES OF A TRIANGLE
Triangles are assumed to be two-dimensional plane figures, unless the context provides
otherwise. In rigorous treatments, a triangle is therefore called a 2-simplex. Elementary facts
about triangles were presented by Euclid in books 1–4 of his Elements, around 300 BC. The
measures of the interior angles of the triangle always add up to 180 degrees.
The measures of the interior angles of a triangle in Euclidean space always add up to 180
degrees. This allows determination of the measure of the third angle of any triangle given the
measure of two angles. An exterior angle of a triangle is an angle that is a linear pair to an
interior angle. The measure of an exterior angle of a triangle is equal to the sum of the measures
of the two interior angles that are not adjacent to it; this is the Exterior Angle Theorem. The sum
of the measures of the three exterior angles (one for each vertex) of any triangle is 360 degrees.

ANGLE SUM PROPERTY

Angle sum Property of a Triangle is that the sum of all interior angles of a Triangle is equal to
180˚.

EXTERIOR ANGLE PROPERTY

Exterior angle Property of a Triangle is that an exterior angle of the Triangle is equal to sum of
two opposite interior angles of the Triangle.

PYTHAGORAS THEOREM
Pythagoras Theorem is a theorem given by Pythagoras. The theorem is that In a Right-Angled
Triangle the square of the hypotenuse is equal to the sum of squares of the rest of the two sides.

AREA OF A TRIANGLE
HERON’S FORMULA Heron’s Formula can be used in finding area of all types of Triangles.
The Formula is:
:-> AREA = S = Semi-Perimeter a,b,c are sides of the Triangle

FORMULA FOR ISOSCELES TRIANGLE

Area of an Isosceles Triangle = b = base a = length of equal sides

FORMULA FOR RIGHT ANGLED TRIANGLE

½ x base x height
TEACHING PROCEDURE:
I will use lecture method, for describing triangles. Then activity method will be used.

STUDENT’S PARTICIPATION:
I will give students an activity to check that they understand triangles.

Procedure:
1. Ask the students what they know about triangles.
2. Discuss what a triangle is and what it is made up of.
3. We will discuss what an isosceles, scalene, and equilateral triangle is.
4. I will demonstrate to the students how to draw these triangles and how to measure the degrees
of the different angles
using the protractor.
6. Now the students will draw their own triangles using their knowledge of the discussion we
had.

Activity:
The activity I will have my students do is to draw the different types of triangles. I will
demonstrate how to draw these triangles and then the students will have the opportunity to draw
them themselves.

Evaluation:
I will ask the students to correctly tell me what an isosceles, scalene, and equilateral triangle
looks like. Given a worksheet students will correctly identify the different types of triangles.
Using their protractor; students will be able to measure the degree of angles of the triangles.

FORMATIVE CHECK:
Ask questions about triangle types and properties. Specially focus on weak students.

CLOSURE:
At the end, give homework and worksheet related to lesson.

HOMEWORK:
1. A triangle whose all sides are equal is known as __________ triangle.

a) Acute b) Obtuse
c) Equilateral d) Isosceles
2. A triangle whose two sides are equal is known as __________ triangle.

a) Acute b) Obtuse
c) Equilateral d) Isosceles
3. A triangle whose no two sides are equal is known as __________ triangle.

a) Acute b) scalene
c) Equilateral d) Isosceles
4. A triangle whose each angle is less than 90° is known as __________ triangle.

a) Acute b) scalene
c) Equilateral d) Isosceles
5. A triangle whose one angle is equal to _____ is known as right angled triangle.

a) 80° b) 70°
c) 90° d) 120°
6. What kind of triangle is this?

a) Acute b) Obtuse
c) Equilateral d) Isosceles
7. What kind of triangle is this?
a) Acute b) Obtuse
c) Equilateral d) Isosceles
8. The sum of the angles of a triangle is _____.

a) 30° b) 90°
c) 60° d) 180°
9. A triangle has _____ vertices and _____ sides.

a) 2, 3 b) 3, 2
c) 3, 3 d) 4, 3
10. A triangle can have two right angles. Mark True / False.

a) True b) False

SUBJECTIVE:
1. Given:
Ist angle = 58˚
IInd angle = 47˚
IIIrd angle = ?

2. Given:
Ist angle = 70˚
IInd angle = ?
IIIrd angle = ?

ASSESSMENT:
1. All angles of a triangle can be equal to 60°. Mark True / False.

a) True b) False
2. A triangle having all angles as 60° is known as __________ triangle.

a) Acute b) Obtuse
c) Equilateral d) Isosceles
3. A triangle can have two obtuse angles. Mark True / False.

a) True b) False
4. A triangle can have two acute angles. Mark True / False.

a) True b) False
5. An isosceles triangle can be right angle triangle. Mark True / False.

a) True b) False
6. A right angle triangle can be an equilateral triangle. Mark True / False.

a) True b) False
7. A right angle triangle can have obtuse angle. Mark True / False.

a) True b) False
8. Each angle of an equilateral triangle is equal to _____.

a) 30° b) 90°
c) 60° d) 180°
9. Each acute angle of an isosceles right angle triangle is equal to _____.

a) 30° b) 90°
c) 60° d) 45°
10. The sum of any two sides of a triangle is always equal to third side. Mark True / False.

a) True b) False

SUBJECTIVE:
1. Ist angle = 48˚
Iind angle = 90˚ (Since, One of the angle of Right triangle is 90 ˚)
IIIrd angle = ?
 2. Ist angle = 60˚
Iind angle = 90˚ (Since, One of the angle of Right triangle is 90 ˚)
IIIrd angle = ?

******************************************************************

LESSON PLAN # 02
SUBJECT:
 Mathematics

CLASS:
6th

TEXT BOOK:
Sindh book board, Jamshoro

TOPIC:
Decimal

SUB TOPIC:

 Comparison of decimals,
 Equivalent fractions,
 Representation of decimals on the number line,
 Ordering of decimals,
 Addition and subtraction of decimals

TIME DURATION:
45 minutes

GENERAL OBJECTIVES:
After this lesson, students will be able to:
 Understand the concepts of decimal fractions
 Know how to read decimal fractions
 Understand the principles and relationships behind decimal places
 Understand how to round decimal fractions to next highest number
 Understand the role of the decimal place in calculations
 Know how to add and subtract decimal fractions
SPECIFIC OBJECTIVES:
Students will be able to
 explore decimal place value.
 read and write decimals using tenths, hundredths, and thousandths.
 compare decimals using greater-than and less-than notation.
 explain how to use decimal points to write numbers less than one
 describe the relationship between place value and decimal points
 write and read numbers with decimal points

Materials:

 Blackboard
 Chalk
 Duster
 Charts
 Graph paper

PROCEDURE:
Introduction:
After greeting and attendance I will announce topic that today, we shall discuss about decimal
system. Then I will explain the topic. After giving brief introduction about decimal system.
I will teach them how to solve decimal questions. Give introduction about how to use operation
like addition, subtraction, multiplication and division to decimal numbers.
On board, I will solve few questions of different operation.

Teaching Procedure:
By lecture method, explains the meaning of place value, ordering and expanded form, explains
the working rule of finding the product of two fractions and also explains the working rule to
divide two decimal numbers. With an activity we introduce the concept of decimal. Next by
lecture method we can show the working rule to arrive into the answer quickly (taking
reciprocals).

Student’s participation:
After teaching questions, I will give some questions to students and they solve them individually.

Formative check:
 ask class for examples
 ask class to explain what is a decimal? – many can tell you what a decimal is but they don’t
understand what it represents
 give class a 7-digit number –ask for the place value of each starting with the largest
 discuss place values
 ask what happens when you want to express something that is less than one’s place
 explain and discuss
 ask class how decimal fractions relate to fractions?
 explain and discuss
 Give class a 7-digit decimal fraction
 Go through the place values
 Put two decimal fractions on the board, ask class how they would add them
 Explain need to line up decimals
 Work through examples.

CLOSURE:
Children complete the worksheet and clarifies their doubts. Revision test and discussion helps
them clarifying their doubts.

HOMEWORK:
1. What is decimal number?
2. Solve the following.
 5.5 +13.5 =?
 12.7 + 20.4 =?

ASSESSMENT:
Solve the following.
 5.5 / 5 =?
 5.5 * 3.2 =?
 5.5 * 2.75 =?
 5.5 * 3.5 =?
LESSON PLAN # 03
SUBJECT:
Mathematics

CLASS:
6th

TEXT BOOK:
Sindh book board, Jamshoro

TOPIC:
Percentage

SUB TOPIC:
 Formula
 How to find percentage
 Percentage difference
 Percentage increase and decrease

TIME DURATION:
45 minutes

GENERAL OBJECTIVES:
After this lesson, students will be able to:
 determine the percentage of a given object(s)' presence within a group of 100 objects
 convert the percentage into a decimal
 convert the percentage into a fraction
 determine how much something will cost if it is discounted by a given percentage
 Model percentages as amounts out of 100,

SPECIFIC OBJECTIVES:
Students will be able to
 Define percent as meaning “out of one hundred,”
 Estimate the percentage of a model that is shaded,
 Convert percentages to equivalent decimals and fractions
 Learn how to set up and solve proportions
 Use proportions, percentage equations, and other similar skills to find discounts on
prices, add tax, and find the total cost for various consumer products.

Materials:

 Blackboard
 Chalk
 Duster
 Teacher-made list or local store advertisements of current prices on a variety of food and
clothing items
 Calculator
 Worksheet to record information with amount of money shown for students to “spend”

PROCEDURE:
Introduction:

 Teacher will display the prices of two or three food or clothing items.
 Ask students: Have any of you ever purchased one of these items?
 Allow students to give responses, ask what they paid for the items.
 Ask students if they paid a tax or had a discount.
 Point out the regular price of one of the items.
 Tell students it is on sale for 15% off.
 Ask if they know how to reduce the cost by 15%. (If not known, demonstrate)
 Next, tell students there is a 6% sales tax on the purchase. Have students figure the sales
tax total and then the final cost of the item.
 Distribute the worksheet to the students and the advertisements/price lists

Ask students where they have seen percentages in their everyday lives. Answers might include
merchandise on sale, stock market share price increases and decreases, test scores, etc.
Give an example of a test score, say 93 correct answers out of 100 questions. Ask the class what
the percentage of correct answers on the test is (93%). Remind students that percent literally
means "out of 100." So 93%, for example, is 93 out of 100.

Tell the class that there are situations that call for converting a percentage to a fraction. For
example, if you have a problem with a mix of fractions and percentages and need to add them, it
might be easier to convert the percentages to fractions. Convert a percentage to a fraction by
making the percentage into the numerator of a fraction with 100 as the denominator, i.e., 93% is
93/100. In another example, 80% could be converted to a fraction by creating a fraction with 80
in the numerator and 100 in the denominator. The next step is to express the fraction in simplest
terms, in this case 4/5.

Tell students that it is also possible to convert a percentage to a decimal by dividing the
percentage by 100. This always results in the decimal point moving two places to the left. For
example, 20% = 20 ÷ 100 = 0.2.

Tell the students that percentages aren’t always nice, neat whole numbers. For example, suppose
you want to convert 37.5% to a fraction and a decimal. To convert to a decimal, drop the % sign
and divide by 100, i.e., move the decimal point two places to the left, resulting in a decimal of
0.375. Say the name of the decimal, i.e., three hundred seventy-five thousandths, to make it
easier to convert to a fraction of 375/1,000.

Percentages can also be used to express part of a whole, just like fractions and decimals. For
example, if you read in an article that 35% of 400 people surveyed said they like rock music,
how many people like rock music? To determine the answer, set up the proportion 35/100 =
x/400. Solving for x, the number of people who like rock music is 140. A simpler way of
completing the calculation is to convert the percentage to a decimal (35% converts to 0.35) and
multiplying the decimal by the number of people surveyed, i.e., 0.35 x 400 = 140.

Tell students that they can also use proportions to calculate percentages. For example, if 450
students out of 1,000 own a fitness tracker, what percentage of students own one? To calculate a
percentage, the goal is to arrive at a ratio with 100 as the denominator. Set up a proportion
equation where 450/1,000 = x/100. x= 45 or 45%.
Teaching Procedure:
I will use lecture method, for describing percentages. Then activity method will be used for
activity work.

Student's Participation:

Group students into pairs and ask them to convert 30%, 95%, and 12.5% to fractions and
decimals.
 30% = 30/100 (3/10 in simplest terms) = 0.30
 95% = 95/100 (19/20 in simplest terms) = 0.95
 12.5% = 125/1000 (1/8 in simplest terms) = 0.125

Formative Check:
 Explain the assignment to the students, and “give” each student their spending money
 All food products are 15% off (or other discount), clothing is 35% off (or other discount)
 Tax is 6% on food and 8% on clothing (or other %)
 Students will begin “purchasing” items and listing them on the worksheet, calculating the
final cost for each item
 Remind students of the starting amount of money and they cannot spend more than they
have
 Throughout the class period(s) have specials and distribute coupons or special discounts
students can use for a limited time only on certain products, surprise students with %
mark-ups
 Encourage students to buy as many different products as possible, do not allow large
quantity purchases of a single item
 Give students approximately one full class period to shop and calculate the discounts,
taxes, and grand totals
 Collect all completed worksheets

Closure:
Review the method of discounting/taxing items. Allow students to give feedback about the
exercise and any difficulties they may have had. What would they do differently next time?
Create a short test or quiz assessing the student's ability to figure discounts and taxes

HOMEWORK:
 37% of 114 =
  84% of 72 =
 48% of 104 =
 40% of 101 =
 55% of 50 =
 13% of 64 =
 12% of 126 =
 97% of 11 =
 Out of a salary of $4500, I kept 1/3 as savings. Out of the remaining money, I spend 50 %
on food and 20 % on house rent. How much do I spend on food and house rent?
 A certain school has 120 teachers. If this constitutes 30% of its workforce, find the
number of employees in the school.
 Rachael gets 94 marks in her exams. These are 47% of the total marks. Find the
maximum number of marks.
 A tank can hold 50 liters of water. At present, it is only 30 % full. How many liters of
water shall I pit in the tank, so that it is 50 % full?
 Pat's income is 20 % more than Adam. How much percent is Adam's income less than
Pat's?

ASSESSMENT:
 52% of 115 =
 10% of 25 =
 65% of 50 =
 96% of 69 =
 79% of 34 =
 48% of 111 =
 20% of 67 =
 52% of 148 =

 Morgan bought a pair of shoes at a sale of 25%. If the amount she paid was $1000, find
the marked price.
 In an election, there are a total of 80000 voters and there are two candidates, X and Y. 80
% of the voters go for polls out of which 60 % vote for X. How any votes do Y get?
 There are 442 boy students in class VIII. If 15% of the students are girls, find the total
number of students in class VIII.
 Ron scored 20 out of 25 marks in English, 30 out of 40 marks in science and 68 out of 80
marks in mathematics. In which subject his percentage of marks is best?
 Max requires 50 % to pass. If he gets 280 marks and falls short by 20 marks, what were
the maximum marks he could have got?
***************************************************************
LESSON PLAN # 04

SUBJECT:
Mathematics

CLASS:
6th

TEXT BOOK:
Sindh book board, Jamshoro

TOPIC:
Understanding elementary shapes

SUB TOPIC:
 shapes
 Secondary shapes

TIME DURATION:
50 minutes

GENERAL OBJECTIVES:
After this lesson, students will be able to:
 Recognize and name different shapes
 Identify shapes they see in their classroom and surroundings
 Sort shapes into categories based on their attributes
 Draw various shapes
SPECIFIC OBJECTIVES:
Students will be able to
 Compare and contrast shapes
 Identify which are regular or irregular polygons
 Understand the differences between regular and irregular polygons

Materials:

 Blackboard
 Chalk
 Duster
 A quarter
 A dice
 Various shapes either in 2D or 3D

PROCEDURE:
Introduction:
To warm-up the class and gauge their understanding of the basic foundations of this lesson's
topics, have each student come up to the board and draw a basic shape that you should provide
them with verbally (like square, triangle, etc.) The rest of the class should identify this shape.
Draw these various basic shapes you just used for the warm-up on the board and put their names
next to the shape. Students should copy all of this into their own notebooks as you do so.
Introduce different shapes as an attention getter and to trigger students' prior knowledge about
geometric shapes.
Ask students if they know what they will be learning today based on the book. Inform students
they will be learning the names of shapes, and how shapes can be sorted, identified, and
compared.
Ask students to give examples of shapes they know, whether at school, home, or other places.
Discuss each shape's attributes and make comparisons. Ask students to pair up and tell their
partner of an object that is the shape of each one discussed during this lesson.

TEACHING PROCEDURE:
I will use lecture method, for describing Shapes. Then activity method will be used for activity
work.
STUDENT’S PARTICIPATION:
Explain the three games and how they relate to shapes. There is a game for matching shapes,
sorting shapes, and classifying shapes.
The teacher will walk around the classroom and make sure students are on the right game. Ask
students to practice drawing shapes independently at their desks. Students will practice silently
for 5 minutes.
The teacher and teacher assistant will walk around the classroom to make sure students are on
task, are using the correct app, and are understanding the concept of shapes.
Give each student a shape activity book (includes outlining, coloring, drawing, sorting,
matching). Ask students to complete at least 1 page in the activity book.

FORMATIVE CHECK:
Give each student a handout of the lesson text. They should read this on their own and take notes
as they do so. They should be encouraged to ask any questions as they read.
After everyone has finished reading, go through the lesson again as a class. This time around,
however, go through each shape mentioned in the lesson one by one. Pass out the shape in 2D or
3D form for each student to appreciate. Each student should say the name of the shape, copy
down the shape into the notebook, write down its name in their notebook, and then write down
why it is a regular polygon or irregular polygon. They should circle what is regular or irregular
about each shape so they truly understand the differences between regular and irregular
polygons. They shouldn't rote memorize which ones are which.

CLOSURE:
Revise all shapes and their properties thoroughly and give worksheet to students for homework.

HOWEWORK:
1. An angle whose measure is more than 90°:
(a) acute angle
(b) obtuse angle
(c) right angle
(d) straight angle
 2. Which direction will you face if you start facing east and make 3 1/2 of a revolution
clockwise?
(a) east
(b) west
(c) north
(d) south

3. Which direction will you face if you start facing east and make 1 1/2 of a revolution
clockwise?
(a) east
(b) west
(c) north
(d) south

4. An angle whose measure is more than 180° but less than 360°:
(a) reflex angle
(b) obtuse angle
(c) right angle
(d) straight angle

5. If each angle is less than 90°, then the triangle is called …………….. .
(a) an acute angled triangle
(b) a right angled triangle
(c) an obtuse angled triangle
(d) none of these.

Subjective:
1. Square is a special type of rhombus. Do you agree? Give reason.

2. What is the shape of the following objects?

(a) a football
(b) a joker’s cap
(c) a metal pipes

3. If A, B, C, are three points on a line such that AB = 5 cm, BC = 3 cm and AC = 8 cm, which
one of them lies between the other two?
4. What part of a revolution have you turned through if you stand facing:
(a) east and turn clockwise to face north?
(b) south and turn clockwise to face east?
(c) west and turn clockwise to face east?

ASSESSMENT:
1. Write the number of faces, edges and vertices of the following solids:
(a) Cube
(b) Triangular Pyramid
(c) Square Pyramid
(d) Rectangular Prism

2. PQRS is a rhombus with PQ = 4.1 cm and diagonal PR = 6 cm. Find

(a) Sides PS, QR and RS
(b) ˆ STR
(c) Length of PT and TR

3. In the given figure:

(a) Name the vertex of angle 3.
(b) Give full names of angles 2 and 4.
(c) Name the arms of angle 3.
(d) Name the angle formed by angle 1 and 2.
Objective:
1. If anyone angle is a right angle then the triangle is called ………………….
(a) an acute angled triangle
(b) a right angled triangle
(c) an obtuse angled triangle
(d) none of these.

2. Name the type of triangle: APQR such that PQ = QR = PR = 5 cm.

(a) Scalene triangle
(b) Isosceles triangle
(c) Right triangle
(d) Equilateral triangle

3. Name the type of triangle: APQR such that PQ = QR = 5 cm and PR = 7 cm.

(a) Scalene triangle
(b) Isosceles triangle
(c) Right triangle
(d) Equilateral triangle

4. Name the polygon with 6 sides.

(a) Triangle
(b) Quadrilateral
(c) Pentagon
(d) Hexagon

5. Name the polygon with 8 sides.

(a) Octagon
(b) Quadrilateral
(c) Pentagon
(d) Hexagon
**********************************************************************

LESSON PLAN # 05
SUBJECT:
Mathematics

CLASS:
6th

TEXT BOOK:
Punjab book board, Lahore

TOPIC:
Area and perimeter

SUB TOPIC:
 Area of rectangle and square
 Perimeter of rectangle and square

TIME DURATION:
50 – 60 minutes

GENERAL OBJECTIVES:
After this lesson, students will be able to:
 Give and use the formula for both area and perimeter.
 Distinguish whether to find area or perimeter in word problems.

SPECIFIC OBJECTIVES:
Students will be able to
 Develop strategies to determine the area of rectangles and the perimeter of plane figures.
 Find perimeter and area of a square.
 Solve problems involving perimeter or plane figures and areas of rectangles.
Materials:

 Blackboard
 Chalk
 Duster
 Flash cards
 Textbook

PROCEDURE:
INTRODUCTION:
The teacher will prepare flash cards with different squares drawn on them. For example, divide
the class into pairs. Distribute flash cards among pairs of students so that each pair gets one flash
card.
Ask students to work in pairs and answer following questions:
 How many sides are present in this figure? (Answer: 4 sides)
 Can you name this figure whose all sides are equal? (Answer: Square)
 What is the relation between sides of a square? (Answer: All sides are equal)
Tell them today we will learn to find area and perimeter of a square.

TEACHING PROCEDURE:
I will use lecture method at first then pair work and group is used for activity.

STUDENT PARTICIPATION:
The teacher will draw a square on the writing board as follows:
Ask the students to count the number of unit squares. (Answer: 1)
Tell students that each side of this square has the length l = 1cm.
If we have to find area of the square, we will multiply its length and breadth or length of any two
sides.
Area = l*l =1 cm´1cm =1cm
Draw another square having the length of each side as 2cm.
Ask the students to count the number of unit squares. (Answer: 4)
Ask students to find the area of the square 2cm 2cm
Area = l´l = 2cm´ 2cm = 4cm
Draw another square having the length of each side as 3cm.
Ask the students to count the number of unit squares. (Answer: 9)
Ask students to find the area of the square
Area = l´l = 3cm´3cm = 9cm
Draw another square having the length of each side as 4cm.
Ask the students to count the number of unit squares. (Answer: 16)
Ask students to find the area of the square
Area = l´l = 4cm´ 4cm =16cm
Draw another square having the length of each side as 5cm.
Ask the students to count the number of unit squares. (Answer: 25)
Ask students to find the area of the square
Area = l´l = 5cm´5cm = 25cm
Tell students as they saw we can find area by counting the unit squares or multiplying two sides
of the square together.
We can conclude that
Area of Square = length of a side^2

FORMATIVE CHECK:
The teacher will draw the following square on the board and mark each length as lcm.
tell students we will find the perimeter of this square.
tell students perimeter of a shape is the total distance around it.
ask them to add all the lengths of sides of square.
tell them that by adding the lengths of four sides, we get 4l, which is the perimeter of the square.
tell students we can also find the perimeter of a square by multiplying length of one side by 4.
split students in groups.
before class, prepare flash cards with following 5 squares on them.
give each group one flash card and ask them to complete the table.

CLOSURE:
Tell students that in today's lesson, we have learnt to find the area and perimeter of a square.
i.e., Area of a square = side ´ side = l ´ l
Perimeter of s square = 4 ´ side = 4 × l

HOMEWORK:

Find the area and perimeter of the following rectangles whose dimensions are:

 length = 17 m breadth = 13 m
 length = 6.9 cm breadth = 5.1 cm
 length = 5 m breadth = 32 dm
 length = 9 hm breadth = 7 dam

ASSESSMENT:
Ask students to find the formula of
 Area of square and rectangle
 Perimeter of square and rectangle
**********************************************************
LESSON PLAN # 06
SUBJECT:
SCIENCE

CLASS:
7th

TEXT BOOK:
Punjab book board, Lahore

TOPIC:
Forests

SUB TOPIC:
 Types of forest
 Importance of forest
 Habitats of the forest
 Role of forest

TIME DURATION:
50 – 60 minutes

GENERAL OBJECTIVES:
After this lesson, students will be able to:
 Define a forest.
 Identify the types of forests.
 Describe the uses of forests.
 Describe basic characteristics of forest animals
  Explain the importance of forests.

SPECIFIC OBJECTIVES:
Students will be able to
 Identify various forest animals
 Identify local plants and animals through touch, sight and sound, and collect specimens
with minimal impact.
 Explain how local plants and animals are interconnected within your ecosystem

Materials:

 Blackboard
 Chalk
 Duster
 Index cards with the name of a different forest animal on each card
 Poster boards

PROCEDURE:
INTRODUCTION:
After greeting and attendance, introduce today’s topic
students, tell me, what do you remember “resources” to be?
How about physical resources?
What two categories are physical resources classified into?
Tell me now, what is the difference between renewable and non-renewable resources?
Today we will look at a very precious but delicate resource – the forest. This resource regulates
the world’s temperature. The forest is said to be the “lungs of the earth”. What do you think this
means? The world’s environment owes much of its state of health to the presence of forests. So
too does human survival and welfare.
A forest is a community of trees, shrubs, herbs, and associated plants and organisms that cover a
considerable area that use oxygen, water and soil nutrients as the community attains maturity and
reproduces itself.
TYPES OF FOREST.
There are different types of forests which can .be seen in different parts of the world. Though
they may be different, they generally. Perform the same ecological functions. These types of
forests are:
 TROPICAL EVER GREEN FORESTS.
 TROPICAL DECIDUOUS FOREST.
 MANGROOVE FORESTS.

IMPORTANCE OF FORESTS:
 They provide raw materials for certain industry.
 They provide food, fodder, fuel, fertilizer and fiber.
 They prevent soil erosion and preserve the fertility of the soil.
 They provide moisture and lower the temperature.
 They are the home for many animals and birds; thus, they preserve the biodiversity.
 They maintain the ecological balance.
 They provide medicinal value resulting in the making of many medicinal drugs.
 Forests also help to alleviate psychological stress arising from the trials of modern
society.
 They provide the opportunity for relaxation and meditation – can lead to the development
of eco-tourism.

Habitats of the Forests:

There are many creatures that depend on the forest for their survival. Should this precious habitat
be destroyed, they will become extinct for they will not be able to survive anywhere else.
WILD LIFE - means the native animals of a region.
ENDANGERED SPECIES -These are the species, which are in danger of extinction and which
may not survive if the adverse factors continue to rotate.
VULNERABLE SPECIES - The species likely to move into the endangered category in the near
future if the causal adverse factors continue to operate.
RARE SPECIES - These are the species with small population in the world and are at risk.
THREATENED SPECIES - These are Species, which are in any one of the Endangered,
Vulnerable, Rare Species categories.

REASONS FOR DEPLETION OF WILDLIFE:

  Absence of shelter to wild animals
 Deforestation
 Destruction of wild plants which affects the survival of wild animals.
 Pollution

Why is it necessary to conserve Wild Life?

The wild life helps us in maintaining balance of nature.
It can increase our foreign exchange if linked. with tourism.
The preservation of wild life helps to make their study easy.
The wild life of the Caribbean is our cultural asset and had deep rooted effect on Caribbean art,
sculpture and religion.

ROLE OF THE FOREST.

 Promotes rainfall
 Prevents soil erosion
 Prevents flooding
 Maintains the composition of the atmosphere
 Reduces noise pollution
 Acts as a wind barrier from heavy winds
 Provides medicinal remedies
 Recreation
 Lumber for the construction industry

All these benefits will be of no effect if we do not care for the trees in the forests. To care for the
forests, we must identify what are the causes of its destruction.

CAUSES OF DEFORESTATION:
 Forest fires – caused by careless persons.
 Shifting cultivation which destroys large areas of forests.
 Excessive logging activities.
 Housing which results in the destruction of trees to meet people’s demand for shelter.
 Removal of vegetation for mining purposes.
CONSERVATION OF FORESTS.
Design certain areas as forest reserves. Controlled cutting of trees – this allows for only certain
mature trees to be logged. A massive reafforestation programmed – that is replanting trees in
areas that were once forested areas. Education campaign to sensitize people of the importance of
forests. Strict and severe penalties for illegal lumbering.
What can I do personally to protect the forest? Avoid destroying trees unnecessarily. Be careful
with matches and cigarette butts in and adjacent to grassy and wooded areas. Recycle materials
obtained from the forest. Plant trees for beautification and to commemorate special events.
What can I do personally to protect the forest? Help to put out wild fires whenever possible. Do
not hunt wildlife excessively, especially pregnant females and the young. Get involved in
environmental issues through word and action.

TEACHING PROCEDURE:
I will use Lecture Method for this lesson.

STUDENT PARTICIPATION:
Encourage your students to explore their urban forest from different perspectives by playing a
game of “Forest Freeze.” 1. Have students walk around the schoolyard/urban forest and write or
draw what they experience in their Forest Journals. Remind them to use their senses of sight,
touch, hearing, and smell. Then, call “Freeze.” 2. Students should stop, look, and closely observe
the small area immediately around them, recording (through words or pictures) what they
discover. Call “Unfreeze,” and they will return to a larger area exploration until you call
“Freeze” again. 3. Return to the classroom and have students discuss their urban forest and share
their journals with each other

FORMATIVE CHECK:
Offer each “Wonder” Challenge as an outdoor Forest Journaling activity, or as part of a class
discussion. Include challenges such as:
 Name or draw three different local plants (including trees)
 Name or draw three different local animals (including insects)
 Name or draw three things besides plants and animals that you might find in a forest.

CLOSURE:
At the end of lesson, brief revision of lesson will be given to students and give homework to
them.

HOMEWORK:
Answer the following questions.
 Why is planting trees helping to reduce climate change?
 Why does the use of wood help the environment?
 How can wood be recycled?

ASSESSMENT:
Answer the following questions.
 Are we destroying the World's forests – and the climate – by using wood?
 What is sustainable forestry?
 How much forest is there in the world?
 How does forest protect the planet?
 What is the carbon cycle – and how does it influence the climate?
************************************************************
LESSON PLAN # 07
SUBJECT:
SCIENCE

CLASS:
7th

TEXT BOOK:
Sindh book board, Jamshoro

TOPIC:
Reproduction in plants

SUB TOPIC:
Types of reproduction
Parts of a flower
Pollination
Difference between pollination and fertilizer.

TIME DURATION:
50 – 60 minutes

GENERAL OBJECTIVES:
After this lesson, students will be able to:
State the functions of the sepals, petals, anthers and carpels.
SPECIFIC OBJECTIVES:
Students will be able to
Identify parts of a flower
Explain agent of pollination
Identify parts of a flower that are concerned with fertilization and pollination.
Differentiate between pollination and fertilization
Describe stages of development from flowers to fruit.

Materials:

 Blackboard
 Chalk
 Duster
 Pictures showing domestic animals
 Posters

PROCEDURE:
Introduction:
After greeting and attendance, the teacher introduces the lesson through simple questions about
plants and reproduction . After that the teacher explains the lesson to the students by definition of
reproduction.

Reproduction is the ability of living things to reproduce young ones of their own kind.
Reproduction is one of the characteristic of living things. Without living thing reproducing it
young one, then there would be no living things on earth anymore.
Way by which plant reproduce their young one.
1. Sexual reproduction:
Flowering plants make use of seeds. in most plants, the sibling are developed from their seeds,
which is obtained from flower when the male and female parts of flower meet to form union
seeds are obtained from flower.

2.asexual or vegetative reproduction:

Some plants part can also reproduce young ones without seed.

Then teacher describe

parts of a flower
major parts
function of each part of a flower
pollination
Types of pollination
agent of pollination
pollination by insects
fertilization and fruit development in plant
differences between pollination and fertilization.

Teaching procedure:
Lecture method will be used for this lesson. And some visual aids will also used.

Student participation:
Teacher asks the students to
 Draw and identify the part of a flower.
 Define pollination

Formative check:
Give students a task to draw flower and show it’s reproduction. Then check them either
they understand it or not.

Closure:
Teacher summarizes the whole lecture and give homework.

HOMEWORK:
Answer the following questions.

State the functions of parts of a flower.

Bring one flower from home for practical work.
 ASSESSMENT:
Answer the following question.

 Explain that type an agent of pollination

 identify parts of a flower that are concerned with pollination and fertilization
 distinguish between pollination and fertilization.

Lesson plan# 08
Subject:
Science

Class:
7th

Text book:
Sindh book board, Jamshoro

Topic:
Rain formation

Sub topic:
Water cycle
Formation of rain
Relationship between water cycle and formation of rain.

Time duration:
40 minutes

General objectives:
After this lesson, students will be able to describe complete water cycle.

Specific objectives:
After this lesson students will be able to
Make a chart of water cycle
State the relationship between the formation of rain and water cycle.

Resources:
White board
Marker
Duster
Posters
Charts

PROCEDURE:
Introduction:

Before introducing the lesson teacher asked students about water its properties and water cycle.
Then announce today’s topic that is formation of rain

Water is very essential to man, animals and plants to survive in their environment for growth and
to cool it’s body.
Human use water also for cooking, electricity, eating, source of electricity, processing of goods.

The water cycle:

Water cycle is the movement of water in liquid or gaseous state from the earth surface to the
atmosphere and back to the earth.
The heat from the sun causes water to move as gas or vapor from the surface of the earth into the
sky by evaporation. The water becomes cool and forms cloud by condensation, the cloud sends
down the water back at the surface of the earth as rain.

The formation of rain:

The major sources of water are lakes, rivers, sea, ocean etc.
The process of rain formation are as follows:

When rain falls, some of the water goes to the streams, rivers, lakes, ponds while some water
will fall on leaves and holes in trees. The heat from the sun changes some of the water to vapor
or gas. This vapor is carried up into the atmosphere. The rising vapor meet cooler air in the sky
and then forms clouds will stop when the cloud becomes too big and heavy for the air to carry, it
falls back to earth as rain.

Teaching procedure:
Lecture method will be use for discussion.

Student participation:
Frequently asked questions to students to make them active and attentive.

Formative check:
Discussion about the lesson helps teacher to know about the students understanding about the
topic

Closure:
The teacher summarizes the lesson and give homework.
HOMEWORK:
Define water cycle.
Draw water cycle complete.

ASSESSMENT:
What is rain formation?
What is the relationship between water cycle and rain formation.

Lesson plan # 09

Subject:
Science

Class:
7th

Text book:
Sindh book board Jamshoro
Topic:
Acids, bases and salts

Sub topic:
Acid and base reaction
Precautions
Characteristics of acids
Characteristics of bases
Characteristics of salt

Time duration:
50 minutes

General objectives;
After this lesson, students will be able to
Develop scientific attitude
Knowledge about chemistry
Knowledge about acids bases and salts
Scientific management

Specific objectives:
After this lesson students will be able to
Enable the students to know about acids bases and salts
Enable the students to differentiate between acids bases and salts
Enable the students to identify acids bases and salts
Uses of acids and bases in daily life

Resources:
White board
Marker
Duster
Charts
Visual aid

PROCEDURE:
Introduction:
After greeting and attendance I will give some pictures to my students which are detergent
kitchen soap toilet cleaner and toothpaste picture and ask some questions.
Name the things which are sore in taste?
Name the things which are bitter in taste ?
which things are salty in taste?
while lemon is sore?
why soap gives bitter taste?
which makes soap slippery?

Then teacher described the acid base reaction and characteristics of acids and bases and salts.

Teaching procedure:
Lecture method and activity method will be used in this lesson.

Student participation:
Give an activity to students to enlighten their understanding
When a turmeric solution add to base it turn reddish brown.
But with acid no color changes occur.

Formative check:
Ask few questions about characteristics of acids bases and salts to students and check either they
understand or not.

Closure:
Take findings from experiment and give homework to students.

Homework:
Bring five types of fruits to depict acid,bases on basis of taste?
Make a chart of things which show acidic and basic character?

ASSESSMENT:
Make a diagram to show evolution of hydrogen gas?
********************