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Grade 5 Math 1.6

The document outlines a session plan for a fifth-grade mathematics class focusing on the concepts of predecessor and successor, forming the greatest and smallest numbers, and completing number patterns. It includes learning objectives, prior knowledge requirements, instructional methods, and assessment strategies. The plan emphasizes logical thinking and problem-solving skills through guided activities and collaborative learning.

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asmita.pawar
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77 views

Grade 5 Math 1.6

The document outlines a session plan for a fifth-grade mathematics class focusing on the concepts of predecessor and successor, forming the greatest and smallest numbers, and completing number patterns. It includes learning objectives, prior knowledge requirements, instructional methods, and assessment strategies. The plan emphasizes logical thinking and problem-solving skills through guided activities and collaborative learning.

Uploaded by

asmita.pawar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Subject: Mathematics Class / Div.: V / Session Plan Number : 1.

6 Date:
Topic and Writing Predecessor and Successor, Making Greatest and Smallest Large Numbers, Completing
subtopic Large Number Patterns
Aim To reinforce the concepts of successor and predecessor, forming the greatest and smallest
numbers using given digits, and identifying number patterns through guided problem-solving.
Prior  Students have learned about large numbers, place value, and comparing numbers.
Knowledge  They have solved exercises related to number names, place value, and arranging
numbers in ascending/descending order.

Learning  Attitude: Develop logical thinking while working with large numbers.
objectives  Skill: Identify predecessors and successors, form greatest and smallest numbers, and
complete number patterns accurately.

Knowledge:

 Remember: Recall how to find the successor and predecessor.


 Understand: Explain how to create the largest and smallest numbers using
given digits.
 Apply: Solve problems involving number patterns and missing numbers.
 Analyze: Compare and identify number sequences.
 Evaluate: Justify the correctness of successor/predecessor and number
sequences.
 Create:

New
-
Vocabulary/
Definition
-
Pre-work

Time (in Content Teacher Activity Learner Formative Learning


minutes) Activity with assessment material &
differentiated resources
tasks
5 mins Introduction to Brief recap of successor Students recall and Oral questioning:
Smartboard
Successor & and predecessor with respond with "What is the
Predecessor examples. answers.. predecessor of and
7,00,001?" Textbook

10 mins Writing Solve a few examples Students solve - Smartboard


Predecessor from Exercise 1C on remaining sums
and Successor board, guiding with teacher's and
(Q.K & Q.L) students. support. Textbook

10 mins Forming Explain the method of Students attempt -


Smartboard
Greatest and arranging digits to form problems
individually or in
Smallest greatest/smallest pairs.
and
Numbers (Q.M numbers and solve
Textbook
& Q.N) examples.

Completing Demonstrate how to Students analyze -


10 mins Smartboard
Number identify number and complete given
Patterns (Q.O patterns and find number patterns. And
to Q.Q) missing numbers. Textbook

Instructional Methods: Mark with *

1. Discussion 10. Simulation


*
2. Questioning (mention the type) * 11. Internet/Library
Research
3.Reflection/Response 12. Field Study

4. Independent Learning * 13. Role Playing /


Dramatization
5. Laboratory 14. Viewing/Listening / Answering
6. Practice/Drill * 15.Experiment

7.Lecture 16. Journal

8. Hands on experience * 17. Flash cards


9. Case study 18. Guest lecture
19.Flip teaching 20.Mind maps
21. Problem Solving * 22. Others

Interdisciplinary activity if any -


Extension work if any Students will solve remaining sums for homework

Self- Evaluation/Reflection: What would I do differently/better next time? To be completed


AFTER the lesson. Mark with *

Better resources I will talk less Use self-assessment Differentiate more


clearly
Better planning Clearer Use peer More student activity
objectives assessment
Use time better Use groups Use technology Innovative activities
Better starter Better plenary Use key words better More application
Any other:

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