Lesson Plan of Unitary Method Mathematics Grade V



Lesson Plan of Unitary Method



Mathematics Grade V



Students’ Learning Outcomes

·         Describe the concept of unitary method
·         Calculate the value of many objects of the same kind when the value of one of these objects is given
·         Calculate the value of a number of same types of objects when the value of another of the same type is given(unitary method)

Information for Teacher

In unitary method we dear with the following:
·         Finding the price of more things when price of one thing is given
·         Finding the price of 1 thing if price of more things is given
·         Finding the price of given number of things if the price of other number of same things is given
·         During lesson where and when necessary also consult text

Material / Resources

Prepare question slips for application of unitary method, chart paper

Worm up activity

Unitary method considers the example:
·         9 meters of cloth cost PRs 540, what will be the cost of 4 meters?
·         Here cost of 9 meters cloth is given. This part of question is called a statement
·         From this, value of 1 meter is to be obtained by compound division and from this value of 1 meter the cost of 4 meters is obtained by compound multiplication
·         This method in which the value of a unit is first found is called unitary method or method of reduction to the unit
·         Tell the students that unitary method has several uses in our daily life like when we talk about speed, rate or percentage, we invariably relate to unitary method
·         Announce that today we will explore about unitary method in detail

Development



Activity 1

·         Write “unitary method” in the middle of the board
·         Img
·         Ask the class what do they know about unitary method?
·         Write their responses on board, appreciate closer or correct answer
·         In the word unitary encircle unit and say that unit means one
·         If we know the relation of one unit value with more values we can find the relation of any value with any other numbers
·         Write the question on the board “if 1 dollar is equal to PRs. 102” then what is the value of 10 dollars?
·         Let them think and come up with the answer 84 x 10 = 840
·         Tell them that as we got the value of one dollar we were able to find the value of 10 dollars
·         Tell the students that in the same way if we are given value of certain objects/things we can find the value of other number or quantity of the same object/thing
·         Tell the students like a story. I bought 30 bananas and paid PRs 150. When I reached home my mother asked me to get 20 more bananas. How much I would pay for 20 bananas?
Ask students:
·         How many bananas I bought? [30]
·         How much I paid for that ?[150]
·         To pay for 20 bananas what do I need to know? [Rate or cost of 1 bananas]
·         How would I know the rate of the bananas ?[by using unitary method]
o   Cost of 1 banana = 150 /30 = PRs 3
o   What is the cost of 20 bananas?  20 x 3 = PRs 60.00
·         Ask students following questions and tell them to tell you what do they need to get the answer:
o   20 apples cost PRs 130, what will 15 apples cost?
o   Car travels 120 km in 8 liters, how much it will travel in 10 liters
o   A machine fills 200 bottles in 5 minutes, how many it will in 7 minutes?
·         Appreciate the correct work and encourage students to give more examples of the same kind
·         Select few questions from the textbook exercise and give as individual work to do in their notebooks

Activity 2

·         Ask volunteer students to explain in their own words telling how unitary method is used to solve the following questions:
o   Petrol is PRs 80 per liter, I got my bike filled with 3 liters, tell how much did I pay?
o   One juice cost PRs 12. You have 5 friends with you, how much will pay for 5 juices?
o   One color marker is of 8 rupees, what will be the cost of 10 markers?
·         Ask similar type of question to reinforce that it’s easy to find the value of two or more objects when the value of one object is given
·         After students explain the questions refer them in pairs to the textbook selected questions to solve in their notebooks
·         Keep roaming in the class while students are doing their work, correct them if they make any mistake

Activity 3

·         Divide the class into groups of 4 or 5
·         Select one group leader and assign him/her to explain unitary method to each of your group member. Allocate 97 minutes)
·         Working in the same groups, develop 5 questions which can be solved with unitary method
·         Prepare question slips, also ask them to write their group number at the back of their sheets
·         Collect all slips and put them in a box to shuffle
·         Prepare some questions yourself as well and put those in the box too
·         Ask each group to take slips according to the members of the group
·         Read the statements and identify wrong statements
·         Solve the correct questions
·         Paste the slips on a chart paper and display in classroom
·         Turn by turn call groups and ask them to explain in the work
·         Appreciate for correct work and make corrections in wrong answers and questions

Sum up / Conclusion

·         Lesson will be concluded by recapping following points:
o   How to find unit cost if cost of more items is given?
o   What will you do if you are given the cost of 15 items and you have to find the cost of one item?
o   State the operation done if you are given the cost of 15 items and you have to find the cost of 18 items?
o   What is the use of unitary method in daily life?

Assessment

·         Call three students on the board and give them names of alphabets “A, B and C”. tell them to remember their names
·         Allocate time 5 minutes
·         Attempt following questions according to their alphabet
                                    I.            A factory can make 36 toy cars in six hours. How many can it make in:
a)      1 hour?
b)      5 hours?
c)       1 day?
                                  II.            A building company can lay 375 brick in 3 hours. How many brick can they lay in
a)      1 hour?
b)      5 hours?
c)       12 hours?
                                III.            6 story books cost a total of PRs 480. What is the cost of:
a)      One book
b)      Eight books
c)       Ten books

Follow up

·         Assign practice questions from the textbook
·         Ask them to create two story problems to be shared in the next class in which unitary methods is to be applied





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