Maths Mela, period by period — fitted to your timetable.
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Hop Along: Skip Counting on Animal Number Lines
Lesson
The animal jump number lines place the concept of multiples firmly on the pictorial path — students count hops rather than recite tables, building intuition before symbolism. A common error is filling consecutive ovals rather than skipping by the jump size; watch for students who land on every number instead of every third or fourth. Encourage students to say 'the frog cannot reach 67 because...' to build the habit of justifying, not just answering.
0–8Open with a quick count-round: students skip-count aloud in 3s from 0, then in 4s. Draw a simple hop-line on the board with numbered ovals to make the pattern visible. Invite students to predict which numbers are touched and which are skipped.
8–22Students work on Animal Jumps Q1, p.128 ("Frog jumps 3 steps at a time. Which numbers will the frog touch? Will it touch 67?"). After filling the hop-line, pairs discuss whether 67 is reachable and explain why, using the pattern they see in the touched numbers.
22–33Students work on Animal Jumps Q2, p.128 ("Squirrel jumps 4 steps at a time. Which numbers will it touch? How many jumps to reach 60?") followed by Animal Jumps Q3, p.129 ("Rabbit jumps 6 steps at a time. Which numbers will it touch? What is the smallest 3-digit number it lands on? How many jumps?"). Students fill the number lines and compare the jump patterns of squirrel and rabbit.
33–40Class shares findings: which numbers are multiples of 3, 4, and 6? Is 67 a multiple of 3? Students articulate their reasoning aloud and the teacher records key multiples on the board.
Animal Jumps Q2, p.128 — Squirrel jumps 4 steps at a time. Which numbers will it touch? How many jumps to reach 60?
A frog jumps 4 steps at a time starting from 0. Which number will the frog land on?
- A 14
- B 16
- C 18
- D 19
B. 16
What each wrong option reveals
- A 14 is not a multiple of 4 (4×3=12, 4×4=16); the student may be skip-counting with errors.
- C 18 is a multiple of 2 and 3 but not 4; the student may be counting in 2s or 3s instead.
- D 19 is odd and not a multiple of any even number; the student is not applying skip-counting at all.
Also saved as 10 periods or 13 periods.
- 2Kangaroo Leaps: Comparing Multiples of 6 and 8
Lesson - 3Shared Landings: Finding Common Multiples
Lesson - 4Petals and Arrays: Equal Groups as Multiplication
Lesson - 5Cupcake Arrangements: Arrays, Multiple Arrangements, and Division
Lesson - 6Anvi's Magic: Doubling Numbers and Spotting Even Ones
Lesson - 7Filling and Reading the 10×10 Multiplication Chart
Lesson - 8Even, Odd, and Ones-Digit Patterns in the Table
Lesson - 9Predicting Beyond the Table: Ones-Digit Cycles and Row 8
Lesson - 10Ten Groups at a Time: Multiplying by Multiples of 10
Lesson - 11Break-Apart Stories: Real-World Multiplication with 2-Digit Numbers
Lesson - 12Taking Groups Away: Introduction to Division by Partial Quotients
Lesson - 13Division Stories and the Hundred-Times Pattern
Lesson - 14Hundreds, Tens, and Ones: Multiplying 3-Digit Numbers
Lesson - 15Larger Dividends and Division Patterns with Tens and Hundreds
Lesson - 16Equal Groups: Connecting Every Big Idea in the Chapter
Lesson
- 1. Shapes Around Us
- 2. Hide and Seek
- 3. Patterns Around Us
- 4. Thousands Around Us
- 5. Sharing and Measuring
- 6. Measuring Length
- 7. The Cleanest Village
- 8. Weigh It, Pour It
- 9. Equal Groups
- 10. Elephants, Tigers, and Leopards
- 11. Fun with Symmetry
- 12. Ticking Clocks and Turning Calendar
- 13. The Transport Museum
- 14. Data Handling
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