INNOVATIVE LESSON PAN 2

INNOVATIVE LESSON PLAN 1

INNOVATIVE LESSON PLAN

INNOVATIVE LESSON TEMPLATE

Name of the teacher: Karthika Balachandran                                                   Std : 8 Subject                        : Mathematics                                                                    Strength: 42 Unit                              :Negative Numbers                                                           Duration: 40’ Topic                            : Addition of negative numbers                                      Date        :18/8/2015 Name of the School  : G.H.S.S Kulakkada

CURRICULAR STATEMENT

To learn the addition of negative number

CONTENT ANALYSIS

TERMS:  Negative, Positive numbers

FACTS:    1) In a number line the value of numbers increases from left to right.

                 2)  Subtracting large number from a small number  

CONCEPTS: The concept of teaching and learning addition of negative numbers.

LEARNING OUTCOMES

The student will be able to

1) Recall related knowledge and information about numbers.

2) Describe peculiarities of numbers.

3) Applies the above facts, concepts in new and relevant situation.

4) Judge the appropriateness of the above concept in given problem.

5) Design a new idea related to addition of negative numbers.

6) Develops skill related to addition of negative numbers.

7) Creates interest related to addition of negative number

PRE-REQUISITES

Identify the negative numbers.

TEACHING- LEARNING RESOURCES

Cut outs, Ball, Chart, Ordinary class room equipments, duster

Class room Interaction Procedure	Pupil Response
Classroom Interaction procedure  Introduction To  check previous knowledge teacher asks 3-5 is ----- Presentation Activity 1 Teacher says the following figure shows a string of different color. Find out the answers for questions. suppose the given figure is a number line 1)      Which position has yellow color? 2)      Which position has green color? 3)      Which position has blue color? 4)      Which position has rose color? Activity 2 Teacher says that the following figure shows a string of different color. And the numbers corresponding to each color shows its score. Find out the answers for questions. Suppose the given figure is a number line. 1) Which color has highest score? 2) Which color has lowest score? 3) Among yellow and blue which color has highest score? 4) Among blue and violet color has highest score? Teacher again confirms the concept in a number line the value is increasing from left to right.	Pupil Response Student say 3-5 is 2                               Students  do the problem 1) The position is -2. 2)The position is -3 3)The position is  -1 4)The position is   +1 Students observe 1)rose 2)black 3)blue 4violet

Activity 3 Teacher given different colours of balls for each groups.Then told tosubtract certain colour of balls from the other colour of balls. Activity 3 Teacher given different colors of balls for each groups. Then told to subtract certain color of balls from the other color of balls. Group 1 Group 2 Group 3       Application 1)      11-79 2)      20-50 3)      26-73 4)      48-84 5)      16-25

Group 1: Answers Blue  ball=3 Yellow  ball    =2                 2-3 =-1          Group 2:Answers Red ball=3 Green ball=4             3-4=-1             Group 3 :Answers Violet ball=2 Orange ball=4                2-4=-2   1)11-79=-68 2)20-50=-30 3)26-73=-47 4)48-84=-34 5)16-25=-9

Review 1)5-3+1 2)2-4-1+2 Follow up activity 1)5-6+2-4 2)3-5+6-1 3)4-7+8-1 4)6-5+1-1

1)5-3+1=3 2)2-4-1+2=-1

POWER POINT PRESENTATION - SHRINKING POLYGON

http://www.slideshare.net/sabidasamad93/shrinking-polygon

LESSON TEMPLATE

LESSON TEMPLATE

Name of the teacher : Karthika Balachandran          Subject :Mathematics

Name of the school :N.S.S.G.H.S, Pandalam         Unit       : Polygons

Standard and division : 8E                                         Topic : Concept of polygons

Strength :42                                                                  Period : First

Date : 3-08-2015                                                          Duration :45 minutes

Curricular  Statement

It enable pupil  to understand the concept of polygons.

Content  Analysis

Terms : polygons , pentagon , Hexagon , Octagon , Nonagon , Decagon.

Facts :   Closed figure having more than 2 sides are called polygons.

               Closed figure having  5 sides are called Pentagon.

               Closed figure having  6 sides are called Hexagon.

               Closed figure having  8 sides are called Octagon.

               Closed figure having  9  sides are called Nonagon.

                Closed figure having  10  sides are called Decagon

Learning  Outcome

The pupil will be able to

·       Understand the concept of polygons.

·       Identify  the concept of polygons.

·       Apply the concept in new situations.

·       Answer the questions based on the concept.

·       Analyse  the concept of each polygons.

Pre-Requisites

·       Basic concepts on Geometrical Shapes.

·       Concepts of sides and vertices.

Teaching-Learning Resourses

·       Models of different polygons made of thermochol.

·       Common classroom aids.

                                                                         

                 

               

Classroom interaction procedure                           Teacher engages in a friendly talk with Pupil.Teacher  asks the following  questions to check the previous  knowledge of students. Name some geometrical shapes                              Teacher shows a model contain- Ing different types of polygons Teacher asks the following Questions showing the model. Pointing to the triangle teacher asks about the figure.               Similarly ,teacher shows figures of     quadrilateral                 Teacher showing the figure of pentagon, hexagon, heptagon ,octagon Then teacher asks to observes the common properties of the figures, regarding the sides ,closure etc… Teacher asks pupil to draw figures having 9 and 10 sides. Teacher named them as nonagons and decagons .Then teacher asks to give a common name to these figures  Teacher explains ,since the figures have more than 2 sides ,they are called polygons                                                                          Review and Application Teacher repeates the definition of the polygons Closed figures having three or more than three sides are called polygons. Teacher asks pupil to read the definition on text and give some examples ofpolygons.

Expected pupil response Triangles,rectangles,square Pupil closely observes the figure                             Pupils to say about the figure.                             And say that is a triangle and                                                                                           describes about the figure ,ie ,it                                                                                    had three vertices,three sides.   pupil analyse the properties of Quadrilateral                                                           pupil closely observes all the properties of each figure and discuss among themselves. Through discussion pupil arrive at following conclusion, All these figures have more than 2 sides,and the figures are closed. Pupil tried to draw and did it with the help of teacher Students in silence. Pupil carefully lissons. Pupil read the definition loudly and give many examples of polygons

Follow up activity

Draw different types of polygons and name them.

BLAISE PASCAL

Blaise Pascal

            Blaise Pascal was a French mathematician, physicist and religious philosopher, who laid the foundation for the modern theory of probabilities.Mathematician Blaise Pascal was born on June 19, 1623, in Clermont-Ferrand, France. In 1642, he invented the Pascaline, an early calculator. Also in the 1640s, he validated Torricelli's theory concerning the cause of barometrical variations. In the 1650s, Pascal laid the foundation of probability theory and published the theological works Pénsees and Provinciales. Pascal died in Paris on August 19, 1662.

 

Inventions and Discoveries

                    A true trailblazer and a child prodigy to boot, Blaise Pascal started his prolific stream of groundbreaking inventions and discoveries when he was still just a teen.

In 1642, at age 18, inspired by the idea of making his father's job of calculating taxes easier, Pascal invented an early calculator, dubbed the Pascaline. (German polymath William Schickard had developed and manufactured an earlier version of the digital calculator in 1624.) The Pascaline was a numerical wheel calculator with eight movable dials, each representing a numerical digit, such as ones, tens and hundreds. It was capable of adding, subtracting, multiplying and dividing.

Pascal's invention was not without its glitches: There was a discrepancy between the calculator's design and the structure of the French currency of the time. The machines went into production in 1642, but Pascal continued to work on improving his calculator until 1645. (Fifty prototypes had been produced by 1652, but the Pascaline was never a big seller. It went out of production less than a year later.)

In 1648, eight years after his first essay was published, Pascal starting writing more of his theorems on conic sections in The Generation of Conic Sections, but he pushed the work aside until 1654.

At the end of the 1640s, Pascal temporarily focused his experiments on the physical sciences. Following in Evangelista Torricelli’s footsteps, Pascal experimented with how atmospheric pressure could be estimated in terms of weight. By taking readings of the barometric pressure at various altitudes, Pascal validated Torricelli's theory concerning the cause of barometrical variations.

In the 1650s, Pascal set about trying to create a perpetual motion machine, the purpose of which was to produce more energy than it used. In the process, he stumbled upon an accidental invention. In 1655, Pascal's roulette machine was born. Aptly, he derived its name from the French word for "little wheel."

Overlapping his work on the roulette machine was Pascal's correspondence with mathematical theorist Pierre de Fermat, beginning in 1654. Through their letters discussing dice problems, and through Pascal's own experiments, Pascal discovered that there is a fixed likelihood of any certain outcome when it comes to the roll of the dice. This discovery was the basis of the mathematical theory of probability, the eye-opening realization that events and their outcomes did not occur randomly.

Although the specific dates are uncertain, Pascal also reportedly invented a rather primitive form of the wristwatch. It was an informal invention to say the least: The mathematician was known to strap his pocket watch to his wrist with a piece of string, presumably for the sake of convenience while tinkering with his other inventions.