Friday, 6 November 2015
Monday, 2 November 2015
INNOVATIVE
LESSON TEMPLATE
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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
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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
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Class
room Interaction Procedure
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Pupil
Response
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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.
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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
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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
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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
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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
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1)5-3+1=3
2)2-4-1+2=-1
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Saturday, 17 October 2015
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.
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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.
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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
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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.
need and importance of mathematics library and laboratory
NEED AND IMPORATANCE OF
MATHEMATICS
LIBRARY AND
LABORATORY
INTRODUCTION
In any scheme of education,
mathematics library plays a key role.Class room teaching has its limitations.It
is difficult for teachers to go beyondthe prescribed text book.Class room
teachings may leave gaps and doubts.A goos library provides opportunities for
leaving the gaps.The curious students get facilitiesfor quenchingtheir first
thirst ofknowledge through library.A well oraganised library is a source of
attractionfor its students.A mathematics library is the birth place of future
mathematicians.It inspires, stimulates ans equips them to followthe footprints
of great mathematicians.
A mathematics library,besidesbeing a
sourceof learning and inspirationto oits students,also serves the interest and
needs of teachers.Knowledge has no boundaries.A teacher has to keep himself
abreast of the latest knowledgeand skills in his subject.He has to learn most
effective methods and devices for teaching.Agood library in this sense,serves
th role of aburning lamp.It sets burning the ambitions of learning more and
more in teachers and inspirres the students to imitate the ideals of their
teachers.
In our schools laboratories are
generally established for science subjects.Therefore for a number of persons
the idea of setting mathematics
laboratory in the school sounds quiet unusual and unpracticable.Laboratory is a
placewhich serves two fold purposes.Firstly it provides safe and proper place
for placing all the essential material and equipments concerning the learning
activities in a subject.Secondly it gives proper facilities and opportunities
for essential practical work and lively
learning experiences.Apart from this, setting of mathematics library will prove
useful to a mathematics teacher in many
different ways.The mathematics knowledge which cannot betranslated into
practice is a useless burden and therefore studends of mathematics should be
given proper opportunities for the integration of theory with practice.
NEED AND IMPORTANCE OF MATHEMATICS
LIBRARY
Having realized the need and
importance of library in teaching of mathematics it is now to be thought
whether to have a separate mathematics library or not.Generally in
schools,there happens to be ageneral library where all sorts of general books
andbooks related to different subjects and activities are placed in different
almirahs at different places.On big table or tables,newspapers,magazines,periodicals
and journals are placed.This place also seves as areading room.
There should be a period for library
reading in the time table for enebling the students of every section and class
to have an easy access to such library.The teacher may take the help of monitor
or some interested student of the class in the management of the affairs.Thw
establishment of mathematics library in separate room or as part of general
library may be supported on the following grounds:
1.
The separate arrangement brings
fficiency in the organization.
2.
Mathematics teacher remains in touch with the
volumes and literature available in library.
3.
It gives a sense of separate identity
and inculcates interest in the subject mathematics.
4.
The student get better facilities for
reading the books and literature.
5.
It helps in the activities of
mathematics club.
6.
It may help in nurturing gifted and
potentials students in mathematics.
Therefore,in every
school attempts should be made to have a mathematical library with the
cooperation of authorities and the students.
WHAT IS TO BE KEPT IN MATHEMATICS LIBRARY
Mathematics library
should be made an attractive place.It should have useful information on its
walls in in the form of writings, charts and posters about mathematicians,their
contributions, the facts and principles of mathematics and the historical
development of the subject mathematics.A library is known through its contents,
therefore there should be a wise collection of useful books and literature in
the mathematics library.For this purpose a mathematics teacher should spare no
efforts for the judicious selection of books and literature.This collection
then needs a proper categorization or classification.
NEED AND IMPORTANCE OF MATHEMATICS
LABORATORY
Advantages:
Some of the advantages
of a mathematics laboratory may summerised as follows:
1.
It will help in creating interest of
the students in the learning of mathematicians.
2.
It will help in making use of all the
progressive methods like inductive,analytic, laboratory,heuristic and project
methods in the teaching and learning of mathematics.
3.
It will help in the inculcation of
scientific,problem solving and heuristic attitude among the students.
4.
The theoretical concepts may be easily clarified through
practical demonstration.In this way the laboratory should would definitely save
the time and energy of the teachers as well as students.
5.
It will help in training the students
for the practical application of mathematical facts and principles in their
life.
6.
It will help in satisfying the
creative and constructive urges of the students
WHAT SHOULD BE THERE IN A MATHEMATICS LABORATORY?
A mathematics laboratory may contain
the following types of material and equipments:
1.
Different types of pictures and
charts: Pictures and charts makes the learning of mathematics
interesting and useful.A mathematics laboratory should contain different types
of charts and pictures concerning various topics and sub-topics of
mathematics.A few pictures and photographs of mathematicians may also be hung
on on the walls of the laboratory to make it as mathematical as possible.
2.
Models: In mathematics education models prove
avery effective source of teaching and learning.
3.
Weighing and measuring instruments: These are two important aspects of
mathematics.A mathematics laboratory should, therefore, have all the essential
equipments for weighing and measuring purposeslike different types of
balances,weghts,measuring tapes and graduated cylinders.
4.
Drawing instruments: For drawing and sketching of various
figures and diagrams there should bedrawing instruments in mathematics
laboratory.
5.
The useful material concerning other
subjects: modern
teaching follows the principle of integration and correlation.In mathematics
text concepts and problems are sometimes very much linked with the experience
areas of other subjects.
6.
Surveying instruments: Surveying is an important phenomenon
concerning mathematics.For surveying purposes besides various types of
measuring tapes the following types of special instruments should be kept in a
mathematics laboratory.
Ø Angle mirror: It
is used for laying out right angles in the field.
Ø Hypsometer and clinometers: Used in combination, the apparatus a simple device for
measuring distance and heights of objects.
Ø Sextent: It is
a sophisticated instrument for measuring the angular distance.It is used to
find out angles of elevation and depression.
Ø Plane table:It
is used for elementary mapping and surveying.
Ø Level:It is
used in leveling the surfaces by finding differences in elevation.
Ø Transit: It is
used in the measurement of angular distance and leveling.
7.
Other useful materials: The useful concrete material like
beads, balls, sticks, match boxes, pebbles, seeds, didactic apparatus,
different types of coins, different types of wooden or card board pieces etc.
may be kept in mathematics library.
8.
Some other modern equipments: Under this category the following
types of instruments may be kept in the mathematics laboratory:
Ø Proportional Dividers: This apparatus is based on the principle of proportionality in similar
triangles and used for enlarging or reducing the pictures, maps or diagrams.
Ø Slide Rule: In
principle it consists of two or more logarithmic scales sliding on each other.
Ø Calculating Machines: It is a sophisticated device for making the computation work
a joy.It can also do all sorts of calculations in no time with great precision
and accuracy.
It shold not be taken that the
list of materials and equipments for mathematics laboratory ends completely
with the above discussion.It is an ever ending task.The needs and requirements
of learning experiences are always flexible.A resourceful teacher should not
alwayslook for the finances but try to encourage his students for the
improvision and self collection.Moreover, he should not confine the practical
experiancesin the mathematics to the mathematical laboratory. For a teacher of
mathematics the world outside the walls of the clss room in an open
laboratorywhere he can find ample opportunities for his students to experiment
and taste the fruits of learning in mathematics .
REFERENCE:
TEACHING OF MATHEMATICS – by S.K.Mangal
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