182920067-Traveller-G4-Teacher Companion Book-Maths-Part1-A

WorldTrTEACHER COMPANION BOOK Latest Edition avelleSreries 4Class Part 1 Module A Mathematics



Contents – Part 1A Section No./Name Sub‐section Sub‐section Name Pg. No. 1 IMAX Textbook Features  2 I – Remembering and Understanding 2 IMAX Workbook Features 3 (To be read and understood before the  first teaching day and to be revisited  3 IMAX Curriculum Framework 4 during the PSO1) 4 IMAX Teacher Companion Book Features 8 II – Application 5 Transactional Tips  12 (To be planned and worked out before  the academic year starts) 6 Bloom's Taxonomy in IMAX Class 18 III – H.O.T.S.: Creating a Rockstar Class  7 Annual Plan – Teaching and Assessments 20 (Together, with IMAX inputs and your  8 Annual Planning Tool  22 unique approach and implementation  style, let us create a rockstar classroom) 9 Term Test/Unit Test Patterns 23 IV – Teacher Reference  10 Mid‐Year/Annual Assessment Patterns 25 (Hints/suggestions for the teacher to  refer while answering  11 Teaching Aids List (For Planning) 29 textbook/workbook questions) 12a Day‐wise Lesson Plan – Learning Outcomes Page V – Appendices (Additional reading resources) 12b Day‐wise Lesson Plan – Content Page 31 12c Day‐wise Lesson Plan – Reflection Page 13 End‐of‐Term Reflection  In Part 1C 14a Teacher Reference for Textbook 74 14b Teacher Reference for Workbook 15 How to be a Rockstar Teacher In Part 1B 16 Blackboard Information Organising Tips (Graphic  104 Organisers) 

Section I – Remembering and Understanding Usage Tip: To be read and understood before the first teaching day and to be  revisited during the PSO1 Sub‐Sections: 1. IMAX Textbook Features  2. IMAX Workbook Features 3. IMAX Curriculum Framework 4. IMAX Teacher Companion Book  Features 5. Transactional Tips  6. Bloom's Taxonomy in IMAX Class Page 1

Textbook Features I Will Learn I Think Contains the list of concepts to be covered Arouses the student’s in the chapter along with the learning curiosity before objectives introducing the concept I Recall I RUenmdeermsbtearndand Pin-Up-Note Recapitulates the Elucidates the basic Highlights the key points or prerequisite knowledge for elements that form the definitions the concept learnt previously basis of the concept Page 2 ? Train My Brain I Apply I Explore(H.O.T.S.) Checks for learning to gauge Connects the concept Encourages the child to the understanding level of the to real-life situations by extend the concept learnt student providing an opportunity to more complex scenarios to apply what the student has learnt Maths Munchies Connect the Dots Drill Time Aims at improving speed of Aims at integrating Revises the concepts with calculation and problem Mathematical concepts practice questions at the solving with interesting facts, with other subjects end of the chapter tips or tricks A Note to Parent Engages the parent in the out-of- classroom learning of their child

Workbook Features ‡ Use of simple, age-appropriate language ‡ Scaffolded approach for questions ‡ Focus on subject-related vocabulary building Page 3 I Recall I RUenmdeermsbtearndand Aimed at revising the Provides opportunities for SUHUHTXLVLWHNQRZOHGJHIRU practising the basic elements the concept from the previous involved in the learning of the year/chapter/concept/term concept I Apply I Explore(H.O.T.S.) Applying the understanding ([WHQGLQJWKHDSSOLFDWLRQRIWKH RIWKHFRQFHSWWRTXHVWLRQV concept to more advanced based on the application of the DQGFKDOOHQJLQJTXHVWLRQVWKDW concept to real-life scenarios meet the criteria of higher order thinking skills

Ϭϯ͘/DyƵƌƌŝĐƵůƵŵ&ƌĂŵĞǁŽƌŬ   Chapter  Theme Name Grade 1 Grade 2 Grade 3 Grade 4 Grade 5   Count by Hundreds Count by Thousands Introduction to Large Roman   Count in Ones Roman Numerals Numerals   and Tens   Count 6-digit Count Large  Compare 3-digit Compare 4-digit Numbers in Indian Numbers Using  Numbers Numbers Numbers Numbers System Indian and  Compare 2- International Systems digit Round off Numbers Numbers Number names   Ordinal Numbers from 1 to 99 in   increasing order    Add and Subtract 4-  digit and 5-digit  Add 1-digit Add 2-digit Numbers Add 3-digit and 4- Add and Subtract and 3-digit Numbers digit Numbers Numbers  Numbers and 2- Large Numbers  digit Numbers       Subtract 1-digit Mental Maths Estimate the Sum of   Numbers and 2- Techniques: Addition Two Numbers  digit Numbers    Subtract 2-digit    Numbers and 3-digit Mental Maths Addition and Number Numbers Techniques: Addition Subtraction Operations  Mental Maths Subtract 3-digit and   Techniques: 4-digit Numbers Subtraction  Estimate the   Difference between Two Numbers  Mental Maths   Techniques: Subtraction      Continued… Page 4

Chapter  Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Name Theme  Introduction to Repeated Addition Multiply 2-digit Multiplication of 2- Multiply Large   Currency Notes digit Numbers and Numbers and Divide    and Skip Counting Numbers Numbers by 2-digit   and Coins 3-digit Numbers   Repeated Mental Maths Numbers   Sequence and Techniques: Multiply Using   Duration of Subtraction    Events Multiplication Lattice Algorithm  Introduction BODMAS   to Multiplication table Division as Equal Mental Maths Multiplication tables  Multiplication Measurement Techniques: from 1 to 5 Grouping from 2 to 20 Number and Division Multiplication Operations   Multiplication table Divide 3-digit  from 1 to 9 Numbers by 1-digit  Numbers  Multiplication table  from 11 to 20   Add and Subtract  Conversion   Money Money without Number Operations between Rupees Unitary Method in  Conversion on Money and Paise Money      Read the Clock and Read a Calendar Conversion of Units Convert Time   Time Calendar    Read Time Correctly  Add and Subtract  to the Hour  Measure Lengths Time Measurements Using Non-standard Conversion of Conversion of Units  Standard Units of  Units Conversion of Units  Length  of Length  Comparing Mass Weigh Mass Using Standard Units of  and Volume by Measurement Non-Standard Units Mass and Volume Area and Perimeter Estimation  Measure Volume Area and Perimeter   Using Non-Standard of Simple Shapes  Unit  Continued… Page 5

Chapter  Grade 2 Grade 3 Grade 4 Grade 5 Name Theme  Grade 1  Factors and Prime and Playing with  Numbers   Multiples Composite Numbers H.C.F. and L.C.M. H.C.F. and L.C.M.    Playing with   Geometrical Introduction to  Angles   Numbers  Lines and Shapes Features of Shapes Geometry   Shapes Understand  Perspective of Nets and Views of  Objects Solids  Spatial Words  Reflection and    Symmetry Geometry     Patterns in Our Patterns in Shapes Patterns in Shapes Growing and    and Numbers using and Numbers using Rotational Patterns  Pattern Surroundings Reducing Patterns Patterns repeat of a unit. creation of rules.      Patterns in Numbers     Introduction to  Fractions Classification of  Fractions     Fractions     Like, Unlike and Comparison of    Fractions and Equivalent Fractions Fractions  Decimal Add and Subtract   Fractions Fraction Multiply and Divide Operations Fractions   Continued… Page 6

Chapter  Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Name Pictographs  Bar Graphs Theme Decimals   Introduction to     Decimal    Decimals    Operations   Compare and  Record Data Using  Percentage  Order Decimals Tally Marks Fractions and   Add and Subtract  Decimal Decimals Multiply Decimals    Introduction to  Introduction to Percentage Percentage  Collect, Represent Line Graphs and Pie Data Handling Data Handling and Interpret Data Charts     Introduction to Introduction to  Integers Negative Numbers Negative  Numbers   Page 7

04. IMAX Teacher Companion Book Features Indicates the days allocated  to cover the lesson For the teacher to indicate  the number of days needed  to speed up or slow down  the plan, if required. Knowledge that learners are  expected to have in order to  understand the concept  better. This is acquired from  the previous lessons or  classes. Bloom’s learning objectives  covered under different  sections of the concept. List of teaching resources that  the teacher needs to  procure/arrange for before  the class. Sections covered  Space for the teacher to  List of teaching  on each day. write notes on lesson  resources   preparation. provided by IMAX. Page 8

Indicates the current day  This icon is used to indicate the progress of the  out of the total days  particular day/period. More details about this  allotted for the lesson.  icon (or set of icons) are given on a later page. Page from the  The class level outcomes or  textbook enabling objectives for the  day are outlined here. Any  new words covered in the  day are also listed. Transactional tips for  teaching the content  provided on the given  page. Detailed explanation  and examples of the  various transactional tips  are provided in sub‐section  05 of this book. Quick questions to be asked  during the class to check for  learners’ understanding as  the lesson proceeds. Details of the  suggested CW/HW  for the day. Page 9

Examples for Reading and Practising the IMAX Calendar The given lesson plan should be covered in the first  half of the allocated teaching period (i.e. the 5th Period of the 5 periods allocated for the lesson). The given lesson plan should be covered in the  second half of this same teaching period (referred to  as Teaching Day going forward). The given lesson plan takes up the full teaching day,  the first one out of the 8 allocated for the lesson  (Concept in Social/Maths).  Annual Day indicates which day/period you are currently at against the overall days allocated for this semester.  Actual Date blank is for you to fill the date of the day you teach this particular page. LIST OF ABBREVIATIONS USED 6. TMB: Train My Brain 12. UT: Unit Test 1. TB: Textbook 7. CtD: Connect the Dots 13. TT: Term Test 2. WB: Workbook 8. ANtP: A Note to Parent 14. MYA: Mid‐Year Assessment 3. R&U: I Remember and Understand 9. CW/HW: Classwork and Homework 15. AA: Annual Assessment 4. A: I Apply 10. PSO: Product Service Orientation 16. TA: Term Assessment 5. H/H.O.T.S.: Higher Order Thinking Skills 11. PTM: Parent Teacher Meeting Page 10

Space for the teacher to share  Progress Passbook for the teacher.  her thoughts on the teaching  This helps in tracking and planning  methodology used for the lesson. the remaining syllabus. Number of planned days. Names of learners who  Names of learners who  Actual number of days  need handholding for  need additional  used by the teacher to  this lesson. challenges for this lesson. complete the lesson. Page 11 This is for the teacher to  enter the number of  days by which she/he  needs to slow down or  speed up for the next  lesson. This is to match  the annual academic  plan. This icon is used to  indicate the pages of the  book where you can  spend more time than  suggested when needed. This icon is used to indicate the  pages of the book that you can speed  up  when needed.

05. Transactional Tips – Page 1 of 6 Description 1) Using Concrete Material Benefit ₋ Learners handle and experiment with concrete material themselves. How to Use It ₋ This is good for kinaesthetic and visual learners to have a hands‐on experience of a concept/process. Example ₋ Before distributing or showing the material, set the rules for classroom management. Define the clear outcome  Preferred  Section for using the concrete material. Provide enough time for practice. Connect the concrete learning to abstract  learning. ₋ Using Concrete Material: Ask learners to colour ice cream sticks with different colours. Let each colour represent  a specific place value. Form numbers by placing different coloured sticks next to each other. ₋ R, U Description 2) Outdoor Learning Benefit ₋ A field trip, an outdoor walk or an activity/simulation to observe/locate/relate to real‐life examples of the  How to Use It concept being taught.  Example ₋ Outdoor study bridges the gap between concepts taught in the classroom and their real world application. Preferred  Section ₋ Take learners to the suggested place and give instructions for observing/carrying out the activity. ₋ Ask leading questions encouraging learners to observe and report. ₋ Ask learners to make notes or answer pre‐set questions by you. ₋ Outdoor Learning: Ask learners to count the number of trees in the premises of the school and make a table  with tally marks.  ₋ R, U, A Page 12

05. Transactional Tips – Page 2 of 6 Description 3) Guided Learning Benefit ₋ A multisensory method that helps learners to use two or more senses for the same activity/concept. It includes action  by teacher and reverse action (replication of the teacher action) by the learners. A very crucial method for Grades 1 to  How to Use It 3. Example ₋ Guided Learning helps the learners to present ideas, concepts and steps with the help of the teachers. Preferred  Section ₋ This strategy is crucial for lower age groups.  ₋ Can be used to guide learners on reading, writing, drawing, solving problems, etc. ₋ Guided Learning: Draw various figures on the blackboard and guide to identify the closed and the open figures. (Hint:  Closed figures can be drawn without lifting the pen/pencil.) ₋ R, U 4) Practising Description ₋ Allow time to practice sums and give personalised feedback. Benefit ₋ Practice increases accuracy and helps learners learn methods and concepts. How to Use It ‐ Set time aside in the class for learners to work on a variety of problems. ‐ Encourage learners to ask questions and clarify doubts regarding the procedure and/or comprehension. Example ₋ Practising: Ask learners to practice saying numbers from 1 to 9 while counting on their fingers. Preferred  Section ₋ R, U Page 13

05. Transactional Tips – Page 3 of 6 Description 5) Summarising Benefit ₋ Learners express the concept or aspects of the concept through visual or verbal means. How to Use It ₋ Summarising helps learners to focus on essential ideas and put together important details. Example Preferred  ₋ Learners can be asked to  find the main idea or the important facts and supporting details or the sequence or draw  Section conclusions. Ask learners to represent problems by rephrasing the problems using diagrams, placing numbers on a  number line, making charts/graphs and so on. ₋ Summarising: Facilitate learners to summarise the concepts learnt in the lesson using ‘chain reaction’ – Each learner  gives one rule to create patterns and the partner gives an example for the same rule. Repeat until all rules are covered  thrice with shapes and numbers each. ₋ R, U 6) Questioning Description ₋ Learners answer questions Benefit ₋ Helps to consolidate the conceptual understanding and application skills of learners How to Use It ‐ Quiz/Question learners on the entire lesson or a particular concept. This can be done by dividing the learners into  Example teams, or at an individual level. This may include learners framing questions and asking to teachers or peers (higher  Preferred  Section level skill that is used to engage high performing learners). ₋ Questioning: Show some objects like the blackboard, door, window, notebook, pencil box, lunch boxes, globe and so  on and ask the basic shape of each object. ₋ R, U Page 14

05. Transactional Tips – Page 4 of 6 7) Brainstorming Description ‐ Learners to focus on a topic and contribute to the free flow of ideas by building on the information and knowledge available  Benefit within a group. How to Use It ‐ Helps to build application and higher order thinking skills. Example ‐ Brainstorming can be conducted as an activity or in groups. Set up guidelines and rules for brainstorming the given topic. Preferred  Section ‐ Brainstorming: Divide the learners in the class in 9 groups. Ask them to think of various shapes/objects they can form with  the shapes of the tangram. After brainstorming, learners create the tangrams following the process shown in the above  step.  ‐ R, U, A, H Description 8) Flipped Classroom  Benefit ₋ Learners prepare a presentation on a concept and teach it to the class. How to Use It ₋ Flipped Classroom encourages learners to come to the classroom prepared with ideas and questions. Example ₋ Have learners in pairs or groups, prepared on a relatively easy concept to teach the rest. ₋ Flipped Classroom: Divide learners into groups and ask them to teach the key concepts covered in the chapter for the  Preferred  Section purpose of revision. ₋U Page 15

05. Transactional Tips – Page 5 of 6 9) Direct Instruction Description ₋ Introduce the relevant mathematical terms, concepts and procedures. Benefit ₋ Direct instruction helps students learn specific concepts or skills. ₋ Teacher explains mathematical concepts, procedures and introduces terms using the workbook and/or the blackboard. How to Use It Example ₋ Direct Instruction: Explain the concept of tangram. Preferred  Section ₋ R, U 10) Peer Learning Description ₋ learners discuss a concept with each other to engage better with the concept. Benefit ₋ Peer learning supports the idea of self‐help as well as learning from their peers. How to Use It Example ‐ The class can be divided into groups of 4‐5 or into pairs for peer learning. Each group/pair can be given a different  point/question to work on which they share with the whole class. (Think‐Pair‐Share). Preferred  Section ₋ Peer Learning: Learners learn the properties of basic shapes by making them use matchsticks/straws. ₋ R, U, A, H Page 16

05. Transactional Tips – Page 6 of 6 11) Interactive Discussion Description ₋ Open‐ended, collaborative exchange of ideas between a teacher and learners or among learners. Benefit ₋ Discussion improves learners thinking, learning, problem solving skills, understanding, or literary appreciation.  How to Use It Example ₋ Teacher to start the discussion with leading examples/questions like: Why do you think that? Do you mean…? What  reasons do you have? Can you explain that in detail? Can you give an example of the concept?  Preferred  Section ₋ Which 3D shape is most commonly used in our daily life? ‐ Discuss based on the features, characteristics and properties  of the shapes.  ₋ A, H 12) Activity Method Description ₋ Learners are engaged in group or as individuals with hands‐on activity Benefit ₋ Activity method helps learners to learn specific concepts or skills by experiencing it. How to Use It Example ₋ Teacher explains the steps or processes of doing the activity. Learners follow the steps of doing the activity. ₋ Activity Method: Each learner will create his/her own tangram. Learners fold the square sheet of paper across the  Preferred  Section diagonal. ₋ R, U Page 17

06. Bloom’s Taxonomy in IMAX Class learners learners learners Can the learners Can the learners Can the learners Page 18

Section II – Application Usage Tip: To be planned and worked out before the academic year starts Sub‐Sections: 7. Annual Plan – Teaching and Assessments 8. Annual Planning Tool  9. Term Test/Unit Test Patterns 10. Mid‐Year/Annual Assessment Patterns 11. Teaching Aids List (For Planning) Page 19

07. Annual Plan – Teaching & Assessments (Page 1 of 2)   +10 Teaching Days are allocated for the remedial sessions to be conducted using IMAX  Individualised Worksheet – 5 days per Semester Page 20

07. Annual Plan – Teaching & Assessments (Page 2 of 2)  +10 Teaching Days are allocated for the remedial sessions to be conducted using IMAX  Individualised Worksheet – 5 days per Semester Page 21

08. Annual Planning Tool for Teachers (to be filled in during/before PSO1) No. of ‘Teaching  Month No. of  Assessments  Other Non‐ No. of  Periods’ based on  Lesson/Concept  IMAX  Days  Buffer  Working Days  (if any) Teaching  Teaching  the Subject Time‐ List to be  Teaching  Allocated  Days Events Days in  Table (referred to as  Covered Days Total for IMAX  in School (if any) School ‘Teaching Days’  IWS going forward) Sample  20 None Opening PTM  19 23 1, 2, 3 16 0 7 Month (1 day) Apr‐18 May‐18 Jun‐18 Jul‐18 Aug‐18 Sep‐18 Oct‐18 Nov‐18 Dec‐18 Jan‐19 Feb‐19 Mar‐19 Page 22

9. Term/Unit Tests Patterns Two-Semester and Three-Term 20 Marks Section Question Type Additional Instruction Skill Marks Per Number of Total Source of the Questions Question Questions Marks Direct Modified 1M 3 3M A Multiple Circle the correct answer. Remembering and 1M 3 30 Choice Understanding 2M 2 Questions 3M 1 3M 1 B Fill in the - Remembering and 4M 1 3M 3 0 Blanks Understanding 5M 1 C Very Short Answer the following. Remembering and 12 4M 0 2 Answer Understanding Questions Short Answer Solve and answer the Remembering and 3M 1 0 3M 1 0 D Questions following. Understanding Application E Long Answer Answer each of the Remembering and 4M 1 0 Questions following questions in Understanding four to five sentences. Surprise Try and answer this for This question is provided to instil creativity and Question fun. This is not counted in F H.O.T.S. other H.O.T.S. skills in the student and will not the total marks. be counted towards assessment totals. Total Marks 20M 9 2 Page 23

30 Marks Section Question Type Additional Instruction Skill Marks Per Number of Total Source of the Questions Question Questions Marks Direct Modified 1M 5 5M A Multiple Circle the correct answer. Remembering and 41 Choice Understanding 1M 4 Questions 2M 2 B Fill in the - Remembering and 4M 4 0 Blanks Understanding 3M 2 3M 1 C Very Short Answer the following. Remembering and 4M 1 4M 1 1 Answer Understanding 4M 1 5M 1 Questions 17 Short Answer Solve and answer the Remembering and 6M 1 1 D Questions following. Understanding Application 3M 1 0 E Long Answer Answer each of the Remembering and 4M 1 0 Questions following questions in Understanding four to five sentences. 4M 1 0 Application Surprise Try and answer this for This question is provided to instil creativity and Question fun. This is not counted in F H.O.T.S. other H.O.T.S. skills in the student and will not the total marks. be counted towards assessment totals. Total Marks 30M 13 3 Page 24

10. Mid-Year/Annual Assessment Patterns Two-Sem5e0 sMtaerkrs a—nBdegiTnnherr ee-Term Section Question Additional Instruction Skill Marks Per Number of Total Source of the Questions Type Question Questions Marks Direct Modified Twisted 5 Multiple Circle the correct Remembering and 1M 8 8M 30 A Choice answer. Understanding 4 1M 7 7M Questions 1 2M 4 8M B Fill in the - Remembering and 2 30 Blanks Understanding 3M 3 9M 2 3M 2 6M 2 C Very Short Answer the following. Remembering and 4M 2 8M 1 30 Answer Understanding 4M 1 4M Questions Short Answer Solve and answer the Remembering and 10 00 D Questions following. Understanding 00 Application 00 E Long Answer Answer each of the Remembering and Questions following questions in Understanding four to five sentences. Application F Surprise Try and answer this for H.O.T.S. 5M 1 This question is provided to instil creativity and Question fun. This is not counted other H.O.T.S. skills in the student and will not be in the total marks. counted towards assessment totals. Total Marks 28 50M 17 10 0 Page 25

50 Marks — Proficient Section Question Additional Instruction Skill Marks Per Number of Total Source of the Questions Type Question Questions Marks Direct Modified Twisted Multiple Circle the correct Remembering and 1M 8 8M 42 2 A Choice answer. Understanding 1M 7 7M Questions 2M 4 8M B Fill in the - Remembering and 31 3 Blanks Understanding 3M 3 9M 3M 2 6M C Very Short Answer the following. Remembering and 4M 2 8M 13 0 Answer Understanding 4M 1 4M Questions Short Answer Solve and answer the Remembering and 11 1 20 0 D Questions following. Understanding 20 0 Application 10 0 E Long Answer Answer each of the Remembering and Questions following questions in Understanding four to five sentences. Application F Surprise Try and answer this for H.O.T.S. 5M 1 This question is provided to instil creativity and Question fun. This is not counted other H.O.T.S. skills in the student and will not be in the Total Marks. counted towards assessment totals. Total Marks 28 50M 14 7 6 Page 26

80 Marks — Beginner Section Question Additional Skill Marks Per Number of Total Direct Source of the Questions Twisted Type Instruction Question Questions Marks 4 Modified Easy Modified 0 4 0 A Multiple Circle the correct Remembering and 1M 10 10M 0 42 0 Choice 1M 10 10M 3 0 Questions answer. Understanding 5M 3 15M 42 2M 6 12M 1 03 0 B Fill in the - Remembering and 2 0 Blanks Understanding 3M 2 6M 21 3M 5 15M C Match the - Remembering and 10 Following Understanding 21 D Very Short Answer the following. Remembering and Answer Understanding Questions Remembering and Short Answer Solve and answer the Understanding E Questions following. Application Answer each of the Remembering and 4M 1 4M 1 0 00 Long Answer following questions in Understanding 4M F Questions four to five 5M sentences. Application 2 8M 1 1 00 Try and answer this This question is provided to instil creativity and other 1 H.O.T.S. skills in the student and will not be counted G Surprise for fun. This is not H.O.T.S. Question counted in the total towards assessment totals. marks. Total Marks 40 80M 16 14 90 Page 27

80 Marks — Proficient Section Question Type Additional Instruction Skill Marks Per Number of Total Source of the Questions Question Questions Marks Direct Modified Easy Modified Twisted 2 1 Multiple Circle the correct Remembering and 1M 10 10M 2 52 1 A Choice answer. Understanding 1M 10 10M 0 0 5M 3 15M 3 0 Questions Remembering and 2M 6 12M Understanding 1 0 B Fill in the - 1 52 2 Blanks Remembering and 03 Understanding C Match the - Following Remembering and Understanding Very Short D Answer Answer the following. 21 Questions E Short Answer Solve and answer the Remembering and 3M 2 6M 10 Understanding 3M 5 15M 20 Questions following. Application F Long Answer Answer each of the Remembering and 4M 1 4M 1 0 00 Questions following questions in Understanding 4M four to five sentences. 5M Application 2 8M 1 0 01 G Surprise Try and answer this for H.O.T.S. This question is provided to instil creativity and other Question fun. This is not counted 1 H.O.T.S. skills in the student and will not be counted towards in the total marks. assessment totals. Total Marks 40 80M 11 15 85 Page 28

11. Teaching Aids List (For Planning) Type of Teaching  Chapter Used in Aids Name of the Teaching Aid 3) Numbers 4) Addition and  IMAX resources Place value Flash cards  Subtraction Learners to  Parts of Circle ‐ Chart 1) Shapes bring Sheet of paper 1) Shapes bangle 1) Shapes Teacher to  pair of scissors 1) Shapes arrange Compass Box  1) Shapes Coloured Papers, Colours 2) Patterns Match Sticks 3) Numbers Various objects which can be use to draw outlines  1) Shapes Threads Die 1) Shapes Rubik's cube  1) Shapes 1) Shapes Page 29

Section III – H.O.T.S.* ‐ Creating a Rockstar Class Usage Tip: Together, with IMAX inputs and your unique approach and  implementation style, let us create a rockstar classroom Sub‐Sections: 12. Day‐wise Lesson Plan a. Day‐wise Lesson Plan – Learning  Outcomes Page b. Day‐wise Lesson Plan – Content Page c. Day‐wise Lesson Plan – Reflection Page 13. End‐of‐Term Reflection (In Part 1C) *Building Higher Order Teaching Skills to drive Higher Order Thinking Skills in the  learners!! Page 30

Chapter 1: Shapes Allocated Teaching Days 6 Speed up/Slow down Plan 1.1: Introduction to Geometry Prior knowledge needed (for the learners):  Identify 2-dimensional figures Day No. Planned Summary of Day’s Plan Date Day 1 TB: I Think, I Recall Day 2 WB: I Recall DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn Day 3 TB: I Remember and Understand Day 4 WB: I Remember and Understand Recall R&U Day 5 Day 6 TB: I Remember and Understand, TMB • Recall 2-dimensional • Draw and name all parts of WB: I Remember and Understand figures circles TB: I Remember and Understand • List and express WB: I Remember and Understand geometrical terms and its TB: I Apply representation WB: I Apply A H TB: I Explore WB: I Explore • Solve sums based on the • Discuss understanding of radius of circle the circle and its parts Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Sheet of paper, bangle, 2) IMAX Workbook pair of scissors (Day 2) 3) Parts of Circle – Chart 2) Compass Box ( Day 3) (Day 2) 3) Thread, one circular Page 31 object (Day 5)

Day 1/6 Day Annual Day: 1/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Recall 2-dimensional figures  List and express geometrical terms and its representation New Words: – Transactional Tip(s) Duration: 6 min Using Concrete Material: Ask learners to read ‘I Think’ from TB: Pg. 1. Then ask learners to draw a circle on a paper and cut it. Instruct the learners to fold it twice in such a way that each of the folds passes over the other. Ask them to note down their observations. Class Pulse Check Duration: 2 min 1) How many parts do we get after folding the circle once? Are those parts circular in shape? Duration: 3 min CW – HW 1) TB: Pg. 2, Identify the number of triangles and squares in Tangrams Page 32

Day 1/6 Day Annual Day: 1/65 Actual Date: Progress Transactional Tip(s) Duration: 16 min Direct Instruction (8 min): Draw a point, line, line segment, ray, parallel lines and intersecting lines on the blackboard and name them. Then explain and differentiate between these figures. Brainstorming (8 min): Conduct a brainstorming session for examples of a line, line segment, ray, parallel lines and intersecting lines. Divide the class into groups. Each group will give examples of a line, line segment, ray, parallel lines and intersecting lines from day-to-day examples. Class Pulse Check Duration: 2 min 1) Draw the following shapes on the blackboard and ask learners to identify them. a) Line b) Line Segment c) Ray d) Parallel lines Duration: – CW 1) WB: Pg. 1 – Q 1 – 3 HW – Page 33

Day 2/6 Day Annual Day: 2/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  List and express parts of a circle and their representation New Words: centre, radius, diameter, chord, semi circle, circumference Transactional Tip(s) Duration: 7 min Activity Method: Conduct the activity to find the parts of a circle given in TB: Pg. 3, 4. Inform learners about bringing all the required material for the activity in advance. Divide the class into small groups and then ask them to read all the details given in the TB and carry them out simultaneously. Class Pulse Check Duration: 2 min 1) How many quarters do you get after folding the paper twice? Duration: 3 min CW – HW 1) WB: Pgs. 1,2 – Q. 4 – 11 Page 34

Day 2/6 Day Annual Day: 2/65 Actual Date: Progress Transactional Tip(s) Duration: 15 min Direct Instruction (10 min): After the paper folding activity, use the same paper and Imax chart “Parts of circle” to explain all the parts of a circle. Define all parts and explain with names. Draw figures on the blackboard to elaborate in detail. Summarising (5 min): After explaining all the parts of a circle, ask learners to summarise whatever they have learnt. They may ask questions to each other for summarising all concepts Class Pulse Check Duration: 2 min 1) Draw a circle and name all its parts of. Ask learners to identify the circle, radius, chord, diameter, semi circle, circumference. Duration: – CW 1) WB: Pg. 2 – Q. 12 HW – – 14 Page 35

Day 3/6 Day Annual Day: 3/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Draw a circle with the help of a compass New Words: needle, compass, Hinge Transactional Tip(s) Duration: 7 min Using Concrete Material (4 min): Show a geometry box and explain the different instruments in it. Also, explain the parts of each instrument. Demonstrate the use of a compass using blackboard compass. Direct Instruction (3 Min): Ask the learners to read the steps given in Pg.5 on ‘How to use compass. Class Pulse Check Duration: 3 min 1) Show following instruments and tell its use. a) Hinge b) Pencil holder c) Ruler d) Protractor Duration: 4 min CW – HW 1) TB: Pg. 6, TMB Page 36

Day 3/6 Day Annual Day: 3/65 Actual Date: Progress Transactional Tip(s) Duration: 12 min Direct Instruction (8 min): • Demonstrate how to draw a circle using a compass on the blackboard. Use different radii to draw circles of different sizes. • Ask the learners to read through the steps given in Pg. 6 Practising (4 min): Ask the learners to draw a circle of 4cm and 3cm 5mm radius. Class Pulse Check Duration: 3 min 1) Draw a circle on the blackboard and name all its parts. Then ask names of the following: a) Radius b) Diameter c) Centre d) Chords Duration: – CW 1) TB: Pg. 5, ‘Try this’ HW – 2) WB: Pgs. 3,4 – Q. 15 Page 37

Day 4/6 Day Annual Day: 4/65 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 38  Draw and name all parts of a circle New Words: – Transactional Tip(s) Duration: 20 min Peer Learning – Group: Divide class into groups and ask them to discuss all the steps to be followed while drawing a circle with the help of a compass. Then, ask them to draw three circles with different radii. Again, ask them to share their experience of drawing with each other. Help them for discussing with the following points: a) direction of moving the compass b) point of contact of paper and compass c) sizes of all circles Note: Ask the learners to bring one plane solid circular object like plate or bangle ,and thread for next teaching day. Class Pulse Check Duration: 5 min 1) Enlist all the steps of drawing a circle. Duration: 4 min CW 1) Observe objects HW 1) WB: Pgs. 3,4 – Q. 16 having circular shape and find its radius.

Day 5/6 Day Annual Day: 5/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Find the diameter of circle without using centre. New Words: – Transactional Tip(s) Duration: 20 min Brainstorming (10 min): Discuss with learners ways to find diameter of a circular object without centre. Ask the learners about the longest chord of a circle. Using thread, demonstrate how they can determine the diameter of base of cylindrical bottle. Using Concrete Material (10 min): Divide the class in group of five. Ask each group to measure the diameter of all five objects they got from their respective homes. Then calculate their radii. Each member of group exchanges answer with other partners of the group and rectify the wrong answers if any. Class Pulse Check Duration: 4 min 1) Explain relation between radius and diameter of circle. 2) State true or false – diameter is smaller than radius. Duration: 5 min CW 1) WB: Pg. 4 – Q 19, HW 1) WB: Pg. 4 – Q 17, 18 20 Page 39

Day 6/6 Day Annual Day: 6/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Solve sums based on the radius of a circle  Discuss understanding of circle and its parts New Words: – Transactional Tip(s) Duration: 20 min Interactive Discussion: Draw the three diagrams on the blackboard given in TB: Pg. 7, a to c. Ask learners to observe the figures and note their differences. Then divide class into groups and ask them to share their notes with each other. Have a discussion about why those figures look different than each other. Ask learners to draw the same kind of figures if they can. Class Pulse Check Duration: 4 min 1) Will two circles having the same radii differ in size? 2) Is it possible to draw a circle having its radius larger than its diameter? Duration: 5 min CW 1) WB: Pg. 5 – Q 21, HW 22 1) TB: Pg. 7 – Examples 4, 5 Page 40

My Reflections Progress Passbook 6 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days (OR) Slow down by ___ days  Academic Coordinator’s Signature: Page 41

Chapter 1: Shapes Allocated Teaching Days 5 Speed up/Slow down Plan 1.2: Perspective of Objects Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan  Identify 2-dimensional figures Date  Draw shape outlines for 2-dimensional figures Day 1 TB: I Think, I Recall Day 2 WB: I Recall DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn Day 3 TB: I Remember and Understand Day 4 WB: I Remember and Understand Recall R&U Day 5 TB: I Remember and Understand, TMB • Recall all the shapes learnt • Identify the top, front and WB: I Remember and Understand in the previous grades side views of objects TB: I Apply WB: I Apply • Draw outlines of the bases • Draw the top, front and TB: I Explore of objects side views of the given WB: I Explore solids A H • Draw the shapes of the • Identify the top, front and given objects from side views of solids made different views of unit cubes. Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Various objects which 2) IMAX Workbook can be used to draw outlines (Day 1) Page 42 2) Dice (Day 4) 3) Rubik’s cube (Day 5)

Day 1/5 Day Annual Day: 7/65 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 43  Recall all the shapes learnt in the previous grades  Draw outlines of the bases of objects New Words: outline, bases Transactional Tip(s) Duration: 20 min Using Concrete Material (10 min): Ask learners to read the ‘I Think’ part and then put three different objects on the table in the centre of the class. Ask learners to draw the outlines of the face of those objects which they can see. Then ask them to find two partners from different part of the classroom. Ask them to compare their outline with that of their partner. Brainstorming (10 min): Ask the learners in group of 3 to discuss the reasons for different outline of same object. Ask different learner to come and draw a bus when it is coming from a distance, when it is parked in front of them and when it has travelled some distance away from them. Brainstorm to investigate the reason for having different images of same object. Class Pulse Check Duration: 4 min 1) Show objects from the classroom and ask the shape of their bases. Duration: 5 min CW 1) WB: Pg. 6 – HW Q. 1 – 3 1) TB : Pg. 8, Table of objects

Day 2/5 Day Annual Day: 8/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Identify top, front and side view of objects New Words: side view, top view, front view Transactional Tip(s) Duration: 20 min Flipped Classroom: Inform learners well in advance to collect various objects which can be used for drawing the views of the given objects. Each group will show how to identify the top, front and side views of objects. For this, divide class into small groups, explain the task and ask them to decide their roles. Then, each group will present one by one, also they will practice the same with various objects. Class Pulse Check Duration: 4 min 1) Show any object such as a desk, table or a chair and ask its three different views? Duration: 5 min CW 1) WB: Pg. 6 – Q.4 – 9 HW 1) TB: Pg. 9, Example 6 Page 44

Day 3/5 Day Annual Day: 9/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Draw the top, front and side views of the given solids New Words: – Transactional Tip(s) Duration: 20 min Practising: Place 3D objects such as a wall clock, a bottle or a book in front of the class as many as you can. Then, explain how to draw the top, front and side views of the given solids. Then ask them to draw all the views of their pencil box and tiffin box. Class Pulse Check Duration: 2 min 1) Draw a pencil on blackboard and draw any of its views and ask the class which view is drawn. Duration: 7 min CW 1) WB: Pgs.8,9 – HW Q. 15, 16 1) TB: Pg. 10, TMB 2) WB: Pg.7 – Q. 10 – 14 Page 45

Day 4/5 Day Annual Day: 10/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Draw the shape of the given objects from different views New Words: – Transactional Tip(s) Duration: 23 min Activity Method: Collect a few objects form the classroom. Make a table similar to the one shown in TB: Pg. 11, Example 8. Draw the images of the objects if possible, or write name of that object and put the same on the table. Then, demonstrate how to draw its front, top and side views. Class Pulse Check Duration: 2 min 1) Show a die and ask the numbers on its side, top and front views. Duration: 4 min CW 1) WB: Pg. 10,11; Q. HW 1) TB: Pg. 11,12; Example 17 – 20 8 – 10. Page 46

Day 5/5 Day Annual Day: 11/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Identify the top, front and side views of solids made of unit cubes. New Words: – Transactional Tip(s) Duration: 10 min Guided learning: With the help of a Rubik's cube explain how to identify the top, front and side views. Then explain verbally about all the possible views. Also explain how to draw those views. Class Pulse Check Duration: 2 min 1) Draw the top, front and side views and ask learners to guess the solid shape whose views have been drawn. Duration: 5 min CW – HW 1) TB: Pgs. 12,13 – Q 11 – 12 Page 47