182120067-Passport-G4-Teacher Companion Book-Maths-Part1-A

TEACHER s IMAXs COMPANION ucces BOOK Mathematics Latest Edition 4Class
Part  Module \"



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 9 II – Application 5 Transactional Tips  13 (To be planned and worked out before  the academic year starts) 6 Bloom's Taxonomy in IMAX Class 19 III – H.O.T.S.: Creating a Rockstar Class  7 Annual Plan – Teaching and Assessments 21 (Together, with IMAX inputs and your  8 Annual Planning Tool  23 unique approach and implementation  style, let us create a rockstar classroom) 9 Formative/Periodic Assessment Patterns 24 IV – Teacher Reference  10 Mid‐Year/Annual Assessment Patterns 26 (Hints/suggestions for the teacher to  refer while answering  11 Teaching Aids List (For Planning) 28 textbook/workbook questions) 12a Day‐wise Lesson Plan – Learning Outcomes Page V – Appendices (Additional reading resources) 12b Day‐wise Lesson Plan – Content Page 30 12c Day‐wise Lesson Plan – Reflection Page 13 End‐of‐Term Reflection  In Part 1C 14a Teacher Reference for Textbook 69 14b Teacher Reference for Workbook 15 How to be a Rockstar Teacher In Part 1B 16 Blackboard Information Organising Tips (Graphic  98 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

Page 2 I Will Learn About I Recall Contains the list of learning objectives to be covered in the Discusses the prerequisite chapter knowledge for the concept from the previous academic I Think year/chapter/concept/term Introduces the concept and arouses curiosity among students I Remember and Understand Train My Brain Explains the elements in detail that Checks for learning to gauge the form the basis of the concept Ensures understanding level of students, that students are engaged in learning testing both skill and knowledge throughout Pin-up Note Contains key retention points concerning the concept I Apply I Explore (H.O.T.S.) Connects the concept to Encourages students to extend real-life situations by enabling the concept learnt to advanced students to apply what has been scenarios learnt through the practice questions Connect the Dots Maths Munchies A multidisciplinary section that Aims at improving speed of connects a particular topic to calculation and problem solving other subjects in order to enable with interesting facts, tips or tricks students to relate better to it Drill Time A Note to Parent Additional practice questions at Engages¬a parent in the the end of every chapter out-of-classroom learning of their child and conducting activities to reinforce the learnt concepts

I Recall I Remember and Understand Aims at revising the prerequisite Provides opportunities for practising knowledge for the concept from the basic elements involved in the the previous year/chapter/ learning of the concept concept/term Page 3 I Apply Applies the understanding of the concept to questions related to real-life scenarios I Explore (H.O.T.S.) Extends the concept to more advanced and challenging questions that meet the criteria of higher order thinking skills

03. IMAX Curriculum Framework – Page 1 of 5 Chapter Class 1 Class 2 Class 3 Class 4 Class 5 Theme Name Geometry Shapes Understand Spatial Identify the Vertices and Circle and its Parts Identify and Words Geometrical Diagonals of Two- Classify Angles Features of Reflection and Dimensional Symmetry Nets and Views of Objects Shapes Solids Patterns in Patterns Using Patterns in Shapes Patterns Based on Patterns in Surrounding Shapes Rotation Patterns Patterns and Numbers Symmetry Patterns in Numbers Count in Ones and Count by Count by Count by Ten Indian and Tens Hundreds Thousands Thousands International Systems of Numeration Compare 2-digit Ordinal Numbers Compare 4-digit Compare and Roman Numerals Numbers Numbers Order 5-Digit Numbers Numbers Numbers Compare 3-digit Round off Numbers Numbers Page 4

03. IMAX Curriculum Framework – Page 2 of 5 Add 1-digit and 2- Add 2-digit and 3- Add 3-digit and 4- Add and Subtract Add and Subtract digit numbers digit Numbers digit Numbers 5-Digit Numbers Large Numbers Add Two 1-digit Subtract 2-digit Estimate the Sum Numbers Mentally and 3-digit of Two Numbers Numbers Number Operations Subtract 1-digit Subtract Two 1- Add 2-digit Addition and Subtraction and 2-digit digit Numbers Numbers Mentally Numbers Mentally Subtract 3-digit and 4-digit Numbers Estimate The Difference between Two Numbers Subtract 2-digit Numbers Mentally - Concept of Multiply 2-digit Multiply 3-Digit and Multiply Large Numbers Multiplication and Repeated Numbers 4-Digit Numbers Division Addition Skip Counting Multiply 3-digit Multiply Using Numbers by 1-digit Lattice Algorithm and 2-digit Numbers Page 5

03. IMAX Curriculum Framework – Page 3 of 5 Multiplication and Division Double 2-digit and Mental Maths 3-digit Numbers Techniques: Mentally Multiplication Division as Equal Divide Large Divide Large Grouping Numbers Numbers Divide 2-digit and Factors and 3-digit Numbers by Multiples 1-digit Number H.C.F. and L.C.M. Identify Common Add and Subtract Convert Rupees to Conversion of Unitary Method in Currency Notes Money without Paise Rupees and Paise Money Conversion and Coins Put Together Small Add and Subtract Add and Subtract Amounts of Money Money with Money with Conversion Conversion Money Multiply and Divide Multiply and Divide Money Money Money Rate Charts and Bills Page 6

03. IMAX Curriculum Framework – Page 4 of 5 - Fraction as a Part Equivalent Equivalence of of a Whole Fractions Fractions Fraction of a Identify and Fraction in its Collection Compare Like Lowest Terms Fractions Add and Subtract Compare Unlike Like Fractions Fractions Fractions Fraction of a Add and Subtract Fractions Number Unlike Fractions Conversions of Add and Subtract Fraction (Proper, Mixed Fractions Improper and Multiply Fractions Mixed) Reciprocals of Fractions - - - Conversion Like and Unlike involving Fractions Decimals Decimals Compare and Decimals Order Decimals Add and Subtract Decimals Page 7

03. IMAX Curriculum Framework – Page 5 of 5 Decimals Multiply & Divide Decimals Percentages Measure Short Measure Lengths Conversion of Multiply and Divide Perimeter, Area Lengths Using Non- Using Standard Standard Units of Lengths, Weights and Volume and Capacities Standard Units Units Length Measurements Compare Heavy Compare Objects Conversion of and Light Objects Using a Simple Standard Units of Balance Weight Measurements Compare Conversion of Containers for Standard Units of Capacities Volume Earlier and Later Days of a Week Read a Calendar Duration of Events Convert Time and Months of a & Relate Days, Year weeks and months Time Long and Short Sequence the Read Time Correct Estimate Time Add and Subtract Events Over to the Hour Time Longer Periods Collect, Represent Pictographs Record Data Using Bar Graphs Circle Graphs and Interpret Data Tally Marks Data Handling Data Handling Page 8

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 9

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 10

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 11

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 12 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) Real‐life Connect Benefit ₋ Ask questions/share an example which relates to learners’ lives and experiences. How to Use It ₋ Real‐life connect helps learners connect new information with something they already know. Example Preferred  Section ₋ Choose examples from learners’ lives, which can be used to drive home the concept, or aspects of it. ₋ Ask learners to share examples from their lives, experiences or observations relating to the concept to introduce  or elaborate on it. ₋ Real‐Life Connect: Ask learners to think of the currency notes they have seen. Ask them which notes have 3‐digits on them. ₋ R, U 2) Peer Learning  Description ₋ Learners discuss a concept with each other to better engage with the concept. Benefit ₋ Peer learning supports the idea of self‐help as well as learning from their peers. How to Use It ‐ Pair learners or form groups of 4‐5 learners. Each group/pair can be given a different point/question to work on  which they will share with the whole class. (Think‐Pair‐Share). Example Preferred  Section ₋ Peer Learning ‐ Pair: Group learners into pairs to learn the properties of basic shapes through the activity of  making these shapes using matchsticks/straws. ₋ R, U, A, H Page 13

05. Transactional Tips ‐ Page 2 of 6 Description 3) Outdoor Study Benefit ₋ Field trips or a walk outdoors  to observe real‐life examples related to the concept. How to Use It ₋ Outdoor study bridges the gap between the concepts taught in the classroom and their real world application. ₋ Take learners to the suggested place and give instructions for observing/carrying out the activity. Example ₋ Ask leading questions encouraging learners to observe and report. Preferred  ₋ Ask learners to make notes or answer pre‐set questions. Section ₋ Outdoor Study: Learners learn the concept of near and far by observing some objects outside the classroom. ₋ R, U 4) Reinforcement  Description ₋ Re‐emphasise a concept or an aspect of the concept. Benefit ₋ Reinforcement helps to improve speed, increases confidence, and strengthens prior knowledge. How to Use It ₋ Ask misconception‐based questions (e.g. True/False, Correct the Statement and so on) to check if the concept has been  understood. Ask questions to help learners revise the concept/aspects of the concept. Example ₋ Reinforcement: Using objects in the classroom as examples, reinforce the concept of position of objects. Preferred  Section ₋ U, A Page 14

05. Transactional Tips ‐ Page 3 of 6 Description 5) Understanding Problems Benefit ₋ Learners learn the concept through guided practice. How to Use It ₋ Helps the learners to move from memorising to understanding the concepts. ₋ Ask learners to represent problems by rephrasing the problems using diagrams, placing numbers on a number line,  Example Preferred  making charts/graphs and so on. Section ₋ Understanding Problems: Learners can understand the concept of 3‐digit numbers through practice. ₋ U, A, H 6) Give Opportunity for Practice Description ₋ Allow time to practise sums and give personalised feedback. Benefit ₋ Practice increases accuracy and helps learners learn methods and concepts. How to Use It ‐ Set time aside for learners to work on a variety of problems. ‐ Instruct learners to ask questions and clarify doubts about the procedure. Example ₋ Give Opportunity for Practice: Ask learners to practice saying numbers from 1 to 9 while counting on their fingers. Preferred  Section ₋ R, U Page 15

05. Transactional Tips ‐ Page 4 of 6 7) Framing Questions Description ‐ Learners frame and ask questions to each other on a given concept. Benefit ‐ Framing questions helps learners become better thinkers. How to Use It ‐ Have learners frame questions in groups or individually on a concept. Example ‐ Framing Questions: Ask learners to form questions to understand the word problem better. Preferred  Section ‐ R, U 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 prepare a relatively easy concept to teach the rest of the class. ₋ Flipped Classroom: Divide learners into groups and ask them to teach the key concepts covered in the chapter ‘Words of  Preferred  Section Comparison' for the purpose of revision. ₋U Page 16

05. Transactional Tips ‐ Page 5 of 6 9) Quiz Description ₋ Learners answer questions to revise a concept. Benefit ₋ Quiz motivates every learner to participate, work together and cheer for each other. How to Use It Example ₋ Quiz learners on the entire lesson or a particular concept. This can be done by dividing the learners into teams, or at an  individual level. Preferred  Section ₋ Quiz: Conduct a quiz on addition by dividing the class into different groups and asking questions based on addition. ₋ R, U 10) Direct Instruction Description ₋ Introduce the relevant mathematical terms, concepts and procedures. Benefit ₋ Direct instructions helps learners learn specific concepts or skills. How to Use It ₋ The teacher explains the mathematical concepts and procedures and introduces the terms using the workbook and  Example blackboard. Preferred  Section ₋ Direct Instruction: Explain the concept of tangram. ₋ R, U Page 17

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 and understanding.  How to Use It Example ₋ Teacher starts the discussion with leading examples/questions like, “Why do you think so? Do you mean…? What  reasons do you have? Can you explain it a bit more? Can you give me an example of what you mean?”  Preferred  Section ₋ Which 3D shapes are 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 groups or as individuals with a hands‐on activity. Benefit ₋ The activity method helps learners to learn specific concepts or skills by experiencing it. How to Use It Example ₋ The teacher explains the steps or process of doing the activity. Learners follow the steps of doing the activity. ₋ Activity Method: Each learner will create their tangram. Learners will follow the steps as mentioned to achieve the  Preferred  Section class outcome. ₋ R, U Page 18

06. Bloom’s Taxonomy in IMAX Class learners learners learners Can the learners Can the learners Can the learners Page 19

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. Formative/Periodic Assessment Patterns  10. Mid‐Year/Annual Assessment Patterns 11. Teaching Aids List (For Planning) Page 20

07. Annual Plan – Teaching and Assessments – (Page 1 of 2) +5 Teaching Days are allocated for the remedial sessions to be conducted using IMAX  Individualised Worksheets – for Semester/Part 1 Page 21

07. Annual Plan – Teaching and Assessments – (Page 2 of 2) +5 Teaching Days are allocated for the remedial sessions to be conducted using IMAX  Individualised Worksheets– for Semester/Part 2 Page 22

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 23

09. Formative/Periodic Assessment Patterns Two-Semester Formative Assessment – 20 Marks Section Question Type Additional Instruction Skill Marks Per Number of Total Source of the Questions Question Questions Marks Remembering and Direct Modified Understanding 1M 3 3M A Multiple Choice Circle the correct answer. 21 Questions Remembering and 1M 3 3M Understanding B Fill in the - 21 Blanks Very Short Remembering and Understanding C Answer Answer the following. 1M 2 2M 20 Questions D Short Answer Solve and answer the Remembering and 2M 1 2M 01 Questions following. Understanding 2M 1 2M 10 4M 1 4M 10 Answer each of the Application Long Answer following questions in four Questions Remembering and to five sentences. Understanding E Application 4M 1 4M 10 Surprise Try and answer this for fun. This question is provided to instil creativity and Question This is not counted in the F H.O.T.S. 5M 1 other H.O.T.S. skills in the learner and will not be total marks. counted towards assessment totals. Total Marks 13 20M 9 3 Page 24

Periodic Assessment – 40 Marks Section Question Type Additional Instruction Skill Marks Per Number of Total Source of the Questions Question Questions Marks Remembering and Direct Modified Understanding 1M 7 7M A Multiple Choice Circle the correct answer. 43 Questions Remembering and 1M 7 7M Understanding B Fill in the 43 Blanks Very Short Remembering and Understanding C Answer Answer the following. 1M 6 6M 42 Questions 20 20 D Short Answer Solve and answer the Remembering and 2M 2 4M 10 Questions following. Understanding 2M 2 4M 4M 1 4M Answer each of the Application Long Answer following questions in four Questions Remembering and to five sentences. Understanding E Application 4M 2 8M 20 Surprise Try and answer this for fun. This question is provided to instil creativity and Question This is not counted in the F H.O.T.S. 5M 1 other H.O.T.S. skills in the learner and will not be total marks. counted towards assessment totals. Total Marks 28 40M 19 8 Page 25

10. Mid-Year/Annual Assessment Patterns Two-Semester 50 Marks – Beginner/Proficient Marks Source of the Questions if Source of the Questions if Per Section Question Additional Skill Number of Total BEGINNER Paper is chosen PROFICIENT Paper is chosen Type Instruction Question Questions Marks Direct Modified Modified Twisted Direct Modified Modified Twisted Easy Easy A Multiple Circle the Remembering and 1M 8 8M 3 2 3 02 3 1 2 Choice correct answer. Understanding Questions B Fill in the - Remembering and 1M 8 8M 3 2 3 02 3 1 2 Blanks Understanding C Match the - Remembering and 5M 1 5M 0 0 1 00 0 1 0 Following Understanding D Very Short Answer the Remembering and 1M 3 3M 2 1 0 01 1 0 1 Answer following. Understanding Questions E Short Solve and Remembering and 2M 4 8M 2 1 1 02 1 1 0 Answer answer the Understanding 3 6M 0 2 0 1 Questions following. Application 2M 1 01 1 Long Answer Solve and Remembering and 4M 1 4M 1 0 0 00 1 0 0 Questions* answer the Understanding 4M 2 8M 1 1 1 0 F following with detailed steps. Application 0 01 0 Try and answer G Surprise this for fun. This H.O.T.S. 5M 1 This question is provided to instil creativity and other H.O.T.S. skills in the Question is not counted learner and will not be counted towards assessment totals. in the total marks. Total Marks 31 50M 12 9 9 0 9 10 5 6 * Internal Choice is provided for this section (Internal choice means - for every question in this section, the learner will be provided with a choice to answer from one of the two questions provided) Page 26

80 Marks – Beginner/Proficient Section Question Additional Skill Marks Number of Total Source of the Questions if Source of the Questions if Type Instruction Per Questions Marks BEGINNER Paper is chosen PROFICIENT Paper is chosen Remembering and Question Direct Modified Modified Twisted Direct Modified Modified Twisted Easy Easy Understanding A Multiple Circle the Remembering 1M 10 10M 5 4 1 02 4 13 Choice correct answer. Questions and Understanding B Fill in the Remembering 1M 10 10M 5 5 0 02 4 13 Blanks and C Match the Understanding 5M 3 15M 0 0 3 00 0 30 Following Remembering D Very Short Answer the and 2M 7 14M 4 2 1 03 3 10 Answer following. Understanding Remembering Questions and Short Solve and Understanding 3M 2 6M 0 1 1 01 0 01 10 E Answer answer the Application Questions following. 3M 3 9M 2 0 1 01 1 Answer each of Remembering Long the following and 4M 2 8M 1 1 0 01 0 01 F Answer questions in Understanding Questions four to five sentences. Application 4M 2 8M 1 1 0 01 1 00 Try and answer G Surprise this for fun. H.O.T.S. 5M 1 This question is provided to instil creativity and other H.O.T.S. skills in the Question This is not learner and will not be counted towards assessment totals. counted in the total marks. Total Marks 40 80M 18 14 7 0 11 13 78 Page 27

11. Teaching Aids List (For Planning) Types of  Name of the Teaching Aid Lessons Used in Teaching Aid Chart of Parts of Circle 1) Shapes 3) Numbers IMAX resources 4) Addition and Place value Flash cards  Subtraction Learners to  Sheet of paper, bangle, Pair of scissors, Compass  1) Shapes bring Box 6) Time Teacher to  Clock of 12‐hour format and 24‐hour format arrange Page 28

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 29

Chapter 1: Shapes Allocated Teaching Days 7 Speed up/Slow down Plan 1.1: Circle and its Parts 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 Day 4 TB: I Remember and Understand Recall R&U Day 5 WB: I Remember and Understand Day 6 • Recall the concept of open • Identify the various parts Day 7 TB: I Remember and Understand and closed figures of circle WB: I Remember and Understand A H TB: I Remember and Understand, TMB WB: I Remember and Understand • Solve real-life examples • Execute the knowledge of using the concept of radius concentric circles TB: I Apply and diameter WB: I Apply TB: I Apply WB: I Apply TB: I Explore WB: I Explore Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) A sheet of paper, bangle, scissors (Day 1) 2) IMAX Workbook 2) Geometry box having 3) Chart - Circle and its parts various instruments (Day 2) (Day 3) Page 30

Day 1/7 Day Annual Day: 1/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Identify closed and open figures New Words: – Transactional Tip(s) Duration: 23 min Direct Instruction: • Ask learners to read ‘I Think’ from TB: Pg. 1. Then ask learners to draw and cut a circle on a paper and fold it twice in such a way that each of the folds passes over the other. Ask them to note their observations. • Ask learners to give a few examples of open and closed figures. • Draw some shapes on the blackboard and ask the learners to identify them as open or closed figures. Class Pulse Check Duration: 3 min 1) A square is an example of ___ figure. 2) A curve is an example of ___ figure. Duration: 3 min CW 1) WB: Pg. 1 – Q. 1 – 3 HW 1) TB: Pg. 2 – Q. a – d Page 31

Day 2/7 Day Annual Day: 2/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  List and express parts of a circle and its representation New Words: centre, radius, diameter, chord, semi circle, circumference Transactional Tip(s) Duration: 6 min Activity Method: Conduct the activity to find the parts of a circle given in TB: Pgs. 2, 3. Inform learners about bringing all the required material for the activity, a day or two in advance. Divide the class into small groups and then ask them to read all the steps given in the TB and follow them. Class Pulse Check Duration: 3 min 1) How many quarters did you get after folding the paper twice? Duration: 5 min CW – HW 1) WB: Pgs. 1, 2 – Q. 4 –11 Page 32

Day 2/7 Day Annual Day: 2/67 Actual Date: Progress Transactional Tip(s) Duration: 13 min Direct Instruction (8 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 the parts and explain with names. Draw figures on the blackboard to elaborate in detail. Interactive Discussion (5 min): After explaining all the parts of a circle, ask learners to discuss whatever they have learnt. They may ask questions to each other to revise all the concepts. Class Pulse Check Duration: 2 min 1) Draw a circle and name all its parts. Ask learners to identify the circle, its radius, chord, diameter, semi circle and circumference. Duration: – CW 1) WB: Pg. 3 – Q. 16 HW – Page 33

Day 3/7 Day Annual Day: 3/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Draw a circle  Observe the demonstration that shows how a circle is drawn with the help of a compass New Words: needle, compass Transactional Tip(s) Duration: 22 min Direct Instruction: 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 a blackboard compass. Ask the learners to read the steps given on Pg. 4 on ‘How to use compass’. Class Pulse Check Duration: 3 min 1) Show the following instruments and tell its use. a) Hinge b) Pencil holder c) Ruler d) Protractor Duration: 4 min CW – HW 1) TB: Pg. 4 – Examples 1, 2. Page 34

Day 4/7 Day Annual Day: 4/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Draw and name all the parts of a circle. New Words: – Transactional Tip(s) Duration: 20 min Peer Learning – Group: Divide the class into groups and ask them to discuss all the steps that have to be followed for drawing a circle with the help of a compass. Ask them to share their experience with each other. Help them in discussion of the following points: a) direction in which the compass has to be moved b) point of contact of the paper with the compass c) sizes of all the circles Note: Ask learners to bring one plane solid circular object like a plate or a bangle, and a piece of thread for the next teaching day. Class Pulse Check Duration: 5 min 1) Draw a circle on the blackboard and name all its parts. Then, ask learners to identify a) radius b) diameter c) centre d) chords Duration: 4 min CW 1) WB: Pgs. 2, 3 – HW 1) TB: Pg. 5, TMB Q. 12 – 15 Page 35

Day 5/7 Day Annual Day: 5/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Solve sums based on the radius of a circle New Words: – Transactional Tip(s) Duration: 20 min Interactive Discussion (10 min): Discuss with learners, the ways to find diameter of a circular object whose centre is not marked. Ask learners about the longest chord of a circle. Using a thread, demonstrate how they can determine the diameter of the base of a cylindrical bottle. Activity Method (10 min): Divide the class into groups of five. Ask each group to measure the diameter of all the five objects they got from their respective homes. Then calculate their radii. Each member of the group exchanges answer with other members of the group. Rectify the wrong answers, if any. Class Pulse Check Duration: 4 min 1) Explain the relation between the radius and the diameter of a circle. 2) State true or False - Diameter is smaller than the radius. Duration: 5 min CW 1) WB: Pg. 4 – Q 19, HW 1) WB: Pg. 4 – Q 17, 18 20 Page 36

Day 6/7 Day Annual Day: 6/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Solve sums based on the radius of a circle New Words: – Transactional Tip(s) Duration: 20 min Peer Learning – Group: Divide the class into small groups and ask them to frame sums based on the diameter and radius of a circle and solve those questions. Exchange their answers and correct wrong answers, if any. Class Pulse Check Duration: 4 min 1) How can we use concept of circle in our day-to-day life? Duration: 5 min CW 1) Observe objects HW having a circular 1) TB: Pg. 6, Examples 3, 4 shape and measure their radius. Page 37

Day 7/7 Day Annual Day: 7/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Solve sums based on the radius of a circle  Discuss understanding of a circle and its parts New Words: – Transactional Tip(s) Duration: 20 min Interactive Discussion: Draw the three diagrams (concentric circles) on the blackboard as given in TB: Pg. 6, a - c. Ask learners to observe the figures and note the differences. Then, divide the class into groups and ask them to share their notes with each other. Have a discussion about why each figure looks different from the others. Ask learners to draw the same kind of figures if they can, in their notebooks. 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 radius larger than its diameter? Duration: 5 min CW 1) WB: Pg. 5 – Q 21, HW 1) TB: Pg. 6, Examples 5,6 22 Page 38

My Reflections Progress Passbook 7 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 39

Chapter 1: Shapes Allocated Teaching Days 7 Speed up/Slow down Plan 1.2: Reflection and Symmetry Prior knowledge needed (for the learners):  Identify and recall various 2-dimensional shapes Day No. Planned Summary of Day’s Plan Date Day 1 TB: I Think, I Recall Day 2 WB: I Recall DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn Day 3 Day 4 TB: I Remember and Understand, TMB Recall R&U Day 5 WB: I Remember and Understand • Identify and recall various • Interpret the definitions of TB: I Apply 2-dimensional shapes reflection, mirror image, WB: I Apply water image, symmetry and line of symmetry TB: I Explore WB: I Explore A H TB: I Explore • Interpret what is • Analyse tessellation in WB: I Explore tessellation and use the solid shapes knowledge of symmetric Day 6 TB: Maths Munchies, CtD, shapes in real-life Day 7 Drill Time, ANtP Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook – 2) IMAX Workbook Page 40

Day 1/7 Day Annual Day: 8/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Recall various 2-diamentional shapes New Words: – Transactional Tip(s) Duration: 23 min Direct Instruction: • Ask learners to read ‘I Think’ from TB: Pg. 7 and introduce the concept of reflection. Share examples from day-to-day life. • Draw shapes on the blackboard and ask names of those shapes. Class Pulse Check Duration: 3 min 1) Draw shapes on the blackboard and ask learners to name those shapes. Duration: 3 min CW 1) Draw 2- HW 1) WB: Pg.6 – Q. 1 – 3 dimensional shapes and name them. Page 41

Day 2/7 Day Annual Day: 9/67 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 42  Define reflection and line of reflection, mirror image, water image  Define symmetry, line of symmetry, symmetrical shapes, asymmetrical shapes New Words: reflection, line of reflection, mirror image, water image, symmetry, line of symmetry, symmetrical shapes, asymmetrical shapes Transactional Tip(s) Duration: 20 min Direct Instruction (10 min): • Define the terms - ‘reflection’, ‘line of reflection’, ‘mirror image’ and ‘water image’. Explain these concepts with diagrams. • Draw different letters or objects on the blackboard and draw their reflections. Flipped Classroom (10 min): Divide the class into groups and ask learners to choose any one concept from reflection, line of reflection, mirror image, water image and share examples of the same with the class. Ask them to explain the concepts as well. Class Pulse Check Duration: 4 min 1) What is ‘line of reflection’? 2) What is the difference between mirror image and water image? Duration: 5 min CW 1) WB: Pgs. 7, 8 – HW Q. 13 –16 1) WB: Pgs. 6, 7 – Q. 4 – 12 2) TB: Pg. 9, TMB

Day 3/7 Day Annual Day: 10/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Identify periodic and non-periodic tiling  Create tiling patterns from the given shapes New Words: tiling pattern, periodic and non-periodic tiling, tessellation Transactional Tip(s) Duration: 22 min Interactive Discussion (15 min): Show examples of tessellations and periodic and non-periodic tiling from the surrounding such as tiles, wall, etc. Explain these concepts with more examples. Then, have a discussion with learners about their queries and understanding of the topic. Give Opportunity for Practice (7 min): Ask learners to create a tiling pattern with a square and a triangle and ask them to identify periodic and non-periodic tiling from it. Class Pulse Check Duration: 4 min 1) What is tessellation? 2) Where do you see tessellation? Duration: 3 min CW 1) WB: Pg. 9 – Q. 19, HW 1) WB: Pgs. 8, 9 – Q. 17, 18 20. 2) Observe and note down patterns of tiles at home. Page 43

Day 4/7 Day Annual Day: 11/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Identify whether the given shapes can tessellate or not by drawing the shapes New Words: – Transactional Tip(s) Duration: 22 min Interactive Discussion: Discuss how a given shape can tessellate or not by placing/drawing the shape such that there are no overlaps or gaps. Ask learners to list different shapes that can help to create tessellation. Class Pulse Check Duration: 3 min 1) Can we make tessellation from any shape? 2) How many times do we need to draw same shape to make tessellation? Duration: 4 min CW 1) WB: Pg. 10 – Q 21, HW 1) TB: Pg. 10, Examples 22 11, 12 Page 44

Day 5/7 Day Annual Day: 12/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Make a tessellation using the given shape New Words: – Transactional Tip(s) Duration: 22 min Peer Learning – Pair: Ask learners to select their partners; then ask learners to give their partners a few shapes and make tessellations using those shapes. Class Pulse Check Duration: 3 min 1) Which shapes can we use to create tessellation? 2) How many shapes are required to create a tessellation? Duration: 4 min CW 1) Make a tessellation HW 1) TB: Pg. 11, ‘Try This’ using any four shapes. Page 45

Day 6/7 Day Annual Day: 13/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Relate the concept of tessellation to real life New Words: Visual illusion Transactional Tip(s) Duration: 20 min Direct Instruction: • Ask learners to read TB: Pg. 12, Maths Munchies. Then explain the concept of visual illusion. • Ask learners to read TB: Pg. 12, ‘Social Studies Fun’ and explain the great circle, the equator and all the meridians. Also, explain the circles of the Earth. Class Pulse Check Duration: 4 min 1) What is visual illusion? 2) Make a list of the words that rhyme with ‘circle’ Duration: 5 min CW 1) Enlist examples of HW 1) TB: Pg. 12, Read ‘Math visual illusion from Munchies’ day to day life. Page 46

Day 7/7 Day Annual Day: 14/67 Actual Date: Progress Class Outcome(s) Duration: 1 min  Solve sums based on shapes New Words: – Transactional Tip(s) Duration: 29 min Give Opportunity for Practice: Divide the class into small groups. Ask learners to solve sums individually from TB: Pgs. 12, 13; ‘Drill Time’. Then share the answers with the groups and correct wrong answers, if any. Class Pulse Check Duration: – – Duration: – CW 1) Take help from your HW 1) TB: Drill Time, Q. 1 – 5 parents and measure the diameter and calculate the radii of a few circular objects in your home. Page 47