182120043-Passport-G3-Teacher Companion Book-Maths-Part1-A

TEACHER s IMAXs COMPANION ucces BOOK Mathematics Latest Edition 3Class
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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 32 12c Day‐wise Lesson Plan – Reflection Page 13 End‐of‐Term Reflection  In Part 1C 14a Teacher Reference for Textbook 78 14b Teacher Reference for Workbook 15 How to be a Rockstar Teacher In Part 1B 16 Blackboard Information Organising Tips (Graphic  106 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 Worksheet – 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) Type of Teaching  Chapter Used in Aids Name of the Teaching Aid IMAX resources Diagonals and Vertices chart 1) Shapes Flash Cards ‐ Place Value 3) Numbers Learners to bring Drinking Straws  1) Shapes Geoboard and Rubber Bands 1) Shapes Coloured chalks  2) Patterns Abacus 3) Numbers Teacher to arrange Newspaper, Pencil, Popsicle Stick 4) Addition Socks, Hair clips, Frocks 5) Subtraction Image of Taj Mahal 6) Multiplication Storyweaver Kalaywani Teacher Class  4) Addition Resources https://storyweaver.org.in/stories/2479‐kalaywani‐ 5) Subtraction teacher‐class More or Less? Need to Guess! https://storyweaver.org.in/stories/10730‐more‐or‐ 6) Multiplication less‐need‐to‐guess Page 28

How to make: Geoboard (Teacher and student to make) Required Material Foam sheets, graph paper, glue, scissors, pushpins, duct tape, rubber bands Step 1 ‐ Trim a graph paper into a square shape. Trim a foam sheet to match the paper size.  If the foam sheet is thin, you may use two layers of it.  Step 2 ‐ Paste the graph paper on the foam sheet with glue.  Step 3 ‐ Dip each pushpin base into the glue and then push them into the Geoboard.  Adding glue to the pins will secure them in place on the board and prevent them  from popping off when the rubber bands are removed during use.  Step 4 ‐ Repeat the same step at regular intervals to form a grid of pins on the graph paper.  Let it dry completely.  Step 5 ‐ When the glue is dry, place duct tape over the edges of the board to prevent the  graph paper from peeling off. Use rubber bands on the Geoboard and extend them  according to the shapes to be made. Video link: http://imax.pro/geoboard‐557 QR Code: Page 29

How to make: Abacus (Teacher to make) Required Material Rectangular cardboard box, beads, glue, metal wires and narrow‐nosed plier Step 1 – Take a cardboard box. Measure the width of the box. Divide this by the number of  wires you chose. Mark your box at equal distances with a ruler.  Step 2 – Poke a hole at each marked spot.  Step 3 – Using the narrow‐nosed plier loop one end of each wire in a spiral loop. Insert it  through each hole at the bottom of the box.  Step 4 – Push the wire through the bottom hole.  Step 5 – Insert beads into it and then push through the last hole of box. Twist a loop to  secure it in place. You may use various colours and sizes of the beads for one  abacus. Video link: http://imax.pro/abacus QR Code:  Page 30

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 31

Chapter 1: Shapes Allocated Teaching Days 6 Speed up/Slow down Plan 1.1: Vertices and Diagonals of Two-Dimensional Prior knowledge needed (for the learners): Shapes  Classify and describe basic shapes Day No. Planned Summary of Day’s Plan  Identify objects as outlines of 2D and 3D shapes Date  Draw straight and curved lines Day 1 TB: I Think, I Recall Day 2 WB: I Recall DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn TB: I Remember and Understand, TMB Recall R&U WB: I Remember and Understand • Recall different types of • Describe the different Day 3 TB: I Apply lines and types of figures parts of 2D shapes – sides, Day 4 WB: I Apply diagonals and vertices Day 5 • Name 2D shapes TB: I Apply WB: I Apply A H TB: I Explore • Find the number of • Combine 2D shapes to WB: I Explore vertices and diagonals for make 3D shapes the given shapes Day 6 TB: Maths Munchies, CtD, Drill Time, ANtP • Point out the 3D shapes – • Discover tangram pieces cube, cuboid and cone made from 2D shapes • Create a cube using squares Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Geoboard and Rubber Bands (Day 2) 2) IMAX Workbook 3) Diagonals and Vertices 2) Drinking Straws (Day 2) chart (Day 2) Page 32

Day 1/6 Day Annual Day: 1/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Recall straight and curved lines, open and closed figures and 2D shapes  Draw and identify 2D shapes using lines New Words: Straight line, curved line, open figure, closed figure, dimensional Transactional Tip(s) Duration: 10 min Activity Method: • Ask learners to cut a piece of square paper. • Use that square paper to make a triangle and a rectangle by folding. • Draw the dot grid on the blackboard to show how lines are drawn by connecting the dots. Class Pulse Check Duration: 3 min 1) Does a ‘tube light’ look like a straight or a curved line? 2) Name a few letters of the English alphabet that have both straight and curved lines. Duration: 4 min CW – HW 1) TB: Table on Pg. 3 Page 33

Day 1/6 Day Annual Day: 1/65 Actual Date: Progress Transactional Tip(s) Duration: 8 min Direct Instruction: • Explain the characteristics of open and closed figures. • Draw various figures on the blackboard and demonstrate how to identify closed and open figures. • Ask learners to draw a few open and closed shapes. • Using a piece of square paper, show the two dimensions of a square. • Prepare a geoboard as given in the Teaching Aids for the next day. Class Pulse Check Duration: 4 min 1) Make one open figure using your hands. 2) Make one closed figure using your hands. (At the count of three, ask all learners to show the figures in the air, then assess and correct the responses) Duration: – CW 1) TB: Try this! HW – 2) WB: Pg.1 – Q.1 – 3 Page 34

Day 2/6 Day Annual Day: 2/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Define, identify and name sides, vertices and diagonals for the all the 2D shapes New Words: sides, vertex, vertices, diagonals Transactional Tip(s) Duration: 8 min Activity Method: On a geoboard, show straight (vertical, horizontal and slant) and curved lines using rubber bands or threads. Use it to explain sides, diagonals and vertices. Class Pulse Check Duration: 3 min 1) How many sides does a blackboard have? 2) Tell the number of vertices of a blackboard. 3) How many diagonals does a blackboard have? Duration: 5 min CW – HW 1) WB: Pgs.1, 2 – Q.4 – 12 2) TB: Pg. 4, TMB Page 35

Day 2/6 Day Annual Day: 2/65 Actual Date: Progress Transactional Tip(s) Duration: 10 min Peer Learning – Pair: • Show the IMAX ‘Diagonals and Vertices’ Chart. • Divide the class in pairs. • Each learner uses drinking straws (6 straws per learner) to make 2D shapes. • Let one learner make the shape and the other identifies the diagonals and vertices. • Interchange the roles. Class Pulse Check Duration: 3 min 1) Draw the given 2D shapes on the blackboard and ask the number of vertices and diagonals for each - Square, Triangle and Rectangle Duration: – CW 1) WB: Pgs. 2, 3 – HW – Q.13 – 16; Page 36

Day 3/6 Day Annual Day: 3/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Classify the real-life objects as 2D shapes and count the number of vertices and diagonals. New Words: – Transactional Tip(s) Duration: 23 min Framing Questions (15 min): Show some objects like the blackboard, door, window, notebook, pencil box, lunch box, globe and so on. Now, ask learners to frame questions based on the basic shape of each object. Flipped Classroom (8 min): Call out a few learners to select any object from their daily life. Ask them to identify the basic shape, number of vertices and diagonals using the daily-life objects in front of the class. Class Pulse Check Duration: 2 min 1) What is the shape of the wall of the classroom? 2) How many diagonals are there for a carrom board? Duration: 4 min CW 1) WB: Pgs. 3, 4 – HW Q.17, 18 1) TB: 2nd Table on Pg. 5 Page 37

Day 4/6 Day Annual Day: 4/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Make a tangram using different 2D shapes. New Words: tangram Transactional Tip(s) Duration: 10 min Direct Instruction: • Use pre-prepared tangram pieces to show all the shapes. • Draw a square on the blackboard and place the tangram pieces to cover it. Repeat the same using a rectangle. • Show the procedure (step-wise) to make the pieces and let learners complete one step before moving to the next. Class Pulse Check Duration: 1 min 1) In a tangram, do the sides of different shapes touch each other? – Yes/No Duration: 4 min CW – HW 1) TB: Follow the given procedure to make a tangram after the demo. Page 38

Day 4/6 Day Annual Day: 4/65 Actual Date: Progress Transactional Tip(s) Duration: 12 min Activity Method: • Ask learners to bring all the required material to create a tangram. Demonstrate its making. • Let the students make a sailboat using tangram pieces. They may create some other objects other than the sailboat. • Make sure that all the tans of the tangrams are used. Class Pulse Check Duration: 2 min 1) How many pieces are used to make a tangram? 2) Name any three 2D shapes used in a tangram. 3) Is circle one of the pieces of a tangram? Duration: – CW 1) WB: Pg. 4 – Q.19, HW – 20 Page 39

Day 5/6 Day Annual Day: 5/65 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 40  Identify the dimensions of 3D shapes using 2D shapes New Words: height, edges, faces Transactional Tip(s) Duration: 22 min Interactive Discussion: • Divide the class into small groups. Use a duster or a textbook to explain 3D shapes and their length, breadth and height. Ask learners to explain the same using the classroom as an example among their group. • Use six cardboard squares to show the formation of a cube. Have a discussion about the same. • Draw a cube by following the steps given in the textbook. • Ask learners to discuss steps 2 and 3 for drawing a cuboid and a cone. Class Pulse Check Duration: 3 min 1) How many squares make a cube? 2) How many faces are there in a cube? 3) Count the number of edges in a cube. Duration: 4 min CW 1) Make a list of things HW 1) WB: Pg.5 – Q.21, 22 in your home that are cube, cuboid or cone shaped.

Day 6/6 Day Annual Day: 6/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Relate the shapes and tangrams with surroundings (English and Social) New Words: – Transactional Tip(s) Duration: 5 min Activity Method: • Let the learners draw a cuboid and a cone in the given table. • Facilitate the learners to complete the activity in Maths Munchies. Move around the class to give feedback on individual work. Class Pulse Check Duration: 2 min 1) Count the number of edges and faces of a pencil box. Duration: 2 min CW – HW 1) TB: Try this! Page 41

Day 6/6 Day Annual Day: 6/65 Actual Date: Progress Transactional Tip(s) Duration: 7 min Outdoor Study: • Ask learners to go out on the school playground and recite the rhyme. Let the learners repeat after you. • Ask them to observe 2D and 3D shapes in the surroundings. Facilitate more examples on the same. Class Pulse Check Duration: – – Duration: – CW – HW – Page 42

Day 6/6 Day Annual Day: 6/65 Actual Date: Progress Transactional Tip(s) Duration: 13 min Give Opportunity for Practice: Divide the class into small groups and ask learners to solve sums from TB: Pg. 11, Drill Time. Share all answers among the groups and correct wrong answers, if any. Class Pulse Check Duration: – – Duration: – CW 1) Ask learners to visit HW 1) TB: Pg. 11; Drill Time public places along with parents and name the 3D shapes that are commonly seen at these places. Page 43

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 44

Chapter 2: Patterns Allocated Teaching Days 5 Speed up/Slow down Plan 2.1: Patterns in Shapes and Numbers Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan  Classify and draw basic shapes Date  Identify and draw patterns 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 • Recall patterns in shapes • Describe the formation of TB: I Remember and Understand, TMB and nature patterns by increasing and WB: I Remember and Understand decreasing numbers TB: I Apply A H WB: I Apply TB: I Explore, Maths Munchies, CtD, Drill • Analyse the tiling pattern • Create a pattern using Time, ANtP found at various places basic shapes, by following WB: I Explore the given rules Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Coloured chalks (Day 2) 2) IMAX Workbook Page 45

Day 1/5 Day Annual Day: 7/65 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 46  Recall patterns in shapes and numbers  Identify shapes in patterns New Words: – Transactional Tip(s) Duration: 24 min Give Opportunity for Practice: • Ask learners to look at the pictures given in the TB and identify the basic patterns in the pictures. • Ask learners to come forward one by one and draw a pattern using smiley face. (Hint: Use different coloured chalks or different expressions of the smiley. • Have another round and ask learners to make a pattern using the arrow shape. (Hint: Move the arrow in different directions.) Ask them to share examples from day-to-day life as well. Class Pulse Check Duration: 2 min 1) What pattern do you find on a striped shirt? 2) Is there a pattern on a zebra? What is it? Duration: 3 min CW 1) WB: Pgs. 6, 7 – Q. 1 HW 1) Draw different –3 mathematical symbols to make five patterns.

Day 2/5 Day Annual Day: 8/65 Actual Date: Progress Class Outcome(s) Duration: 1 min  Define patterns  Identify patterns in lines and shapes New Words: – Transactional Tip(s) Duration: 10 min Give Opportunity for Practice: • Draw a pentagon on the blackboard and ask the learner to draw a pattern using the pentagon with coloured chalks. • Draw a triangle and ask any one learner to come forward and draw patterns using straight and inverted triangles. • Ask learners to make patterns using a triangle and a rectangle, a rectangle and a square, a square and a circle. • Ask learners what rule is followed in each of the patterns drawn. Class Pulse Check Duration: 3 min Fill in the blanks. 1) A B C ___ B C A B ___ 2) 2, 4, 6, ___, 10, ___ Duration: 4 min CW – HW 1) WB: Pgs. 7, 8 – Q. 4 – 12 Page 47