TEACHER s IMAXs COMPANION ucces BOOK Mathematics Latest Edition Class 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 22 unique approach and implementation style, let us create a rockstar classroom) 9 Formative/Periodic Assessment 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) 27 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 58 14b Teacher Reference for Workbook 15 How to be a Rockstar Teacher In Part 1B 16 Blackboard Information Organising Tips (Graphic 75 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 +10 Teaching Days are allocated for the remedial sessions to be conducted using IMAX Individualised Worksheets – 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
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 Direct Modified A Multiple Choice Circle the correct answer. Remembering and 1M 4 4M 31 Questions Understanding 1M 4 4M 1M 2 2M B Fill in the - Remembering and 1M 2 2M 31 Blanks Understanding 2M 2 4M 2M 2 4M Very Short Remembering and 11 5M 1 C Answer Answer the following. Understanding 11 17 20M Questions Application 20 Short Answer Solve and answer the Remembering and 20 Questions following. This question is provided to instil creativity and D Understanding other H.O.T.S. skills in the learner and will not be Application counted towards assessment totals. E Surprise Try and answer this for fun. HOTS 12 4 Question This is not counted in the total marks. Total Marks Page 23
Periodic Assessment – 40 Marks Section Question Type Additional Instruction Skill Marks Per Number of Total Source of the Questions Question Questions Marks Direct Modified A Multiple Choice Circle the correct answer. Remembering and 1M 8 8M 62 Questions Understanding 1M 8 8M 1M 4 4M B Fill in the - Remembering and 1M 4 4M 62 Blanks Understanding 2M 4 8M 2M 4 8M Very Short Remembering and 22 5M 1 C Answer Answer the following. Understanding 22 33 40M Questions Application 40 Short Answer Solve and answer the Remembering and 40 Questions following. This question is provided to instil creativity and D Understanding other H.O.T.S. skills in the learner and will not be Application counted towards assessment totals. E Surprise Try and answer this for fun. HOTS 24 8 Question This is not counted in the total marks. Total Marks Page 24
10. Mid-Year/Annual Assessment Patterns Two-Semester 50 Marks – Beginner/Proficient Source of the Questions if BEGINNER Source of the Questions if PROFICIENT Section Question Additional Skill Marks Per Number of Total Paper is chosen Paper is chosen A Type Instruction B Remembering Question Questions Marks Direct Modified Modified Twisted Direct Modified Modified Twisted C Multiple Circle the and Easy Easy D Choice correct answer. E Questions Understanding 1M 7 7M 3 3 1 03 3 0 1 F - Remembering Fill in the 1M 7 7M 3 2 2 03 2 1 1 Blanks - and Understanding 5M 2 10M 0 0 2 00 0 2 0 Match the Answer the Remembering Following following. 1M 3 3M 1 1 1 01 0 1 1 and Very Short Solve and Understanding 1M 3 3M 1 1 1 01 1 1 0 Answer answer the Remembering following. 2M 5 10M 3 2 0 01 2 1 1 Questions Try and answer and this for fun. This Understanding 2M 5 10M 3 2 0 02 2 0 1 Short is not counted in Answer the total marks. Application 5M 1 This question is provided to instil creativity and other H.O.T.S. skills in the Questions Total Marks Remembering learner and will not be counted towards assessment totals. Surprise and Question Understanding Application H.O.T.S. 33 50M 14 11 7 0 11 10 6 5 Page 25
80 Marks – Beginner/Proficient Source of the Questions if Source of the Questions if Section Question Additional Skill Marks Per Number of Total BEGINNER Paper is chosen PROFICIENT Paper is chosen A Type Instruction B Remembering Question Questions Marks Direct Modified Modified Twisted Direct Modified Modified Twisted C Multiple Circle the correct and Easy Easy D Choice answer. Questions Understanding 1M 10 10M 5 5 0 04 4 0 2 E - Remembering Fill in the 1M 8 8M 3 4 1 02 3 1 2 Blanks - and Understanding 5M 3 15M 0 0 3 00 0 3 0 Match the Answer the Remembering Following following. 2M 4 8M 1 2 1 01 2 0 1 and 0 Very Short Solve and answer Understanding 2M 3 6M 2 1 0 02 0 1 1 Answer the following. Remembering 1 3M 6 18M 4 1 1 02 2 1 Questions and Understanding 3M 5 15M 2 2 1 02 2 0 Short Answer Application Questions Remembering and Understanding Application Try and answer F Surprise this for fun. This HOTS 5M 1 This question is provided to instil creativity and other H.O.T.S. skills in the Question is not counted in learner and will not be counted towards assessment totals. the total marks. Total Marks 40 80M 17 15 7 0 13 13 6 7 Page 26
11. Teaching Aids List (For Planning) Type of Teaching Aids Name of the Teaching Aid Chapter Used in Chart of Flat Figures 1) Shapes IMAX resource 3) Numbers Flashcard of Place Value Card‐1 4) Addition Water colours 2) Patterns Learners to bring Crayons 3) Numbers Bags, Books, Pencils 4) Addition Bangles, Book, Duster, Table, Chalk box 1) Shapes Teacher to Vegetable Pieces, coloured chalks 2) Patterns arrange Abacus kit, chalk pieces 3) Numbers Pack of cards , 2 dice, number chits 4) Addition Hide and Seek https://storyweaver.org.in/stories/12292‐hide‐and‐ 3) Numbers Storyweaver seek resource Two Hungry Boys https://storyweaver.org.in/stories/15132‐two‐ 4) Addition hungry‐boys Page 27
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 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 10 Speed up/Slow down Plan 1.1: Understand Spatial Words Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan Classify basic shapes of objects Date Identify spatial words used to describe the position of objects Day 1 TB: I Recall DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn Day 2, 3 TB: I Think Recall R&U Day 4 - 6 WB: I Recall Day 7 • Recall vocabulary related • Interpret what are flat Day 8 TB: I Remember and Understand, TMB to positions and use it in figures and explain their WB: I Remember and Understand sentences properties TB: I Apply A H WB: I Apply • Apply knowledge of flat • Analyse the flat and solid TB: I Explore figures in real-life figures in day-to-day life WB: I Explore situations Day 9 TB: Maths Munchies, CtD Day 10 TB: Drill Time, ANtP Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Bangles (Day 1) 2) Duster, book (Day 2) 2) IMAX Workbook 3) Table (Day 3) 4) Chalk box (Day 3) 3) Chart of Flat Figures (Day 5) Page 30
Day 1/10 Day Annual Day: 1/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 31 Identify and recall the basic shapes of objects New Words: outline, bases Transactional Tip(s) Duration: 26 min Understanding Problems (14 min): • Show the various objects given in the book. • Ask learners to identify every object. • Draw the basic shapes of these objects on the blackboard. • Ask learners to copy the shapes drawn on the blackboard in their books. Real-life Connect (12 min): • Show a bangle and ask any one learner to draw its basic shape. • Ask learners to identify the shape of the blackboard. Guide learners to draw the shape of the blackboard. Class Pulse Check Duration: 3 min 1) What are the shapes of the biscuits we eat? 2) What is the shape of a duster? Duration: – CW 1) Write the basic HW – shapes of: dot, chess board, chocolate slab, birthday cap.
Day 2/10 Day Annual Day: 2/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 32 Identify the words used to describe various positions New Words: on, under, above, below, near, far Transactional Tip(s) Duration: 25 min Understanding Problems (5 min): • Show the pictures given in the book. • Explain the positions of the cat. • Ask learners to write the positions in their books. Instruct them to read the words aloud. Real-life Connect (20 min): a) Take the duster. • Place it at various positions around you in the classroom. • Ask learners about the positions of the duster. b) Stand next to one of the learners and ask others if you are near or far. • Ask whether you are far away or near to the blackboard if you are sitting on the last bench. c) Facilitate the learning of positions using examples like a scale, a book and chalk.. Class Pulse Check Duration: 3 min 1) The door is ___________ from me. (near/far) 2) Your friend's bag is _____ the floor. (on/ under) 3) The cow sleeps _____ the tree. (above/below) Duration: 1 min CW 1) Observe five HW 1) WB: Pg. 1 – Q. 1 objects around you at home. Write their positions.
Day 3/10 Day Annual Day: 3/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 33 Recall the use of the words - in front of, behind, inside and outside, before, between and after New Words: in front of, behind, inside, outside Transactional Tip(s) Duration: 25 min Reinforcement (10 min): • Show the pictures given in the TB. • Write a few letters of the English alphabet on the blackboard. Change the positions of the letters and explain the concept of before, between and after. Conduct an oral exercise of true or false based on the concept of ‘between’. Give Opportunity for Practice (15 min): a) The food is ______ the tiffin box. (inside/outside) b) Go out of the classroom. Ask learners if you are inside or outside. c) The pencil is _________ the geometry box. (inside/outside) d) The book is _____ the table. (in/on) Class Pulse Check Duration: 3 min 1) Raj sat ____ a banyan tree. (under/in) 2) The fan is _______ the wall. (in/on) 3) The chalk box is _______ the table. (in/on) Duration: 1 min CW 1) Frame five HW 1) WB: Pg. 1 – Q. 2 sentences with the word ‘dog’ using the words learnt today for position.
Day 4/10 Day Annual Day: 4/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Practise the use of the words, ‘before’, ‘between’ and ‘after’ New Words: before, between, after Transactional Tip(s) Duration: 21 min Reinforcement (12 min): • Call any three learners forward, and make them stand next to each other. Explain the terms ‘before’, ‘between’ and ‘after’ with the help of the learners’ position. Framing Questions (9 min): • Draw a line and a star on the blackboard. The star is above the line. Frame questions on the position of the star and the line. • Use the classroom to frame questions similar to the fill in the blanks given on Pg. 4 to explain the concept of spatial words. Using learners as objects for the exercise will ensure fun along with learning. Class Pulse Check Duration: 3 min Say true or false: 1) We keep pencils on the box. 2) Teacher sits in the chair. 3) The main gate is far from our classroom. Duration: 5 min CW 1) WB: Pg. 1 – Q. 3 HW 1) TB: Fill in the Blanks Page 34
Day 5/10 Day Annual Day: 5/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Define and name various flat figures Describe the properties of a square and a triangle New Words: square, triangle, corners, equal Transactional Tip(s) Duration: 22 min Direct Instruction: Use the ‘Chart of Flat Figures’ and show the various flat figures with their features. a) Draw 3 lines on the blackboard. • Join the lines with each other so that they form a triangle. • State that the triangle is a flat figure. • Show the learners, the sides and corners of the triangle. • Ask learners to draw a triangle and write its name below it. b) Draw 4 lines and explain learners how to join lines to form a square. • Using the picture, show the sides and corners of the square. Class Pulse Check Duration: 3 min 1) How many sides does a triangle have? 2) Is square a flat figure? 3) How many lines join together to form a square? Duration: 4 min CW 1) WB: Pg. 2 – Q. 12 HW 1) WB: Pg. 2 – Q. 4, 5 Page 35
Day 6/10 Day Annual Day: 6/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 36 Describe the properties of rectangle and circle Classify the shapes of various objects found in the surrounding New Words: rectangle, circle Transactional Tip(s) Duration: 20 min Direct Instruction: a) Draw 4 lines on the blackboard. • Join the lines so that they form a rectangle. • Show that the rectangle is a flat figure. • Show the sides and corners of the rectangle. b) Draw a circle on the blackboard. Using the picture, explain the sides and corners of a circle. c) Ask the learners to write one object which looks similar to a circle and one object that resembles a rectangle. Class Pulse Check Duration: 2 min 1) What is the shape of a bangle? 2) What is the shape of a kite? Duration: 7 min CW 1) WB: Pgs. 2, 3, 4 – HW 1) TB: TMB Q. 10, 11, 13 – 15 2) WB: Pg. 2 – Q. 6 – 9
Day 7/10 Day Annual Day: 7/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 37 Analyse the basic shapes of various solid figures New Words: cube, cuboid, cone, cylinder, sphere, solid, objects, figures Transactional Tip(s) Duration: 21 min Interactive Discussion (15 min): • Ask the learners the similarity and the difference between a cube and a square. • Ask a learner to identify the objects given in the book. • Discuss with the learners how figures given in Pg. 7 are different from the shapes they learnt earlier. • Conclude what are solid figures and objects using things around them. Understanding Problems (6 min): Ask learners to identify the shapes of the following objects: earth, soft drink glass, egg, soup bowl, circular disc. Class Pulse Check Duration: 1 min 1) What is the shape of a pizza slice? 2) What is the shape of a cricket ball? Duration: 7 min CW 1) Observe five HW 1) TB: Examples 2, 3 objects around you 2) WB: Pg. 5 – Q. 17 and identify their basic shapes.
Day 8/10 Day Annual Day: 8/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 38 Relate the shapes of various objects in surrounding to solid shapes New Words: – Transactional Tip(s) Duration: 20 min Framing Questions (3 min): • What is the shape of a gas cylinder? • What is the shape of a cupboard? • What is the shape of a book? Flipped Classroom (17 min): • Read out example 4 to the class and ask learners to complete it. Also ask them to colour the shapes according to the instructions. • Ask a learner to come forward and explain a cuboid with the help of an object from the class. • Repeat the activity with the remaining solid shapes. Class Pulse Check Duration: 5 min 1) What is the shape of a watermelon? 2) What is the shape of an orange? Duration: 4 min CW 1) Use a paper to HW 1) WB: Pgs. 4, 6 – Q. 16, make flat figures. 18 Take your parents help.
Day 9/10 Day Annual Day: 9/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Conclude the major points of the chapter through quiz and activity New Words: – Transactional Tip(s) Duration: 27 min Activity Method (12 min): • Read ‘English Fun’. • Ask a learner to come forward and write a number which looks like circle. • Ask learners to draw a rectangle using the alphabet, ‘L’. • Ask learners to draw two rectangles using two ‘E’s. Flipped Classroom (15 min): • Call learners randomly and ask them to summarise different shapes by writing their features. • You can ask questions to test and summarise the main points. Class Pulse Check Duration: 2 min 1) What is the shape of the alphabet Q? 2) What is the shape of a laptop screen? Duration: – CW 1) Complete the HW – activity given under Maths Munchies. Page 39
Day 10/10 Day Annual Day: 10/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Evaluate the understanding of positions and shapes by solving Drill Time New Words: – Transactional Tip(s) Duration: 29 min Give Opportunity for Practice (19 min): Ask learners to share their response with the class after finishing ‘Drill Time’. Peer Learning – Group (10 min): Split the class into four groups. Ask each of the groups to come up with five real-life objects. Each shape should be similar to a sphere, cylinder, cube or a cuboid. Class Pulse Check Duration: – – Duration: – CW – HW 1) TB: Drill Time Page 40
Day 10/10 Day Annual Day: 10/61 Actual Date: Progress Transactional Tip(s) Duration: – Note: Q.3 and Q.4 of Drill Time have been covered in the previous slide. Class Pulse Check Duration: – – Duration: – CW – HW – Page 41
Day 10/10 Day Annual Day: 10/61 Actual Date: Progress Transactional Tip(s) Duration: – Note: Q.4 of Drill Time has been covered on the previous slide. Class Pulse Check Duration: – – Duration: – CW Note: Ask learners to HW – look at the objects around their homes with parents as given in TB: Pg. 12 Page 42
My Reflections Progress Passbook 10 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 43
Chapter 2: Patterns Allocated Teaching Days 8 Speed up/Slow down Plan 2.1: Patterns in Surroundings Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan Identify and recall what are designs Date Classify basic and solid shapes of objects Day 1 TB: I Recall, I Think 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, 6 Day 7 TB: I Remember and Understand • Recall geometrical shapes • Interpret the Day 8 WB: I Remember and Understand and patterns formed by understanding of patterns the shapes using activities and TB: I Remember and Understand, TMB practice questions WB: I Remember and Understand TB: I Apply A H WB: I Apply • Apply the knowledge of • Compare the various TB: I Explore patterns in various patterns found in real-life WB: I Explore situations TB: Drill Time, CtD, ANtP Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Water colours (Day 1) 2) IMAX Workbook 2) Vegetable Pieces (Day 3) 3) Coloured chalks (Day 4) Page 44
Day 1/8 Day Annual Day: 11/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Recall solid and flat shapes Draw and identify solid shapes New Words: shapes, sizes, patterns Transactional Tip(s) Duration: 15 min Reinforcement: • Draw various shapes like a square, rectangle, circle, etc. on the blackboard. • Ask learners to identify these shapes. • Ask learners to draw colourful designs using a circle and a square, a circle and a rectangle, a triangle and a circle, and one design using all the shapes mentioned. Class Pulse Check Duration: 3 min 1) What is the shape of a cricket ball? 2) What is the shape of a soup bowl? Duration: – CW 1) WB: Pg. 7 – Q. 1 HW – Page 45
Day 1/8 Day Annual Day: 11/61 Actual Date: Progress Transactional Tip(s) Duration: 5 min Interactive Discussion: • Discuss the differences between solid shapes and flat shapes. • Show various objects from the classroom such as a duster, wall-clock, book, desks and ask them to name their shapes. • Ask learners to make a note of all the things they carry in their bags and write their shapes. • Ask learners to complete the activity given in the TB. Class Pulse Check Duration: 2 min 1) What is the shape of your notebook? 2) What is the shape of the cupboard? Duration: 4 min CW 1) WB: Pg. 7 – Q. 2, 3 HW 1) TB: Table given on Pg. 13 of the TB Page 46
Day 2/8 Day Annual Day: 12/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Define and identify patterns New Words: repetition, basic, same, alternate Transactional Tip(s) Duration: 25 min Real-life Connect (15 min): • Ask learners what colours are found on a zebra crossing? • Ask any one learner to come forward and draw a zebra crossing on the blackboard. Explain the pattern with the help of white lines. • Ask learners to draw a pattern of their choice using red and green colours. • Let them refer to the first picture given in the TB in the ‘I Remember and Understand’ section. Explain how a pattern is made. Ask learners to explain the patterns shown under b, c and d. Give Opportunity for Practice (10 min): • Use the same shapes but colour them differently. • Draw patterns with triangles of different colours. • Repeat the same with rectangles of different colours. Class Pulse Check Duration: 4 min 1) Pattern is a repetition of basic _______. 2) Draw a few examples of patterns and a few which do not follow any pattern on the blackboard and ask learners to spot the correct patterns. Duration: – CW 1) WB: Pg. 8 – Q. 4 – 6 HW – Page 47
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