TEACHER s IMAXs COMPANION ucces BOOK Mathematics Latest Edition 2Class 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 31 12c Day‐wise Lesson Plan – Reflection Page 13 End‐of‐Term Reflection In Part 1C 14a Teacher Reference for Textbook 67 14b Teacher Reference for Workbook 15 How to be a Rockstar Teacher In Part 1B 16 Blackboard Information Organising Tips (Graphic 85 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 Name of the Teaching Aid Chapter Used in Aids 1) Shapes Points and Lines Chart 1) Shapes 3) Numbers Solid Figures 4) Addition 5) Subtraction IMAX resource 3) Numbers Place Value Cards 1) Shapes 1) Shapes Flash cards of money 3) Numbers Learners to bring Ice cream sticks, bangles 3) Numbers 4) Addition Geoboards and rubber bands, rope, die 5) Subtraction Teacher to Abacus Kit 1) Shapes arrange Pen, pencil, chalk, duster Storyweaver Number chits, pair of cards resource Cube Cat, Cone Cat https://storyweaver.org.in/stories/12218‐cube‐cat‐ cone‐cat Page 27
How to make: Geoboard (Teacher 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 28
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 29
Section III – H.O.T.S.* ‐ Creating a Rockstar Class Usage Tip: Together, with IMAX inputs and your unique approach and implementation style, let us create a rockstar classroom Sub‐Sections: 12. Day‐wise Lesson Plan a. Day‐wise Lesson Plan – Learning Outcomes Page b. Day‐wise Lesson Plan – Content Page c. Day‐wise Lesson Plan – Reflection Page 13. End‐of‐Term Reflection (In Part 1C) *Building Higher Order Teaching Skills to drive Higher Order Thinking Skills in the learners!! Page 30
Chapter 1: Shapes Allocated Teaching Days 7 Speed up/Slow down Plan 1.1: Identify the Geometrical Features of Objects Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan Sort, classify and describe shapes in the surroundings Date Cite attributes of 2D shapes with their sides and corners Day 1 TB: I Think, I Recall Identify and trace basic 2D and 3D shapes Day 2 WB: I Recall Day 3 TB: I Remember and Understand DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn Day 4 WB: I Remember and Understand Day 5 Recall R&U Day 6 TB: I Remember and Understand, TMB Day 7 WB: I Remember and Understand • Recall the basic • Interpret the differences geometrical shapes and between straight and TB: I Apply their examples curved lines and open and WB: I Apply closed figures TB: I Apply WB: I Apply A H TB: I Explore • Apply 2-D figures in real- • Analyse the 3-D shapes by WB: I Explore life situations using real-life examples TB: Maths Munchies, CtD, Drill Time, ANtP Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Rope (Day 2) 2) IMAX Workbook 2) Ice cream sticks (Days 4, 5) 3) Points and Lines Chart 3) Bangles (Day 5) (Day 2) 4) Solid Figures (Day 6) 4) Die (Day 6) 5) Geoboards and rubber bands (Days 1, 3) Page 31
Day 1/7 Day Annual Day: 1/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Identify and recall the basic shapes of objects New Words: – Transactional Tip(s) Duration: 10 min Activity Method: • On a geoboard, draw various shapes with the help of rubber bands. • Ask learners to identify the various shapes. • Instruct learners to name three circular, rectangular and square-shaped objects. (Note: Make sure to be ready with your own geoboard before the first teaching day. You may create your own geoboard using the steps given in Teaching Aids document.) Class Pulse Check Duration: 1 min 1) What is the shape of a kite? Duration: 2 min CW – HW 1) WB: Pg. 1 – Q. 1 Page 32
Day 1/7 Day Annual Day: 1/61 Actual Date: Progress Transactional Tip(s) Duration: 15 min Direct Instructions (7 min): Ask learners to recall the shape of a: • blackboard • duster • ice cream cone • bangle • handkerchief • biscuit Give Opportunity for Practice (8 min): • Refer to the various pictures and their shapes given in the TB for better understanding. • Ask learners to identify the various shapes given in the ‘I Think’ section. • Also, ask them to make any animal of their choice using various shapes. Class Pulse Check Duration: 1 min 1) What is the shape of a clock? Duration: – CW 1) WB: Pg. 1 – Q. 2, 3 HW – Page 33
Day 2/7 Day Annual Day: 2/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Define and explain – point, line, line segment and ray Describe the properties of horizontal, vertical, slant and curved lines New Words: point, dimension, straight, curved, horizontal, vertical, slant, slope, standing Transactional Tip(s) Duration: 22 min Interactive Discussion: • Show the IMAX chart of ‘Points and Lines’. • Draw a point, line, line segment and ray on the blackboard. • Explain the different pictures and their features as given in the TB. • Draw three sets of lines on the blackboard: horizontal, slant, curved and vertical. • Ask learners the differences among these sets. • Explain the different lines and their features as given in the TB. • Introduce the term 1D figures to the class, with the help of figures such as rectangle, triangle, square and so on. Class Pulse Check Duration: 1 min 1) A line segment has an exact _________. 2) Which is the part of a line that has a starting point but no end point? Duration: – CW 1) WB: Pg. 1 – Q. 4, 5 HW – Page 34
Day 2/7 Day Annual Day: 2/61 Actual Date: Progress Transactional Tip(s) Duration: 5 min Activity Method: Ask two learners to hold a rope at its two ends. Make learners understand as to how a line becomes straight if the rope is tight and the line becomes curved when it is held loose. Class Pulse Check Duration: 1 min 1) Horizontal lines are _______ lines. 2) ____________ lines are slanting lines. Duration: – CW 1) WB: Pg. 1 – Q. 6 HW – Page 35
Day 3/7 Day Annual Day: 3/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Classify the shapes as open or closed Describe open and closed figures New Words: open, closed, end, point, circle, square Transactional Tip(s) Duration: 17 min Activity Method: • Using a geoboard and rubber bands, make open and closed figures and explain. • Show the pictures given in the TB for closed and open figures. • Ask learners to identify various closed shapes. • Ask learners to give an example of an open figure puzzle that is commonly found in comic books. (Show a maze by drawing it on the blackboard). Class Pulse Check Duration: 2 min 1) Give an example of a closed figure and an open figure. Duration: 10 min CW 1) Ask learners to HW 1) TB: Pg.5 – Examples 1, bring ice cream sticks 2; TMB to the class. 2) WB: Pg. 2 – Q. 7 – 12 2) WB: Pg. 2 – Q. 13, 14 Page 36
Day 4/7 Day Annual Day: 4/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 37 Demonstrate the basic features of various solid figures New Words: four, sides, equal, length, four, corners, three Transactional Tip(s) Duration: 21 min Activity Method (17 min): • Take four ice cream sticks. Form a square by sticking their ends. Show the corners and sides of the square. • Explain how to make a triangle using ice cream sticks. Ask learners to find its sides and corners. • Ask learners to make a square and a triangle on their own. • Facilitate learners with more such shapes and ask them to colour each stick. Give Opportunity for Practice (4 min): • Draw 4 lines on the board close to each other horizontally and vertically. Ask learners how can they draw a square using these lines. Ask them to identify the sides and corners of a square. Class Pulse Check Duration: 5 min 1) A triangle has _____ straight lines. 2) A square has _______ corners. Duration: 3 min CW 1) Ask learners to bring HW 1) WB: Pg. 2 – Q. 15 ice cream sticks and one bangle to the class.
Day 5/7 Day Annual Day: 5/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 38 Describe how to make a rectangle and a circle using lines and bangles Discuss the properties of a rectangle and a circle New Words: – Transactional Tip(s) Duration: 20 min Real-life Connect (5 min): • Explain with the help of ice cream sticks how to draw a rectangle. • Show the sides and corners of a rectangle. • Place a bangle on the blackboard. Outline the shape of the bangle. • Explain that a circle has no sides and corners. Activity Method (15 min): • Ask learners to make rectangles and circles on their own using ice cream sticks and bangles respectively. • Instruct them to colour the sticks and the circle with colours of their choice. Class Pulse Check Duration: 2 min 1) A rectangle has ________ sides of equal length. 2) A ________ has no sides or corners. Duration: 7 min CW 1) WB: Pg. 3 – Q. 16 HW 1) TB: Pg.7 – Examples 2, 3
Day 6/7 Day Annual Day: 6/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Find the shapes of objects from the surroundings and relate it to the shapes learnt Illustrate the properties of a sphere and of conical shapes using examples from the surroundings New Words: cube, cuboid, cylinder, sphere, cone, face, edge, vertex, vertices, base, object, geometrical, shape Transactional Tip(s) Duration: 20 min Direct Instruction (10 min): • Bring a die to the class. • Explain the terms face, edge, vertex and vertices using the die. • Read the definitions from the TB. • Explain the properties of a cuboid and a cylinder. Interactive Discussion (10 min): • Show the various solid figures using the chart. • Explain the features of a sphere and a cone. • Ask learners to give two examples of spherical and conical shapes. Class Pulse Check Duration: 2 min 1) Which figure has all edges of equal length? 2) A cylinder has ____ faces. Duration: – CW – HW – Page 39
Day 6/7 Day Annual Day: 6/61 Actual Date: Progress Transactional Tip(s) Duration: 7 min Real-life Connect: Ask learners to identify the shapes of a ball, planet, birthday cap, marble, orange, eye ball, ice cream cone, a funnel, a smart phone, brick, pencil box, coke tin, water tank, candle, gas cylinder and sugar crystal. Class Pulse Check Duration: – – Duration: – CW 1) WB: Pg. 3 – Q. 17, HW – 18 Page 40
Day 7/7 Day Annual Day: 7/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Evaluate the understanding of shapes by Activity Method and by solving Drill Time New Words: one-dimensional, figure Transactional Tip(s) Duration: 10 min Activity Method (6 min): • Divide the blackboard into four sections. • Write the headings as solid shape, face, edge and corner in each section. • Ask learners to name the shapes learnt one by one, and fill in the respective columns according to the shape. Direct Instruction (4 min): • Facilitate the revision of shapes through the Activity Method. • Read aloud the ‘Maths Munchies’ to the class. Class Pulse Check Duration: 1 min 1) Can you share one example each of a 1D, 2D and 3D shape? Duration: 3 min CW – HW 1) TB: Example 4 Page 41
Day 7/7 Day Annual Day: 7/61 Actual Date: Progress Transactional Tip(s) Duration: 14 min Give Opportunity for Practice: • Ask learners to share their response with the class after finishing ‘Drill Time’. • Learners assess each other’s response. Class Pulse Check Duration: 1 min 1) Which shape has a circular edge? 2) Can you name a geometrical shape with no edges and no corners? Duration: – CW 1) TB: Pg.11 – Drill HW Time Q. 3 1) TB: Pg.11 – Drill Time Q. 1 and 2 Page 42
Day 7/7 Day Annual Day: 7/61 Actual Date: Progress Transactional Tip(s) Duration: – Note: Q.1, Q.2 and Q. 3 of Drill Time have been covered on the previous page. Class Pulse Check Duration: – – Duration: – CW – HW – Page 43
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 44
Chapter 2: Patterns Allocated Teaching Days 7 Speed up/Slow down Plan 2.1: Patterns Using Shapes Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan Recognise patters in the surroundings Date Identify simple patterns in basic shapes in surroundings and Day 1 TB: I Think, I Recall Day 2 WB: I Recall small numbers Day 3 Day 4 TB: I Remember and Understand DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn Day 5 WB: I Remember and Understand Day 6 Recall R&U TB: I Remember and Understand WB: I Remember and Understand • Relate geometrical shapes • Show basic shapes in encountered in our patterns TB: I Remember and Understand; TMB surroundings WB: I Remember and Understand A H TB: I Apply WB: I Apply • Construct patterns with • Compare the various basic shapes in various patterns found in real life TB: I Explore situations WB: I Explore Day 7 TB: Maths Munchies, CtD, Drill Time, ANtP Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook – 2) IMAX Workbook Page 45
Day 1/7 Day Annual Day: 8/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Recall solid and flat shapes New Words: modelling, clay, mould, arrangement Transactional Tip(s) Duration: 23 min Reinforcement (17 min): • Ask learners to list various 2D and 3D shapes. • Show the following objects and ask the following questions. a) What is the shape of the bangle? Is it a solid or a plane figure? b) Is the window a solid shape? What is its shape? c) What is the shape of a sharpener? d) What is the shape of a football? e) What is the shape of a coke tin? Peer Learning – Pair (6 min): Ask learners to discuss with their friends, the names of various things around them and their shapes. Class Pulse Check Duration: 3 min 1) Give an example of an object that is oval in shape. 2) What is the shape of a watermelon? Duration: 3 min CW 1) WB: Pg. 4 – Q. 3 HW 1) WB: Pg. 4 – Q. 1, 2 Page 46
Day 2/7 Day Annual Day: 9/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Define and identify patterns New Words: – Transactional Tip(s) Duration: 23 min Direct Instruction (10 min): • Refer to the first colourful pattern given in the book and explain its basic shape. • Ask learners to find the basic shapes in patterns b and c and identify the patterns. Give Opportunity for Practice (13 min): • Draw a pentagon on the blackboard and ask learners to draw a pattern using the pentagon with coloured chalks. • Draw a triangle and ask any one learner to draw patterns using straight and inverted triangles on the blackboard. • Ask learners to make patterns using triangle and rectangle, rectangle and square and square and circle. • Ask learners what rule is followed in each pattern drawn. Class Pulse Check Duration: 3 min Draw the next two patterns. Duration: 3 min CW – HW 1) WB: Pg. 5 – Q. 4 – 6 Page 47
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