Day 3/7 Day Annual Day: 10/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Examine the sequence being followed in the patterns New Words: basic, repetition Transactional Tip(s) Duration: 20 min Understanding Problems (8 min): • Draw a red circle on the blackboard using coloured chalk. • Follow it with a blue circle and a green circle. • Repeat the sequence. Ask learners to predict the next three sequences and complete the pattern. Give Opportunity for Practice (12 min): a) Ask learners to find the pattern in the following: If one student holds a red stick, another student holds two green sticks, third student has again a red stick, which coloured stick and how many will the fourth student hold? b) Draw a pattern using arrows. (Hint: Move the arrow in different directions). Ask learners to identify the basic shape. Class Pulse Check Duration: 1 min 1) The _________ parts of a pattern is called its basic shape. Duration: 8 min CW 1) WB: Pgs. 5, 6 – HW 1) TB: Example 1 Q. 7 – 9 Page 48
Day 4/7 Day Annual Day: 11/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Recognise the basic shapes in the given set of patterns Practise questions based on completing patterns New Words: – Transactional Tip(s) Duration: 15 min Activity Method (10 min): • Make five groups in the class. • Let each group give the other, a set of different and colourful shapes to make patterns with. Give Opportunity for Practice (5 min): Ask learners to create their own patterns with different geometrical shapes. Class Pulse Check Duration: 2 min Complete the following patterns: 1) @ # * @ ___ ___ ___ 2) ! $ % ! ___ ____ ____ ___ Duration: 12 min CW 1) WB: Pg. 6 – HW Q. 10 – 12 1) TB: Example 2, TMB 2) WB: Pg. 6 – Q. 13, 14 Page 49
Day 5/7 Day Annual Day: 12/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 50 Identify the basic shape Construct various patterns identifying the basic shape New Words: – Transactional Tip(s) Duration: 16 min Outdoor Study: • Ask learners to think of one example from the surrounding where they see patterns. (If possible, allow learners to take a five minute tour of the school premises/corridor/playground to observe patterns in bricks and recall examples.) • Draw the shape of a brick and show how walls are made. Now, explain using a different coloured chalk as to how a pattern is formed. • Ask learners if each of the patterns formed have basic geometrical shapes. Class Pulse Check Duration: 3 min 1) Is tiling always made of rectangles? 2) Name one game that has tiling made of black and white squares. Duration: 10 min CW 1) WB: Pg. 8 – Q. 17 HW 1) TB: Examples 3 and 4 2) WB: Pg. 7 – Q. 15, 16
Day 6/7 Day Annual Day: 13/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Analyse the patterns found in alphabets and numbers New Words: – Transactional Tip(s) Duration: 18 min Give Opportunity for Practice: • Use various coloured chalks and draw a pattern of a sun and a moon on the blackboard. Ask learners to make two such patterns. • Ask learners to complete the patterns: a) 2, 4, 6, ___, 10, ___ b) 10, 14, 18, 22, ___, ___, __ c) 9, 7, 5, ___, ___ d) Z, Y, X, ___, _____, ______ e) 22, 33, 44, _____, _______, _____ f) 12, 10, 8, _____, ____. g) 3, 6, 9, 12, ____, ____, _____ Class Pulse Check Duration: 1 min 1) Complete the pattern. 1, 3, 5, ___, ____, ____ Duration: 10 min CW 1) WB: Pg. 8 – Q. 18 HW 1) TB: Examples 5 and 6 Page 51
Day 7/7 Day Annual Day: 14/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Evaluate the understanding of basic shapes in patterns by solving Drill Time New Words: – Transactional Tip(s) Duration: 29 min Give Opportunity for Practice: • Ask learners to share their response with the class after finishing ‘Drill Time’. • Other learners assess each other’s response. Class Pulse Check Duration: – – Duration: – CW 1) Ask learners to collect HW 1) TB: Drill Time Q. 1 and various leaves and find if there are patterns on each 2 leaf. 2) Complete the English Fun. Page 52
Day 7/7 Day Annual Day: 14/61 Actual Date: Progress Transactional Tip(s) Duration: – Note: Q.2 of Drill Time have been covered on the previous page. Class Pulse Check Duration: – – Duration: – CW – HW – Page 53
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 54
Chapter 3: Numbers Allocated Teaching Days 7 Speed up/Slow down Plan 3.1: Count by Hundreds Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan Count and write numerals and number names from 0 to 99 Date Represent numbers in groups of ones and tens Day 1 TB: I Think, I Recall Day 2 WB: I Recall DDeessiirreeddLLeeaarrnniinnggOOuutcommeessffoorrtthheeLLeessssoonn Day 3 Day 4 TB: I Remember and Understand Recall R&U Day 5 WB: I Remember and Understand Day 6 • Recall the smallest and the • Explain ones, tens and Day 7 TB: I Remember and Understand greatest 1-digit and 2-digit hundreds using an abacus, WB: I Remember and Understand numbers place value chart and expanded forms TB: I Remember and Understand WB: I Remember and Understand • Interpret the place value, face value, standard and TB: I Remember and Understand; TMB expanded form of numbers WB: I Remember and Understand A H TB: I Apply WB: I Apply • Make use of expanded • Categorise the numbers by form, standard form, representing them on an TB: I Explore number name and place abacus WB: I Explore value chart to find the 3- digit numbers Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Abacus kit (Day 3, 7) 2) IMAX Workbook 3) Place Value Cards of numbers (Day 2, 5) 4) Flash cards of money (Day 6) Page 55
Day 1/7 Day Annual Day: 15/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Identify and recall numbers from 1 to 99 List the smallest and the largest 2-digit numbers New Words: 1-digit, number, 2-digit, largest, smallest, count, ones, tens Transactional Tip(s) Duration: 14 min Understanding Problems (7 min): • Which is the smallest 1-digit number? • What is to be added to the greatest single digit number to make it the smallest 2-digit number? • Count by 2s and write the next numbers – 2, 4, 6, 8, _, _. Count by 3s and write the numbers coming next in the series – 3, 6, 9, _, _, _. Reinforcement (7 min): • Call learners one by one. • Say aloud numbers like 78, 56, 13, 45, 49 and so on and ask learners to write the numbers on the blackboard. • Ask them to identify the tens in each number. Class Pulse Check Duration: 1 min 1) Which is the largest 2-digit number? Duration: 3 min CW – HW 1) WB: Pg. 9 – Q. 1, 2, 3 Page 56
Day 1/7 Day Annual Day: 15/61 Actual Date: Progress Transactional Tip(s) Duration: 10 min Activity Method: • Ask learners to join the dots, starting from 1, given in the TB. • Ask them to identify the animal given in the picture. • Also, ask them to colour the picture with the colours of their choice. Class Pulse Check Duration: 1 min 1) Which is the smallest 2-digit number? Duration: – CW – HW – Page 57
Day 2/7 Day Annual Day: 16/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Describe the formation of hundreds using tens New Words: – Transactional Tip(s) Duration: 22 min Direct Instruction (10 min): • Draw boxes on the blackboard and divide them into group of tens. • Explain how 10 tens make 1 hundred, 20 tens make 2 hundred and so on. • Ask learners to represent 500, 600 and 700. • Ask them to refer to the images given in the TB. • Use place value cards of numbers to explain how hundreds is formed. Give Opportunity for Practice (12 min): • Learners practice by drawing cubes of numbers 100 – 900 using different colours. Class Pulse Check Duration: 3 min 1) 10 tens = ______ 1 hundred. 2) 50 tens = _____ hundreds Duration: 4 min CW – HW 1) WB: Pg. 9 – Q. 4, 6 Page 58
Day 3/7 Day Annual Day: 17/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Discuss counting on an abacus Tell the smallest and the largest 3-digit numbers New Words: – Transactional Tip(s) Duration: 25 min Give Opportunity for Practice: • Using an abacus, explain how to represent the number 433. Explain the H, T and O places. • Ask learners to draw an abacus and represent the numbers 789 and 100, and identify the ones, tens and hundreds in these numbers. • Ask learners to draw an abacus and represent these numbers on it: 632, 757, 889, 909, 521, 640, 550, 800, 199. • Facilitate learners to write the number names for these numbers. • Ask learners to say aloud the number names one by one. • Find the number names of: 309, 899, 950, 678, 512, 456. Class Pulse Check Duration: 3 min Fill in the blanks: 1) The smallest 3-digit number is _____. 2) The number name of the largest 3-digit number is ____. Duration: 1 min CW 1) TB: Drill Time, Q. 1 HW 1) WB: Pg. 10 – Q. 11 Page 59
Day 4/7 Day Annual Day: 18/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 60 Demonstrate and discuss the place value chart and face value Interpret the number names New Words: place, face, value, number name Transactional Tip(s) Duration: 21 min Interactive Discussion (9 min): • Write the number 456 on the blackboard. • Ask learners to identify the hundreds, tens and ones in 456. • Explain how to write the place value of the numbers. • Tell the face values of all the digits in the number 456. Peer Learning – Pair (12 min): • Divide learners in groups of two. • Write the numbers 789, 132, 457, 809, 355, 397, 490, 708, 100, 999 on the blackboard. • Ask learners to write the place values and face values of these numbers. • Partners assess each other’s response. Class Pulse Check Duration: 3 min 1) Identify the digits in the hundreds and the ones place in the number 123? 2) What is the face value of 2 in 123? Duration: 5 min CW 1) TB: Drill Time, Q. 3 HW 1) TB: Example 1 2) WB: Pgs. 9, 10 – Q. 5, 7 and 10
Day 5/7 Day Annual Day: 19/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Recognise the standard and expanded forms of a number Explain how to write the expanded form New Words: expanded form, standard form Transactional Tip(s) Duration: 5 min Give Opportunity for Practice: • Write the standard form of the number 789. • Ask learners if they can write 789 in its expanded form. • Write 789 in its expanded form on the blackboard. • Ask learners to write the expanded form of 656. Class Pulse Check Duration: 1 min 1) Write the standard form of 900 + 90 + 9. Duration: 3 min CW 1) WB: Pgs. 9, 10 – HW 1) TB: Examples 2, 3; TMB Q. 8, 9, 12 Page 61
Day 5/7 Day Annual Day: 19/61 Actual Date: Progress Transactional Tip(s) Duration: 19 min Activity Method: • Divide the class in pairs to conduct a quiz. • Show various flash cards to the groups. • One learner will identify the number from the flash cards. • Other learner will write its expanded form and number name. • Show flash cards till all the groups complete the activity. Class Pulse Check Duration: 1 min 1) Write the expanded form of 500. Duration: – CW 1) Ask learners to find the HW – prices of a few objects in their homes which Page 62 are in 3-digits and write their number names. 2) WB: Pg. 10 – Q. 13, 14
Day 6/7 Day Annual Day: 20/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 63 Use the concept of 3-digit numbers in real-life situations New Words: total, money, coin, note, stamps Transactional Tip(s) Duration: 17 min Direct Instruction (8 min): • Show flash cards of money and explain the values of various notes and coins. • Using 10 coins of ` 10 show that it is equal to ` 100. • Ask learners, how many ` 20 coins make ` 100. • Ask them to find how many ` 50 notes are needed to make ` 100. • Ask them to form hundred rupees using a combination of coins of ` 5 and ` 10. Give Opportunity for Practice (9 min): • Explain example 5 to the class. • Ask learners to solve example 5. Class Pulse Check Duration: 2 min 1) Which number will be formed if we place 3 in the hundreds place, 2 in the tens place and 0 in the ones place? Duration: 10 min CW 1) Write different HW 1) TB: Examples 4, 5 combinations of notes 2) WB: Pg. 11 – Q. 15 – 17 and coins to form: rupees 50, rupees 200, rupees 500, rupees 1000.
Day 7/7 Day Annual Day: 21/61 Actual Date: Progress Class Outcome(s) Duration: 1 min Page 64 Compare three 3-digit numbers on an abacus New Words: – Transactional Tip(s) Duration: 22 min Direct Instruction (7 min): • Write the number 234 on the board. • Use the blackboard and an abacus to discuss how we can place the digits in the place value chart. • Draw place value chart and write the numbers below it. • Instruct learners to make a place value for 432. Flipped Classroom (15 min): • Ask a learner to come near the blackboard and write the number 145 on it. Ask the learner to adjust the beads on the abacus according to the number on the blackboard. • Give various 3-digit numbers such as 679, 543, 291, 403 to learners and ask them to show these numbers on the abacus kit. Class Pulse Check Duration: 3 min 1) Identify the hundreds, tens and ones on 534. 2) What is the number name of 409? Duration: 4 min CW 1) TB: Drill Time; Q. 2, HW 1) TB: Example 6 4 2) WB: Pg. 11 – Q. 18
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 65
IV – Teacher Reference Usage Tip: Hints/suggestions for the teacher to refer while answering textbook/workbook questions Sub‐Sections: 14. Teacher Reference Material a. Teacher Reference for Textbook b. Teacher Reference for Workbook Page 66
Teacher Reference: Textbook Chapter 1: Shapes Concept 1.1: Identify the Geometrical Features of Objects Train My Brain 1) Identify the ray, line and segment from the following: a) Line XY b) Ray AB c) Line segment QR Drill Time 1) Draw the following: a) Line b) Line segment Page 67 A B AB c) Ray d) Horizontal Lines A B d) Vertical Lines 2) Identify whether the following figures are open or closed. a) Open figure b) Closed figure c) Open figure d) Closed figure e) Open figure 3) Name the sides of the following: a) PQ, QR, RS, SP b) XY, YZ, ZX c) EF, FG, GH, HE TB: Shapes
Chapter Shapes1 Concept 1.1: Identify the Geometrical Features of Objects 1.1 I Recall Multiple Choice Questions 1) This shape is a ____________. [ A] (D) square (A) rectangle (B) circle (C) triangle [ B] 2) This shape is a ____________. (D) circle Page 68 (A) rectangle (B) triangle (C) square [ C] (D) circle 3) This shape is a ____________. (A) rectangle (B) triangle (C) square 1.1 I Remember and Understand Multiple Choice Questions 4) A point is a ________________. [ A] (D) straight line (A) dot (B) line (C) curved line [ D] 5) A line has ______________ end points. (D) no (A) three (B) one (C) two [ C] (D) point 6) A ray is a part of a _________________. (A) curved line (B) line segment (C) straight line 1
Page 69 Fill in the Blanks 7) Sleeping lines drawn from left to right or from right to left are called __h_o__ri_z_o_n_t_a_l_l_in_e__s_______. $VWUDLJKWOLQHRUDFXUYHGOLQHLVDBoBnBBeB-BdBiBmBeBBnBsBioBBnBaBlBÀJXUH 9) A ___ra__y___ has a starting point but no end point. Very Short Answer Questions 10) Is a line segment a part of a line? Solution: Yes :KLFKÀJXUHFDQEHH[WHQGHGRQO\\RQRQHVLGH\" Solution: A ray 12) Does a line have a breadth? Solution: No Short Answer Questions 13) How many types of straight lines are there? Name them. Solution: A straight line is of three types. They are horizontal lines, vertical lines and slant lines. 6WDWHZKHWKHUWKHIROORZLQJÀJXUHVDUHRSHQRUFORVHG a) b) Solution: a) closed b) open 1.1 I Apply Very Short Answer Question 15) How many equal sides does a square have? Solution: Four 2
Short Answer Questions 16) Identify the shape which has: b) three sides and three corners. a) no sides and no corners. Solution: a) Circle b) Triangle 17) Observe the following shapes and tick the type of lines used to form them: S. No. Shape Straight lines Curved lines a) b) Page 70 1.1 I Explore (H.O.T.S.) Short Answer Question 18) Draw the base of each of the following objects. Name the shapes formed. Object Base Name of the shape a) Rectangle b) Circle WB: Shapes 3
Teacher Reference: Textbook Page 71 Chapter 2: Patterns Concept 2.1: Patterns Using Shapes Train My Brain Complete the following patterns. a) b) c) Drill Time 1) Identify the basic shapes or group of basic shapes in each of the following patterns. a) b) c) d) e) 2) Complete the given patterns. a) TB: Patterns
Page 72 Teacher Reference – Textbook b) c) d) e) TB: Patterns
Chapter Patterns 2 Concept 2.1: Patterns Using Shapes 2.1 I Recall Multiple Choice Questions 1) This shape is a __________. [ B] (D) oval (A) rectangle (B) cube (C) circle Page 73 2) This shape is a __________. [A] (D) rectangle (A) cylinder (B) cone (C) cube 3) This shape is a __________. [ D] (D) sphere (A) cone (B) cuboid (C) cube 4
Page 74 2.1 I Remember and Understand will be _______. Multiple Choice Questions [A] 4) The next two shapes after will be _______. (A) (B) [ B] (C) (D) will be _______. 5) The next two shapes after [C] (A) (B) (C) (D) 6) The next two shapes after (A) (B) (C) (D) Fill in the Blanks Complete the pattern for questions from 7 to 9. 7) WB: Patterns 5
Page 75 8) 9) Very Short Answer Questions 10) What are the repeated parts of patterns called? Solution: Basic shapes 11) Can we arrange different colours of the same shape to get a pattern? Solution: Yes 12) Can we pick a basic shape from a pattern? Solution: Yes Short Answer Questions 13) Draw and colour the next two shapes in the given pattern. Solution: 14) Find, draw and colour the basic shapes in the given pattern? Solution: 6
2.1 I Apply Very Short Answer Question 15) What is the basic shape in the given pattern? Solution: Page 76 Short Answer Questions 16) Draw the basic shapes in the following patterns. a) b) Solution: b) a) WB: Patterns 7
Page 77 17) Complete the following patterns. 8F 10G a) 97 b) 2.1 I Explore (H.O.T.S.) Short Answer Question 18) Complete the following patterns. a) 2A 4C 6D b) 15 13 11 8
Teacher Reference: Textbook Chapter 3: Numbers Concept 3.1: Count by Hundreds Train My Brain Say the number names for: b) 409 = four hundred and nine a) 358 = three hundred and fifty-eight c) 991 = nine hundred and ninety-one Drill Time 1) Write the given numbers in the place value chart. Page 78 Number Hundreds Tens Ones a) 346 3 4 6 b) 123 1 2 3 c) 987 9 8 7 d) 459 4 5 9 e) 784 7 8 4 2) Write the expanded form of each of the following numbers. a) 298 = 200 + 90 + 8 b) 158 = 100 + 50 + 8 c) 490 = 400 + 90 + 0 d) 231 = 200 + 30 + 1 e) 847 = 800 + 40 + 7 3) Write the number name of each of the following numbers. a) 124 = one hundred and twenty-four b) 967 = nine hundred and sixty-seven c) 281 = two hundred and eighty-one d) 100 = one hundred e) 210 = two hundred and ten TB: Numbers
Page 79 Teacher Reference – Textbook 4) Form numbers with: a) 3 in the hundreds place, 1 in the tens place and 0 in the ones place [310] b) 7 in the hundreds place, 2 in the tens place and 9 in the ones place [729] c) 4 in the hundreds place, 3 in the tens place and 1 in the ones place [431] d) 8 in the hundreds place, 0 in the tens place and 4 in the ones place [804] e) 2 in the hundreds place, 5 in the tens place and 7 in the ones place [257] TB: Numbers
Chapter Numbers3 Concept 3.1: Count by Hundreds 3.1 I Recall Multiple Choice Questions 1) The smallest 2-digit number is ___________. [B] [ D] (A) 11 (B) 10 (C) 99 (D) 21 [ A] (D) 99 2) The largest 2-digit number is __________. (D) ninteen (A) 01 (B) 10 (C) 90 3) The number name of 19 is __________. Page 80 (A) nineteen (B) eighteen (C) nine 3.1 I Remember and Understand Multiple Choice Questions 4) 10 tens = _______ hundred [ B] (A) 10 (B) 1 (C) 0 (D) 100 5) The place value of 4 in 243 is ____________. [ C] (A) three (B) four (C) forty (D) thirty 6) 50 tens = _____________ hundreds [ B] (A) 50 (B) 5 (C) 500 (D) 1 Fill in the Blanks 7) The number name of 346 is three hundred ______a_n_d__f_o_r_ty_-_s_ix____________. 8) 706 = 700 + _____0_________ + 6. 9
9) The expanded form of the number 626 is ______6_0_0_______ + 20 + 6. Very Short Answer Questions 10) What is the place value of the digit 9 in the number 269? Solution: 9 ones 11) Write the number name of the number shown by the following blocks. Page 81 Solution: One hundred and eleven 12) Write the expanded form of 673? Solution: 600 + 70 + 3 Short Answer Questions 13) Write the expanded form of the number shown by the following blocks. Also, write its number name. Solution: The expanded form. of 344 is 300 + 40 + 4. Its number name is three hundred and forty-four. 14) Write the number names of: a) 425 b) 698 Solution: The number names are – D IRXUKXQGUHGDQGWZHQW\\ÀYH b) 698 = six hundred and ninety-eight 10
Page 82 3.1 I Apply Very Short Answer Question 15) Write the number which has 1 in the tens place, 2 in the hundreds place and 0 in the ones place. Solution: 210 Short Answer Questions ,QDWHVW6RKDQJRWIRXUKXQGUHGDQGWZHQW\\ÀYHPDUNV5HHPDJRWWZR KXQGUHGDQGÀIW\\VL[PDUNV,VKDJRWQLQHKXQGUHGDQGVHYHQW\\HLJKW marks. Write their marks in numerals. Solution: 6RKDQ·VPDUNV IRXUKXQGUHGDQGWZHQW\\ÀYH 5HHPD·VPDUNV WZRKXQGUHGDQGÀIW\\VL[ Isha’s marks = nine hundred and seventy-eight = 978 5DPKDVQRWHRI` 100 and 1 note of ` 10. How much money does he have in all? Write the amount in words. Solution: 1 note of ` 100 = ` 100 1 note of ` 10 = ` 10 Total money = ` 100 + ` 10 = ` 110 (one hundred and ten) 6R5DPKDV` 110 (one hundred and ten rupees). 3.1 I Explore (H.O.T.S.) Short Answer Question 18) Show the sum of 3 tens and 1 ten on an abacus. Which spikes will be empty? Solution: Adding 3 tens and 1 tens, we get = 4 tens. WB: Numbers 11
So, put 4 green beads on the abacus. Clearly, the ones spikes on the abacus will be empty. TO Page 83 12
V – Appendices Usage Tip: Additional reading resources that can be read to improve your knowledge and expertise Sub‐Sections: 15. How to be a Rockstar Teacher (In Part 1B) 16. Blackboard Information Organising Tips (Graphic Organisers) Page 84
16. Blackboard Informa on Organising Tips (Graphic Organisers) There are interes ng ways to represent informa on on the black board to make learning more engaging and fun. Given below are some of them. Using these will also improve learners’ ability to process, store and recall the informa on presented, later. Mind map Word splash KWL chart Tip chart Table Venn diagram Bubble Star diagram Timeline Process chart diagram Cycle chart Tree diagram Spider Layered diagram triangle/ Pyramid Page 85
Mind map Useful to build connec ons between concepts Helps in understanding informa on and discovering new rela onships Source: h ps://in.pinterest.com/pin/107101297358882191/ Sample blackboard illustra on: Page 86
droplets form Word splash commonly Makes learning terminology easier for kids Bring out the ability to make connec ons during glaciers circulates Keywords discussed can be wri en on the comes places changes waterfrcocomofoomluhseenogadtrroftahcurilnvlsosdeelardsrscilvosfkueonydrrdssmAdAorcncHiftteifiamcearcnartseliacnyats board and learners can be asked to make connec ons see ice You can use this online tool: back vapour various h p://www.abcya.com/word_clouds.htm springs areas forms KWL chart turns cycle But goes rain snow available sources saltwater lakes region droplets ponds Builds outcome orienta on and KW L help learners/teachers to organise informa on before, during and a er a lesson/ac vity I know I want to know I have learned Air is everywhere. Why do we need air? We need air to breath. Air helps in burning. Page 87
TIP chart Term Informa on Picture Help learners to remember and understand complex terms with the help of pictures and informa on Lever A lever is a bar, rod or axle wheel Wheel and axle pla orm that can move about a fixed point. Wheel and axle make work easier by reducing fric on. A wheel helps things to move. The axle helps the wheel turn. Table Useful to note down informa on a er discussions and clearly bring out points about different things from different perspec ves Helps build modular thinking ability in kids Page 88
Venn diagram WHALES FISH Useful to remember logical rela onships between groups of things have hair have scales Can be used to indicate what is common and live in water what is different between two things or groups of things give birth to young ones have fins lay eggs can swim have lungs to breathe have gills to breathe Source: h p://www.learnnc.org/lp/pages/2646 Bubble diagram Can be used to visualise the washroom store components of a concept room along with their rela ve sizes, quan ty and bedroom kitchen connec ons between them dining room bedroom drawing car porch room entrance Page 89
Star diagram Can be used to describe the key points of a story or event using the 5Ws A document that contains a set of rules for the government and the ci zens What? The people of India Whom? Who? BR Ambedkar and a team of 300 leaders Cons tu on How long? When Three years 26 January, 1950 Page 90
Timeline Useful to recall events in chronological order with dates Timeline of evolu on of transporta on 3500 BC 2000 BC 1783 AD 1787 AD 1790 AD 1801 AD 1862 AD 1903 AD Inven on of Domes cated Inven on of Inven on of the Inven on of Inven on of the Inven on of the Inven on of the wheel and animals such as the hot air steamboat the bicycle steam automobile the modern the boat horses and balloon locomo ve aeroplane donkeys begin to carry burden Process chart The blood travels It collects more and Blood enters the Useful to represent through the body. more waste. kidneys. Kidneys filter and remember the blood which passes informa on that When passing urine, the The urinary bladder through them. follows a par cular urine from the bladder is stores this urine. When sequence thrown out through the the bladder is almost Kidneys send all the urethra. half full, we feel like waste to the bladder passing urine. through the ureters in the form of urine. Page 91
Cycle chart Useful to represent and remember informa on that follows a par cular sequence Both open ended simple process or closed cycles can be used Sample blackboard illustra ons: Page 92
Tree diagram Sources of water Helps in classifying or categorising informa on Natural sources Man-made or Ar ficial sources Rain River Pond Lake Well Borewell Tube well Spider diagram Useful to represent and remember Mango Rice complex topics Wheat Fruits Useful to build connec ons within a Grains concept or between concepts Apple Carrot Food Green gram Onion Len l Vegetables Pulses Page 93
Layered triangle/Pyramid Can be used to start with a broad topic and move to a more focussed or complex topic Can be used to start with a basic topic and move to a more evolved/complex topic Structure of State Administra on State Division District Tehsil Block Village Page 94
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