Induction Program for Teachers Phase-2

All rights reserved with Provincial Institute for Teacher Education (PITE), Khyber Pakhtunkhwa, Peshawar.
Approved by: Directorate of Curriculum and Teacher Education Khyber Pakhtunkhwa, Abbottabad Vide
Letter No.__________________ /2020; dated: __________________

Mathematics Session Plans Developed by:

Mr. Zia Ur Rehman, Sr. Instructor PITE Peshawar

Developed under Supervision of:

Mr. Hakim Ullah Ex- Director, Provincial Institute for Teacher Education (PITE),
Khyber Pakhtunkhwa, Peshawar

Reviewed by:

1. Mr. Abbas Khan Subject Specialist DCTE Abbottabad

2. Mr. Zia Ur Rehman, Sr. Instructor PITE Peshawar
3. Mr. Said Badshah Instructor RITE(M) Mardan

Reviewed under Supervision of:

Mr. Gohar Ali Khan Director, Curriculum & Teacher Education,

Khyber Pakhtunkhwa, Abbottabad

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Contents
List of Abbreviations ........................................................................................................................................................ 4
Preface .............................................................................................................................................................................. 5
Objectives: ........................................................................................................................................................................ 6
Session 1: .......................................................................................................................................................................... 7
Handout 1.1 .................................................................................................................................................................... 11
Nature of Mathematics ................................................................................................................................................... 11
Handout 1.2 .................................................................................................................................................................... 12
Mathematic in school curriculum ................................................................................................................................... 12
Curriculum....................................................................................................................................................................... 13
Mathematics and Social Sciences ............................................................................................................................... 19
Mathematics and Psychology ..................................................................................................................................... 19
Science and Technology .............................................................................................................................................. 19
Literature and Writing ................................................................................................................................................ 19
Session 2: ........................................................................................................................................................................ 21
Handout 2.1 .................................................................................................................................................................... 27
Mathematics - the Deductive Method........................................................................................................................ 29
COMPARISON OF INDUCTIVE AND DEDUCTIVE APPROACHES ............................................................................. 32
Session 3: ........................................................................................................................................................................ 36
Handout 3.1 .................................................................................................................................................................... 40
SHAPES – TANGRAMS, PATTERN BLOCKS AND ATTRIBUTE BLOCKs ........................................................................... 42
What are mathematical teaching aids? .................................................................................................................. 44
Mathematical teaching Aids: .................................................................................................................................. 44
Personal Equipment’s of the students: ................................................................................................................... 44
Mathematics Laboratory......................................................................................................................................... 44
NEED AND IMPORTANCE OF MATHEMATICAL LABORATORY. ............................................................................. 45
Teaching Aids and their uses: ................................................................................................................................. 45
Teaching Aids and their uses: ................................................................................................................................. 45
Session 4: ........................................................................................................................................................................ 46
Handout 4.1 .................................................................................................................................................................... 49

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List of Abbreviations

DCTE Directorate of Curriculum & Teacher Education

DFP District Focal Person

E&SED Elementary and Secondary Education Department

IP Induction Program

KESP Khyber Pakhtunkhwa Education Sector Program

LMS Learning Management System

LMTs Lead Master Trainers

NC National Curriculum 2006

NPSTP National Professional Standards for Teachers of Pakistan

PCK Pedagogical Content Knowledge

PITE Provincial Institute for Teacher Education

PST Primary School Teacher

SLO Student learning outcome

SoS Scheme of Studies

SS Subject Specialist

SEs Subject Experts

TNA Teacher Need Assessment

TA Technical Assistance

CRQ Constructed Response Question

ERQ Extended Response Question

RRQ Restricted Response Question

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Preface

The Government of Khyber Pakhtunkhwa Elementary and Secondary Education Department (E&SED)
successfully launched and completed Phase-1 of the Induction Programme in 2018-19 for newly recruited
teachers. Positive feedback from the stakeholders encouraged E&SED to continue the practice of offering
induction programme to newly hired teachers.
The quality education issues that were identified before IP-phase-1 and the assumption that the beginning
teachers were likely to lack significant professional competencies and content knowledge were confirmed
in pre-test. Moreover, after completion it was evident in the results of the trainee teachers that the identified
gaps were, to a greater extent, bridged. Hence, it was safely concluded that the Induction Program proved
instrumental in addressing the newly recruited teachers’ challenges in terms of their content clarity and
pedagogical skills.
In depth analyses of the data from IP-Phase-1 highlighted that trainee teachers still lacked pedagogical
underpinnings of the teaching and learning process. The learning from phase-1 were incorporated in
designing IP-Phase-2. Consequently, content and design were amended to adapt to the emerged
requirements. One of them was insertion of a 50-day face-to-face sessions of Foundational Courses including
Curriculum and Instructions, Educational Psychology, Classroom Assessment, Classroom Management and
Assessment, School Organization, Use of ICT in Education, and Teaching of subjects. These courses are
selected due to their importance and proximity to teaching and learning.
This course will help you to learn different teaching learning techniques and strategies to teach better in
your classroom. This course module has been designed for you to understand various teaching concepts to
create conducive learning environment for young children. Through reflective practice and variety of
teaching strategies, it is hoped that you will be in better position to apply these teaching skills with fidelity.
This course module consists of 4 session plans of 3 hours each. So, in total there will be 12 hours of instruction
time.
I truly appreciate the content developers whose untiring efforts resulted in a quality document, which
certainly will prove to be a stepping-stone towards the improvement in the training of teachers.
Furthermore, I would like to thank Director DCTE and his review teams for their valuable input in helping us
improve and finalize this important resource for your professional development.
This document has been made possible with the support of Department of International Development –
DFID through Technical Assistance from Khyber Pakhtunkhwa Education Sector Program (KESP) managed by
Adam Smith International (ASI).
I sincerely hope that this module will give you required skills and knowledge necessary to teach effectively.

I wish you good luck!

Dr. Tariq Mehmood

Director, PITE,
Khyber Pakhtunkhwa

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Objectives:

At the end of the course, the trainee teachers will be able to:

• Describe the nature, history and development of mathematics at Primary level in Pakistan.

• Acquire the skills and competencies required for the teaching of Mathematics at Primary level

• Apply problem-solving strategies to solve problems like addition subtraction, multiplication, basic

rules for mathematical operation and basic concept of geometry in daily life.

• Apply effectively the various methods of teaching mathematics

• Make and use teaching aids effectively

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Session 1: Mathematics (Primary) Time: 180 Minutes

Date

Unit:1
INTRODUCTION
Topics/contents covered in SoS
• Nature of Mathematics
• Place of Mathematics in primary school curriculum.
• Application of General mathematics in everyday life.
• Mathematics and other subjects
Objectives of the Session
After the completion of this session and self-study the trainee teachers will be able to understand:
• Nature of Mathematics
• Place of Mathematics in primary school curriculum and other subjects.
• Application of General mathematics in everyday life.
Required Material
Writing board, markers, charts, flash cards etc.
Introduction of the Session 10 minutes
• Begin the session with the following activity.
• Display the pre-prepared chart in front of class.
• Tell trainee teachers to count the number of squares in the below figure.

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Encourage the trainee teachers to participate in the activity enthusiastically.

Facilitator Input: 35
Explanation
1 1
4: 𝑋 matchsticks square
2 2
17: 1X1 matchsticks squares
9: 2X2 matchsticks squares
4: 3X3 matchsticks squares
1: 4X4 matchsticks squares
• Now tell the trainee teachers that: The rationale of today’s session and ongoing activity is to provide
successful and effective teaching for mathematics teachers.
• In this session, we will be using various teaching methodologies and strategies to cover some of the
basic concepts of mathematics. These concepts include understanding the Nature of mathematics,
its relationship with other subjects and its application in everyday life.
Instructions/Activities
Nature of mathematics
Activity 1: 15 minutes
• Ask the following question from the trainee teachers to brainstorm them on the definition of
mathematics:
o What is mathematics?
• Note their responses on writing board.
• Share with the trainee teachers that:
o Mathematics is the study of numbers, including their operations and interrelations, and the study of spatial
configurations and their structure (Ref: Illustrated Encyclopedia Vol:13 Raintree steck-vaughn)
o Mathematic involves creativity and imagination in the discovery of patterns of shape and
number, the Perceiving of relationships, the making of models, the interpretation of data,
and the Communication of emerging ideas and concepts” (Ministry of Education NewZeland,
1992)
o Mathematics is a subject of numbers and operations.
o Mathematics is the queen of all sciences.

Activity 2: 20 minutes
• Divide the trainee teachers into number of groups.
• Ask groups to read the “Handout 1.1” discuss the nature of mathematics and note the key points
on their note book.
• Facilitate them during the group work.
• After completion each group present their work to whole class.
• Give your feedback for further clarification if needed.
• Tell them that they will find self-explanatory videos related to the topic on their tablets.

Mathematic in school curriculum

Activity3 45 minutes
• Divide the trainee teachers into five groups.
• Write the following question on paper strips and give 2 papers randomly to each group to know the
knowledge level of the trainee teachers.
o What is curriculum?
o What are the components of Curriculum?

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o How many standards in mathematics?

o Write the name of standards in mathematics curriculum?
o What is the difference between SLO and bench marks?
o What is mathematics curriculum?
• Ask them to discuss the above questions in groups.
• Write the key words for each question on chart.
• Invite any one representative of each group to share their work with whole class.
• Tell trainee teachers to read “Hand out 1.2” in their groups, compare their key points with the given
handout and write it on chart.
• Paste the charts on wall.
• Make a gallery walk.
• Now generate a group discussion about the above question and summarize the discussion by given
positively response.
Applications of Mathematics
Activity 4: 35 minutes
Write the word mathematics in circle on writing board.
• Tell trainee teachers to think about applications of mathematic in everyday life.
• Give them time frame of 5 minutes for thinking.
• Note their responses on writing board by drawing a ray around the circle in the shape of sun rays.
• Divide the trainee teachers in five groups and assign them to read “Handout 1.3”
(Application of mathematic in everyday life).
• Trainee’s teachers prepare their charts on applications of mathematics in everyday life.
• Invite any one representative of each group to present their work in front of the class.
• Conclude the activity by sharing your input if needed.

Relationship of Mathematics with other subjects

Activity 4: 35 minutes

After understanding the basic concept of mathematics, students need to correlate the importance and
concept of mathematics with other subjects, so as to understand other subjects easily and
establishing relationship. Mathematical knowledge plays a crucial role in understanding the contents
of other subjects

Ask the following question for brainstorming.

• Make a list of subjects you think having integration with mathematics.
• Write their subject integration with mathematics on writing board with the help of the
trainee teachers.
• Tell trainee teachers to read “handout 1.4” in groups and complete the following table.
Every group will work on one subject and its integration with mathematics. The following
table will be completed by their groups.

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S. No Subjects Integration

Mathematics

• Invite any one group representative to present their work.

• Summarize the activity by asking questions answers.

Assessment 15 minutes

• What is the role of mathematics in different subjects? Write only three sentences.
• What is the nature and scope of mathematics?
• Write the five standards of mathematics?
• Distinguish between curriculum and syllabus.
Home Assignment:

Prepare a lesson plan on the teaching of scope and importance of mathematics in daily life.
Teaching Strategies
Tell the trainee teachers to use the following teaching learning strategies along with the activities we
have used in today’s session:
• Inquiry based learning
• Self-practice
• Group work
• Pair and individual work

Reflection on the Session 05 minutes

Ask them to implement the given home assignment and the strategies they have learnt in today’s session
in their classrooms. Ask them to write their reflections on both (the home assignment and the strategies)
by answering the following questions:
• Which strategy they have used in their classroom?
• How did it go?
• What was their experience?
• What was the response of their students?
• What problems did they face? And did how they tackle it?
Ask them to bring their written reflections and home assignment in next session

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HANDOUTS

Handout 1.1
Nature of Mathematics
Mathematics makes use of specific language and skills to model, analyze, and interpret the world. It involves
creativity and imagination in the discovery of patterns of shape and number, the Perceiving of relationships,
the making of models, the interpretation of data, and the Communication of emerging ideas and concepts”
(Ministry of Education NewZeland, 1992)
Although children spend a lot of time doing mathematics, we know little about how they view the
mathematics they do. A few studies have explored this issue, but all were with children at the Year 5/6 level
(Grootenboer, 2003; Howard & Perry, 2005; Masingila, 2002).
According to Howard and Perry, these children did not seem to be aware of their own mathematical
competencies, strategies and problem-solving abilities in mathematics.
Instead they emphasized the importance of watching and listening to the teacher.
Grootenboer (2003) investigated the nature and purpose of mathematics and how they saw themselves as
learners of mathematics. The children’s responses indicated a rather narrow conception of mathematics,
limited mostly to number concepts and arithmetic.
Reference: https://pdfs.semanticscholar.org ›
Video:
https://www.bing.com/videos/search?q=Nature+of+mathematics&view=detail&mid=D68955CE51DAF36B
E6A4D68955CE51DAF36BE6A4&FORM=VIRE
Mathematics relies on both logic and creativity, and it is pursued both for a variety of practical purposes and
for its intrinsic interest. For some people, and not only professional mathematicians, the essence of
mathematics lies in its beauty and its intellectual challenge. For others, including many scientists and
engineers, the chief value of mathematics is how it applies to their own work. Because mathematics plays
such a central role in modern culture, some basic understanding of the nature of mathematics is requisite
for scientific literacy. To achieve this, students need to perceive mathematics as part of the scientific
endeavor, comprehend the nature of mathematical thinking, and become familiar with key mathematical
ideas and skills.
Ref: http://www.project2061.org/publications/sfaa/online/chap2.htm

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Handout 1.2
Mathematic in school curriculum
Math is one of the most basic skills we expect our children to master. Reading, writing and arithmetic: these
are the three subjects often named as being of paramount importance. And yet, while much focus is put on
early literacy skills including reading and writing, math is often lost in the shuffle. But teaching your child
math skills from an early age is more important than you might think.
"Mastery of early math skills predicts not only future math achievement, it also predicts future reading
achievement," (states Greg Duncan, PhD, of Northwestern University). Research into the importance of early
math skills shows that children who are taught math early and learn the basics at a young age are set up for
a lifetime of achievement in all aspects of their academic performance. Building more advanced math skills
is just one of the areas in which basic math taught early on can make a difference.
Early math is just as important as early literacy; in fact, it can improve reading and writing skills. Children
who start with numerical skills even in infancy will do better with math when they reach school. Giving your
child the opportunity to get a head-start on math is one of the best things you can do for their future success.
Etymologically, the term ‘curriculum’ which has been derived from the Latin root means ‘race course’. The
word race is suggestive of time and course - the path.
Since the implementation of the 1999 Primary School Curriculum, reviews, evaluations and research have
highlighted a number of strengths and challenges. Findings have Indicated the need for a new Primary
Mathematics Curriculum which is coherent in terms of aims, goals (relating to both processes and content),
and Pedagogy).
Published at Ref: www.ncca.ie/primarymathematics.
Ref:https://uk.sagepub.com/sites/default/files/upm binaries/34247_Haylock_chapter_2.pdf
Ref:http://timssandpirls.bc.edu/timss2015/encyclopedia/countries/ireland/the-mathematics-curriculum-
in-primary-and-lower-secondary-grades/

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Curriculum

Since 1820, for Curriculum in Latin; the word used is ‘currer’ that means to run or to run the course. The
traditional definition of curriculum meant the course of study. However, curriculum can be defined or
viewed in many ways, such as:

“Curriculum is a set of subjects; content; that which is taught in school; a set of materials; a set of
performance objectives; that which is taught both insides and outside of school and direct by the school;
that which an individual learner experiences as a result of schooling; and everything that is planned by
school personnel”. Marsh (1997, p.3)

It is also defined as “the planned and guided learning experiences and intended outcomes, formulated
through systematic reconstruction of knowledge and experience under auspices of school, for the learners’
continuous and willful growth in personal-social competence. Wiles & Bondi (1984, p.7)

It is the guide that delineates the learning path of a student and determines the process of learning.

National Curriculum 2006

National Curriculum 2006 defines the term Curriculum as “A prescribed course of study to be covered in a
specific timeframe.”

The National Curriculum 2006 consists of following major terms;

1. Competency
2. Standard
3. Benchmark
4. Student Learning Outcome (SLO)
1. Competency:

A key learning area which describes what students are supposed to know and be able to do. They are
further broken down into standards, benchmarks and Student Learning outcomes (SLOs).

2. Standard:

A description of a particular competency by specifying broadly the knowledge, skills and attitudes which
students will acquire throughout the developmental levels i.e. during twelve years of schooling.

Example Standard 1:

The students will be able to

• Identify numbers, ways of representing numbers and effects of operations in various situations,
• Compute fluently with fractions, decimals and percents,
• Manipulate different types of sequence and apply operations on matrices.
3. Benchmark:
An indication of what the students will be able to accomplish at the end of each developmental level in
order to meet the standard.

Example, Standard 1, Benchmark 1: ‘Count, read and write numbers up to 999.

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4. Student learning outcomes:

A statement that describes what students will be able to do as a result of instruction at a particular grade.

Example: standard 1, benchmark 1, SLO:4 Grade II: ‘Read numbers up to 999.

Important features of the curriculum 2006

The curriculum is student-centered and standards-based. For each standard, detailed Student Learning
Outcomes (SLOs) are defined to meet the standards. The main focus is on learning outcomes rather on
content. The curriculum emphasizes understanding and application and not just content coverage. Passive
learning is to be discouraged in favor of learning by doing and with understanding. Learning is seen as the
active construction of knowledge through the learners themselves rather than the transfer of knowledge
from teacher to learner.

The curriculum promotes cooperative learning where students are encouraged to work together in groups
and pairs to solve problems and carry out activities. The capacities for self-directed learning, spirit of
inquiry, critical and analytical thinking and team work are to be developed.

The revised curriculum lays a strong emphasis on values for peaceful co-existence, unity in diversity, and
development of positive attitudes towards fellow human beings through respect and tolerance.

Reference:

National Curriculum 2006 – Mathematics, Ministry of Education, Pakistan.

National Curriculum Framework (Draft 2016), Ministry of Federal Education and Professional Training,
Pakistan.

Standards of Mathematics Curriculum: Five standards of Mathematics

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Handout 1.3
Applications of Mathematic in everyday life
Mathematics plays an important role in our daily life. It forms the basis of entire worlds commercial
system. The nature also embraces mathematics. The rotation of earth, the rising and setting of sun and the
appearance of stars and moon in a fixed time show the use and importance of mathematics in nature.
Even those suffering from math-related anxieties or phobias cannot escape its everyday presence in their
lives. From home to school and work to places in between, math is everywhere. Whether using
measurements in a recipe or deciding if half a tank of gas will make the destination, we all use math. It is a
good idea, therefore, for teachers and parents of reluctant math learners to use real-world examples to
ignite a spark of practical interest.
At Home

Some people aren't even out of bed before encountering math. When setting an alarm or hitting snooze,
they may quickly need to calculate the new time they will rise. Or they might step on a bathroom scale and
decide that they’ll skip those extra calories at lunch. People on medication need to understand different
dosages, whether in grams or milliliters. Recipes call for ounces and cups and teaspoons — all
measurements, all math. And decorators need to know that the dimensions of their furnishings and rugs will
match the area of their rooms.
In Travel

Travelers often consider their miles per gallon when fueling up for daily trips, but they might need to
calculate anew when faced with obstructionist detours and consider the additional cost in miles, time and
money. Air travelers need to know departure times and arrival schedules. They also need to know the weight
of their luggage, unless they want to risk some hefty baggage surcharges. Once on board, they might enjoy
some common aviation-related math such as speed, altitude and flying time.
At School and Work

Students can’t avoid math. Most take it every day. However, even in history and English classes they may
need to know a little math. Whether looking at time expanses of decades, centuries or eras or calculating
how they’ll bring that B in English to an A, they’ll need some basic math skills. Jobs in business and finance
may require sophisticated knowledge of how to read profit and earning statements or how to decipher graph
analyses. However, even hourly earners will need to know if their working hours multiplied by their rate of
pay accurately reflects their paychecks.
At the Store

Whether buying coffee or a car, basic principles of math are in play. Purchasing decisions require some
understanding of budgets and the cost and affordability of items from groceries to houses. Short-term
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decisions may mean only needing to know cash on hand, but bigger purchases may require knowledge of
interest rates and amortization charts. Finding a mortgage may be much different from choosing a place to
have lunch, but they both cost money and require math.
Ref: https ://sciencing.com/the-use-of-mathematics-in-everyday-life-9893609.html
It’s hard to know how the skills are going to be applicable—especially if their career of choice seemingly
doesn’t involve mathematical skills. But we all use math every day, whether we’re aware of it or not. Here
are the top places where.
1. Telling Time

There are a lot of math concepts you need to understand in order to know how to tell time. You need to
know that there are 24 hours in a day, that we split those days into two equal-sized 12-hour halves, that
each hour is 60 minutes, and that each minute is 60 seconds. We have to have a general understanding of
how long “second” is.
2. Working Any Job

How much do you make an hour? That’s a rhetorical question, obviously. But… is it a good amount? A bad
amount? How do you even know? How many hours do you need to work in a week in order to make enough
money to pay your bills? It’s fairly basic math, but you need to know how to work with multiplication,
variables, and time.

3. Shopping

If it’s advertised as “half-off,” or “20% off the sale price”? Are you going to gather your things, head up to
the cashier, and hope for the best? Or would you rather know ahead of time whether you’re able to afford
the clothes you’d like without breaking the bank? That takes math knowledge, and at least a basic
understanding of how percentages work.
4. Cooking

The recipe calls for “2 tablespoons” of sugar. You only have a teaspoon, or a soup spoon. The recipe calls for
“3/4 cup,” but you only have a quarter cup measuring tool and a half cup measuring tool. How much adds
up to “3/4”? You may know the answer. But that’s because you understand math, fractions, and conversions.
5. Decorating

How many square feet of paint do we need for this wall? What’s the difference between a foot and a square
foot? What if we only have a yardstick, or a meter stick? What do the two different sides of the measuring
tape even mean? Is there enough space in here for the couch we want? These are all questions that come
up fairly often when you’re decorating a home or apartment. It seems fairly simple… if you know how to do
math.

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6. Driving
Operating a car or motorcycle is ultimately nothing but a series of calculations. How many miles to the
destination? How much gas in the car? How many miles per hour am I able to drive? How many miles per
gallon does my car get? Oh no, I’ve hit a traffic jam, and now my pace has slowed, am I still going to make it
to work on time? All of these questions are extremely easily answered with basic math skills. Otherwise,
you’re sitting there hoping that things magically work out. But it’s possible to account for it on your own.
This of course also brings into consideration “time management,” which we’ve already talked about in #1
above.
7. Critical Thinking

This isn’t even technically “math.” There are no numbers involved. But being able to think critically is a skill
that is strengthened by learning math. The more math skills you gain, the more you learn to pay attention
to details, question information, rule out unnecessary information, and analyze data. Word problems, even
from a young age, require you to be able to recognize which information is useful and which information is
irrelevant. The stronger your logic skills become, the more efficient you will be in your everyday life, and the
more you will be able to navigate the society we’ve built for ourselves.
8. Watching the News

There are dozens of other places we use math in our everyday lives. Some of them are less common, but
math is an invaluable skill set in terms of surviving in this world. If there’s something mathematical that you
or your children don’t know, it can only benefit you to seek out a way to learn and understand it.
Ref: https://www.mathnasium.com/glendale-math-everyday

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Handout 1.4
Mathematic and other subject
Mathematics and Social Sciences
There are fixed numbers of Alphabets in various languages which are the starting point related to
mathematics. The economics depends on mathematics. The income and expenditure, need calculations.
Even the number of schools, teachers’ student’s ratio etc. all depend upon the mathematical calculations and
making inferences. The business of a person or country, banking systems all are the examples of a positive relation
between mathematics and social sciences.

Mathematics and Psychology

The Psychology is also considered to be a science considered to be a science as it is related to mathematical
calculation. Personality and its testing, intelligence and its testing, growth and development level and age of the
students. Calculation related to intelligence quotients, chronological age, mental age, mean , median, mode,
standard deviation etc. are the mathematical calculation.

The use of academic achievement test in various types of researchers, also show a positive relation between
mathematics and psychology.

Science and Technology

Science and math are intimately connected, particularly in fields such as chemistry, astronomy and physics.
Students who can't master basic arithmetic skills will struggle to read scientific charts and graphs. More
complex math, such as geometry, algebra and calculus, can help students solve chemistry problems,
understand the movements of the planets and analyze scientific studies. Math is also important in practical
sciences, such as engineering and computer science. Students may have to solve equations when writing
computer programs and figuring out algorithms.
Literature and Writing
Literature might seem like a far cry from math, but mastering basic arithmetic can enable students to better
understand poetry. The meter of poetry, the number of words to include in a line and the effect that certain
rhythms have on the reader are all products of mathematical calculations.
History:
• Learn how various cultures told time throughout history and write a report.
• Calculate the number of years between various events.
• Learn about the history of currency.
Science:
• Explore scientific facts, such as the boiling and freezing point of liquids, the melting and freezing point
of solids and the temperature of planets.
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• Use math to prove various laws of physics.

• Compare the speed of several animals on a bar graph.
Art:
• Create a geometric greeting card using shapes that are congruent, similar, and equivalent.
• Examine works of art that incorporate geometric shapes.
Geography:
• Calculate the distance between various cities, states or countries.
• Learn to read grid coordinates and find places on a map through the use of latitude and longitude.
• Use a map scale to determine the distances between two points on a map to learn about the
connection between scale and actual distance.
Social Studies:
• Learn about the different types of currency in other countries.
• Learn about the role trade and value play in economics.
Language Arts:
• Read a variety of books off a list then figure out the percentage of the books that were liked, disliked,
etc. Create a chart or graph to show the results.
• Read stories that include counting, math facts, etc.
Technology:
• Examine the binary number system. Look at the relationship between base 2 numbers and how
computer circuitry was developed.
Physical Education/Health:
• Compute the percentage of wins and losses of a favorite sports team.
• Weigh and measure several family members and create a bar graph showing the results.
Ref: https://www.homeschool.com/blog/2014/10/integrating-math-subjects/

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Session 2: General Mathematics (Primary) Time: 180 Minutes

Date

Unit:2
Methods of Teaching Mathematics
Topics/contents covered in SoS
• Inductive Method
• Deductive Method
• Problem Solving Method.
• Activity base method
Objectives of the Session
After the completion of this session and self-study the trainee teachers will be able to:
Describe and exercise the following methods of teaching mathematics.
• Inductive Method
• Deductive Method
• Problem Solving Method.
• Activity base method
Required Resources
Writing board, markers, charts, flash cards etc.
Introduction of the Session 15 minutes
• Begin the session with the following warm up activity.
• Display the pre-prepared chart of the below figure in front of class.

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• Ask the trainee teachers to think about the boxes.

• Tell them to solve it individually.
• Start from any number and sum five numbers by following the rules i.e. no jump or going back over
a path twice.
• Tell them that sum of any five numbers follow the above rules and find the highest total.
• Invite any 2-3 trainee teachers to share their work.
• Share with the trainee teachers that: The rationale of today’s session and ongoing training is to
provide successful and effective mathematic teachers for effective and conceptual delivery of
mathematics.
• In this session, we will use various teaching methodologies, strategies, to cover some basic
concepts of mathematics. These concepts include understanding the Inductive Method, Deductive
Method, Problem-Solving Method and Activity base method.
Instructions/Activities

• Inductive Method
• Deductive Method
Activity 1: 30 minutes
• Ask trainee teachers what is inductive method?
• Note their responses on writing board.
• Conclude the activity by sharing a positive feedback.
Facilitator Input:
Inductive method of teaching is suitable in mathematics class. It leads from concrete to abstract
and from examples to general rules. In this method a formula is constructed and induced with
the help of sufficient numbers of concrete examples. Induction refer to provide a universal truth
by showing that if it is true for a particular case or for a related case.
Ref: Teaching of Science and Mathematics by Dr. Mehmuda Rehman (p.72)
OR
“It is a method of constructing a formula with the help of a sufficient number of concrete
examples. Inductive approach is psychological in nature.”
“Inductive Method is based on principle of induction. Induction means to establish a universal
truth by showing that if it is true for a particular case and is further true for a reasonably adequate
number of cases then it is true for all such cases. Thus, in this method, at first stage a problem is
solved on the basis of previous knowledge, thinking, reasoning and insight of the learner.
At this stage he does not know about any formula, principle or method for the solving the given
problem. When adequate number of similar examples, facts or objects is presented to the
learners, they try themselves to arrive at a conclusion for all those”
• Ask trainee teachers which method you use to teach mathematics in your classroom.
• Note their response on writing board.
Expected answer: By solving questions
• Write the following example for comprehension of inductive method.
Example:
For Examples if we add any two odd numbers then:
Particular concept:
1+1=2

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1+3=4
1+5=6
3+5=8
Generalized concept:
In the above we conclude that sum of two odd numbers is always even.

• Tell the trainee teachers for further clarification read” Handout 2.1” and also, they will find self-
explanatory videos related to the topic on their tablets.
Deductive Method:
• Ask trainee teachers when you test the knowledge of your student which method you used.
• Note their responses on writing board.
• Share with them in detail about deductive method.
Facilitator Input:
It is a method in which we proceed from abstract to concrete, from general to particular and from
formula to examples.
This method encourages the rote memory. The students have to accept the formulas as
established rules and then to apply them in different situation while solving problem.
Ref: Teaching of Science and Mathematics by Dr. Mehmuda Rehman (p.73)
OR
“A deductive approach involves the learners being given a general rule, which is then applied to
specific mathematical examples and honed/refined through practice exercises.
Activity 2: 30 minutes
• Tell trainee teachers to read “Handout 2.2 “individually.
• Draw the below table on writing board.
• Tell trainees teachers to compare and differentiate the two methods and complete the below
table.

Inductive Deductive

• Invite any 2-3 trainee teachers to present their work.

• Conclude the activity by sharing a positive feedback.
• Tell trainee teachers that they will find self-explanatory videos related to the topic on their tablets
Ref: https://www.bing.com/videos/search?q=deductive+method+in+mathematic&view=detail&mid=
21EE46CD94E72D26EDB021EE46CD94E72D26EDB0&FORM=VIRE

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• Problem Solving Method.

• Activity base method

Activity 3: 40 minutes
• Divide the trainee teacher into two groups.
• Write the following statements on writing board.
o Problem Solving Method.
o Activity base Method
• Assign one statement to each group.
• Tell trainee teachers to read “Handout 2.3”
• Note key point for each method to discuss and explain with the help of examples on chart.
• Give them time for discussion and facilitate them during group work.
• Invite any one representative from each group to present and explain their work.
• Summarize the activity by sharing your input for more clarification.
Facilitator Input:

The problem-solving method is one, which involves the use of the process of problem solving or
reflective thinking or reasoning. Problem solving method, as the name indicated, begins with the
statement of a problem that challenges the students to find a solution.

Example of Problem-Solving Method:

• Display the pre-prepared chart of the below figure in front of class.
• Tell trainee teachers that the following figures were formed using matchsticks.

a) Based on the above series of figures, complete the table below.

Number of squares 1 2 3 4 5 6 7 8
Number of triangles 4 6 8 10

Number of matchsticks 12 19 26 33

b) How many triangles are there if the figure in the series has 9 squares?
c) How many matchsticks would be used in the figure in the series with 11 squares?

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Solution:
a)
Number of squares 1 2 3 4 5 6 7 8
Number of triangles 4 6 8 10 12 14 16 18
Number of matchsticks 12 19 26 33 40 47 54 61
b)
The no of triangles 2(n+1), where n represent the number of squares in the above figures.
e.g. if n =9
Then
2(n+1) = 2(9+1) = 2(10) =20
If the figure in the series has 9 squares, there would be 20 triangles.
If n =10
Then 2(n+1) = 2(10+1) = 2(11) =22
If the figure in the series has 10 squares, there would be 22 triangles.

c) The number of matchsticks (7n+5) where n represent the number of squares in the above figures.
e.g. if n= 11
the (7n+5) = (7x11+5) = 82
If the figure in the series has 11 squares, there would be 82 matchsticks.

Activity base Method:

Activity method is a technique adopted by a teacher to emphasize his or her method of
teaching through activity in which the students participate thoroughly and bring about efficient learning
experiences. It is a child-centered approach
It develops self-learning skill among the learners and allows a child to study according to his or her skill. ...
The key feature of the Activity Based Learning (ABL) method is that it uses child-friendly educational aids
to foster self-learning and allows a child to study according to his or her aptitude and skill.
For example, Acting, performing, demonstration, playing a game, thinking, writing, reading, reasoning,
questioning, answering, operating something etc.
Assessment 10 minutes
o Compare the problem solving and activity base method in mathematics.
o What is the difference between Inductive and Deductive method?

Home Assignment:
Prepare chart of different questions with solution which indicates the following methods.
o Problem solving method
o Activity base method and bring in the next session.

Teaching Strategies
Tell the trainee teachers to use the following teaching learning strategies along with the activities we
have used in today’s session:
o Inquiry based learning
o Self-practice
o Group work
o Pair and individual work

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Reflection on the Session 05 minutes

Ask them to implement the given home assignment and the strategies they have learnt in today’s session
in their classrooms. Ask them to write their reflections on both (the home assignment and the strategies)
by answering the following questions:
• Which strategy they have used in their classroom?
• How did it go?
• What was their experience?
• What was the response of their students?
• What problems did they face? And how did they tackle it?
Ask them to bring their written reflections and home assignment in next session

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Handout 2.1
Inductive method of teaching in mathematic
It is a method of constructing a formula with the help of a sufficient number of concrete examples. Inductive
approach is psychological in nature. The children follow the subject matter with great interest and
understanding. This method is more useful in arithmetic teaching and learning.
Inductive approach proceeds from
• Particular cases to general rules of formulae
• Concrete instance to abstract rules
• Known to unknown
• Simple to complex
Following steps are used while teaching by this method: -
(a) Presentation of Examples
In this step teacher presents many examples of same type and solutions of those specific examples are
obtained with the help of the student.
(b) Observation
After getting the solution, the students observe these and try to reach to some conclusion.
(c) Generalization
After observation the examples presented, the teacher and children decide some common formulae,
principle or law by logical mutual discussion.
(d) Testing and verification
After deciding some common formula, principle or law, children test and verify the law with the
help of other examples. In this way children logically attain the knowledge of inductive method by following
above given steps.
Example 1:
Square of an odd number is odd and square of an even number is even.
Solution:
Particular concept:
12 = 1 32 = 9 52 = 25
22 = 4 42 = 16 62 = 36
General concept:
From above, we get
Square of an odd number is odd
Square of an even number is even.

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Example 2:
Sum of two odd numbers is even.
Solution:
Particular concept:
1+1=2
1+3=4
1+5=6
3+5=8
Example 3:
Sum of two odd numbers is even
Solution:
Particular concept:
1+1=2
1+3=4
1+5=6
3+5=8
General concept:
In the above we conclude that sum of two odd numbers is even
Ref: https://thiyagumath.blogspot.com/2011/05/module-1-inductive-method.html
Ref: https://www.basic-mathematics.com/examples-of-inductive-reasoning.html
Video:
https://www.bing.com/videos/search?q=inductive+method+in+mathematic&view=detail&mid=578E8155
53CDA290B53B578E815553CDA290B53B&FORM=VIRE

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Handout 2.2
Deductive method of teaching mathematics
Mathematics - the Deductive Method
Geometry was organized by the Greek mathematician Euclid, and the structure given to Mathematics by the
Greeks is still used by mathematicians today. It is called the deductive method. The Greeks immediately
recognized the power and utility of Euclid's method of inquiry, which came to be called the deductive method.
Mathematics courses do not generally emphasize the deductive nature of mathematics much these days, so it is
entirely possible that a high-school mathematics major would not have heard of it - yet it is the structure of
mathematics!
To use the deductive method, here is what you need to do:
1. You have to start somewhere, and you start with undefined terms. You pick undefined terms to be very
common and self-evident, then you just have to assume that everyone will be "on the same page". For
Euclid, undefined terms were things like point, line, etc. You can discuss what you mean by an undefined
term, but you can't define everything.
2. Once you have agreed on some undefined terms, you can use them to create definitions. Euclid, for
instance, could give a precise definition of a triangle in terms of points and lines.
3. Next, you need to pick some simple, obviously true statements about the undefined terms and
definitions. These statements are called axioms or postulates. You want to keep the number of axioms
to a minimum - Euclid had 5 axioms for all of geometry. (One was "Two points determine a line.")
4. Now, things can get interesting. You can combine your axioms, definitions, and undefined terms with the
rules of logic to prove that other statements must be true. These statements are called theorems. (Oh,
yes, you remember trying to prove theorems!)
5. Once a theorem is proven, you can use it, along with other proven theorems, axioms, definitions, and
undefined terms to prove other theorems.
Using the deductive method, you start with a few true statements (the axioms) and use them to prove
dozens, hundreds, thousands, or millions of other statements (the theorems).
Here is a simplified diagram of how the deductive method works. It omits undefined terms and
definitions, and it only shows two axioms, but it tries to show how a logical deductive system is
constructed.
Ref: http://www.batesville.k12.in.us/Physics/PhyNet/AboutScience/Deductive.html
Video:
https://www.bing.com/videos/search?q=deductive+method+in+mathematic&view=detail&mid=21EE46CD94E
72D26EDB021EE46CD94E72D26EDB0&FORM=VIRE

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MERITS AND DEMERITS OF INDECTIVE METHOD

Merits

• This method is psychological and scientific in nature

• It helps in developing good study habits and reasoning powers.
• It helps to improve and apply knowledge and experience.
• This method stimulates thinking of the child
• It helps to develop the power of expression of the child.
• The child learns how to act in new situation.
• It develops group feeling while working together.
• Teachers become familiar with his pupils.
• It develops analytical, critical and generalization abilities of the child.
• This method helps in maintaining discipline in the class.

Demerits

• This is not suitable for lower classes

• There is lack of suitable books and references for children.
• It is not economical. It is wastage of time and energy.
• Teachers find it difficult to cover the prescribed syllabus.
• To follow this method talented teacher are required.
• There is always doubt of drawing wrong conclusions.
• Mental activities are more emphasized as compared to physical activities

MERITS AND DEMERITS OF DEDUCTIVE METHOD

MERITS
• It enhances self-confident
• It is a psychological method.
• It is a meaningful learning
• It is a scientific method
• It develops scientific attitude.
• It develops the habit of intelligent hard work.
• It helps in understanding because the student knows how a particular formula has been framed.

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• Since it is a logical method so it suits teaching of mathematics.

• It is a natural method of making discoveries, majority of discoveries have been made inductively.
• It does not burden the mind. Formula becomes easy to remember.
• This method is found to be suitable in the beginning stages. All teaching in mathematics is conductive
in the beginning.
DEMERITS
• Certain complex and complicated formula cannot be generated so this method is limited in range
and not suitable for all topics.
• It is time consuming and laborious method
• It is length.
• Its application is limited to very few topics
• It is not suitable for higher class
• Inductive reasoning is not absolutely conclusive because the generalization made with the help of a
few specific examples may not hold well in all cases.

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COMPARISON OF INDUCTIVE AND DEDUCTIVE APPROACHES

INDUCTIVE APPROACH DEDUCTIVE APPROACH
Base: Base:
Inductive reasoning Deductive reasoning
Proceeds from: Proceeds from:
Particular to general General to particular
Concrete to abstract Abstract to concrete
Method: Method:
A psychological method An unpsychological method
A method of discovery and stimulates A method of presentation and does not
intellectual powers develop originality and creativity.
Learning: Learning:
Emphasis is on reasoning. Emphasis is on memory
Encourages meaningful learning Encourages rote learning.
Level: Level:
Most suitable for initial stages of learning Suitable for practice and application
Class: Class:
Suitable for lower classes Most suitable for higher classes
Participation: Participation:
Enhances active participation of the Makes the student passive recipient of
students knowledge
Time: Time:
Lengthy, time consuming and laborious Short, concise and elegant
Facilitates discovery of rules and Enhances speed, skill and efficiency in
generalizations solving problems

Applicability of inductive method

• Inductive approach is most suitable where
• Rules are to be formulated
• Definitions are be formulated
• Formulae are to be derived
• Generalizations or law are to be arrived at.

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Deductive method is based on deduction. In this approach we proceed from general to particular and from
abstract and concrete. At first the rules are given and then students are asked to apply these rules to solve
more problems. This approach is mainly used in Algebra, Geometry and Trigonometry because different
relations, laws and formulae are used in these sub branches of mathematics. In this approach, help is taken
from assumptions, postulates and axioms of mathematics. It is used for teaching mathematics in higher
classes.
Deductive approach proceeds form
• General rule to specific instances
• Unknown to know
• Abstract rule to concrete instance
• Complex to simple
Steps in deductive approach
• Deductive approach of teaching follows the steps given below for effective teaching
• Clear recognition of the problem
• Search for a tentative hypothesis
• Formulating of a tentative hypothesis
• Verification

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Handout 2.3

PROCESS OF PROBLEM-SOLVING METHOD:

The child is curious by nature. He wants to find out solutions of many problems, which sometimes are
puzzling even to the adults. The problem-solving method is one, which involves the use of the process of
problem solving or reflective thinking or reasoning.
“Problem solving is a set of events in which human beings was rules to achieve some goals.”
Procedure for Problem solving
o Identifying the problem:
The student will be able to identify and clearly define the problem. The problem that has been
identified should be interesting challenging and motivating for the students to participate in
exploring.
o Analyzing the problem:
The problem should be carefully analyzed as to what is given and what is to be find out. Given facts
must be identified and expressed, if necessary, in symbolic form.
o Formulating tentative hypothesis
Formulating of hypothesis means preparation of a list of possible reasons of the occurrence of the
problem. Formulating of hypothesis develops thinking and reasoning powers of the child. The focus
at this stage is on hypothesizing – searching for the tentative solution to the problem.
o Testing the hypothesis:
Appropriate methods should be selected to test the validity of the tentative hypothesis as a
solution to the problem. If it is not proved to be the solution, the students are asked to formulate
alternate hypothesis and proceed.
o Verifying of the result or checking the result:
No conclusion should be accepted without being properly verified. At this step the students are
asked to determine their results and substantiate the expected solution. The students should be
able to make generalizations and apply it to their daily life.

Example:
Define union of two sets. If A= {2,3,5}. B= {3,5,6} And C={4,6,8,9}.
Prove that A U (B U C) = (A U B) U C

Solution:

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Step 1: Identifying and Defining the Problem

After selecting and understanding the problem the Students will be able to define the problem in his
own words that:
o The union of two sets A and B is the set, which contains all the members of a set A and all the
Members of a set B.
o The union of two set A and B is denoted by A U B and symbolically expressed as
A UB = {x; x ∈ A or x∈ B}
o The common elements are taken only once in the union of two sets
Step 2: Analyzing the Problem
After defining the problem in his own words, the child will analyses the given problem that how the
problem can be solved?
Step 3: Formulating Tentative Hypothesis
After analyzing the various aspects of the problem, he will be able to make hypothesis that first of all
he should calculate the union of sets B and C i.e. (B U C). Then the union of set A and B U C. thus he can get
the value of A U (B U C). Similarly, he can solve (A U B) UC
Step 4: Testing Hypothesis
Thus, on the basis of given data, the child will be able to solve the problem in the following manner
In the example it is given that
B U C = {3,5,6} U {4,6,8,9}
= {3,4,5,6,8,9}
A U (B U C) = {2,3,5} U {3,4,5,6,8,9}
= {2,3,4,5,6,8,9}
Similarly,
AUB = {2,3,5,6}
(A UB) U C = {2,3,4,5,6,8,9}
After solving the problem, the child will analyses the result on the basis of given data and verify his
hypothesis whether A U (B U C) is equals to (A U B) U C or not.
Step 5: Verifying of the result
After testing and verifying his hypothesis the child will be able to conclude that
A U (B U C) = (A U B) U C
Thus, the students generalize the results and apply his knowledge in new situations.

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Session 3: General Mathematics (Primary) Time: 180 Minutes

Date

Unit:3
Teaching Aids in mathematics

Topics/contents covered in SoS

• Importance of teaching aids in mathematics teaching
• Some important modern teaching aids for Mathematics
Objectives of the Session
After the completion of this session and self-study the trainee teachers will be able to:
• Enlist different teaching A.V-Aids used in teaching of mathematics
• Utilize the modern teaching aids in teaching Mathematics
Required Resources
Writing board, markers, charts, flash cards etc.
Introduction of the Session 10 minutes
o Begin the session with the following warm up activity.
o Draw the following figures on writing board.

Figure 1 Figure 2

1.Write the numbers -4, -3, -2, -1 ,0,1,2,3 in correct place so that each side of the square of figure
1 adds up to 0
-4, -3, -2, -1 ,0,1,2,3 total must be Zero
2. Can you write the numbers -4, -3, -2, -1 ,0,1,2,3 in the correct place so that each side of the
square in figure 2 add up to -3?
-4, -3, -2, -1 ,0,1,2,3 total must be -3.
• Ask the trainee teachers to think about the boxes.
• Tell them to solve it individually.
• Invite any 2-3 trainee teachers to share their work.

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Share with the trainee teachers that: The rationale of today’s session and ongoing training is to
make successful and effective mathematic teachers for effective and conceptual delivery of
mathematics.
In this session, we will use various teaching methodologies, strategies, teaching aids and Importance
of teaching aids in teaching mathematics.
Instructions/Activities
• Importance of teaching aids in teaching mathematics
• Some important modern teaching aids for Mathematics
Activity 1: 40 minutes
• Ask trainee teachers:
o What are teaching A.V-aids?
o What are the examples of teaching A.V-aids?
• Note their responses on writing board.
• Share with the trainee teachers that:
“An object (such as a book, picture, or map) or device (such as a DVD or computer) used by a teacher
to enhance or enliven classroom instruction audiovisual teaching aids”
• Ask trainee teacher that what types of teaching aids are use while teaching mathematics.
• Take their response and share your input as below.
o Visual Aids
o Audio Aids
o Audio-visual Aids
Visual Aids: - The aids which use sense of vision are called Visual aids. For examples actual objects,
models, pictures, charts, maps, flash cards, projector, slides etc.
Audio Aids: - The aids that involve the sense of hearing are called Audio aids. For example, radio,
type recorder, gramophone.
Audio Visual Aids: -The aids which involve the sense of vision as well as hearing are called Audio
Visual Aids, for example television, projector, multimedia etc.
Teaching aids are an integral component in any classroom. There are many benefits of teaching
aids include helping learners improve reading comprehension skills, illustrating or reinforcing a skill
or concept, differentiating instruction and relieving anxiety or boredom by presenting information
in a new and exciting way.
• Make pairs of the trainee teachers.
• Ask them to discuss the importance of teaching aids use in teaching mathematics.
• Enlist important modern teaching aids used in teaching of mathematics on their note book.
• Invite any 2-3 pairs to share their work with whole class.
• Conclude the activity by sharing your input.
Teaching aids play a very important role in Teaching- Learning process in mathematics.
Some Importance Teaching aids are as under: -
• Motivation.
• Clarification
• Discouragement of Cramming
• Saves Time and Money
• Classroom Live and active
• Avoids Dullness
• Direct Experience

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Activity 2: 40 minutes
Now ask from trainee teachers
• What are learning aids in mathematics teaching?
• Take their responses on writing board.
• Share in detail your input with trainee teachers about the teaching learning aids and its uses.
“Learning aids are the materials and devices that facilitate the process of learning. There are
different ways to define learning aids: tools intended to support supplement, accelerate or
reinforce the process”
• Tell trainee teachers to read “Handout 3.1” for more clarity.
• Now ask trainee teachers what are the modern Aid of mathematics.
• Give them time for thinking and note their responses on writing board.
• Conclude the activity by sharing a positive feedback if needed.
Activity 3: 60 minutes

• Ask the trainee teachers

o What are teaching A.V Aids?
o Why we use Teaching A.V Aids in teaching of mathematics?
• Note their response on writing board.

Facilitator Input:
Black board/white board, Mathematics kit

• Tell trainee teachers for more clarity read “Handout 3.2”

• Now ask trainee teachers:
• What is the Importance of Learning Aids?
• Note their response and conclude the active by sharing that:
Importance of Learning Aids are:
o To supplement and enrich learning environment
o To make the instructional process effective
o To motivate and create students’ interest
o To make teaching process interesting
o To stimulate the senses
o To reinforce the change in behavior
Activity 4: 50 minutes

• Divide the trainee teachers into four groups.

• Write the following questions on paper strips and give one paper strip randomly to each group.

Group 1 Group 2 Group 3 Group 4

Advantage of using Characteristics of Use of Low cost no Use of modern
AV-Aids in teaching Good AV aids in cost material in teaching aids in
mathematics. teaching of teaching of mathematics.
mathematics. mathematics.
• Give them time for discussion and facilitate them during group work.
• Invite any one representative from each group to present and explain their work.
• Summarized the activity by give your input for more clarification.

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Assessment 10 minutes
• What are the learning aids use in teaching of mathematics?
• Differentiate between modern and old learning aids.
• Enlist some learning aids to teach mathematics effectively.

Home Assignment:
Prepare different A.V-Aids and its application use for different topics in teaching of mathematics
(Numbers, Place value, Construction of different shapes etc.)

Teaching Strategies
Tell the trainee teachers to use the following teaching learning strategies along with the activities we
have used in today’s session:
o Inquiry based learning
o Self-practice
o Group work
o Pair and individual work
Reflection on the Session 05 minutes
Ask them to implement the given home assignment and the strategies they have learnt in today’s session
in their classrooms. Ask them to write their reflections on both (the home assignment and the strategies)
by answering the following questions:
• Which strategy they have used in their classroom?
• How did it go?
• What was their experience?
• What was the response of their students?
• What problems did they face? And did how they tackle it?
Ask them to bring their written reflections and home assignment in next session

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HANDOUTS

Handout 3.1
“Learning aids are the materials and devices that facilitate the process of learning. There are different ways
to define learning aids: tools intended to support supplement, accelerate or reinforce the process of change
in human behaviors or learning aids are the educational resources that help the students to acquire
knowledge and skill quickly. In other words, learning aids are the physical tools used to impart knowledge
and provide skills in the formal setting. Learning aid is an umbrella term used for Audio-Visual (A.V) Aids.
Educational technology and assistive technologies used inside or outside a classroom.
According to research studies the use of Audiovisual Aids increased a positive impact of the learning and
likewise teaching through learning by doing or through laboratory method can enhance learning efficiency
upto 75%.
In fact, learning aids are intelligent, creative and systematic use of technologies in the process of teaching
and learning. Teaching or learning aids in mathematics education are crucial both for teachers and students
to understand the complex conceptual knowledge.
In a class room setting the use of teaching aids involve the visual abilities of seeing and observing, along with
other senses, to learn the new knowledge. In modern world a major part of the learning is done visually.
Sensory organs are the input devices to human body. Our inside world is link with the outer side the world
with the help of these five types of sensory organs. According to studies more than 80% of what a child learns
to realized visually thus visual learning it gained in ground.
Some important AV-Aids in mathematics are:

Abacus & Counting Frames

This standing wood counting frame is a great teaching resource to teach students to count to 100. The large
frame is sturdy and makes it easy for young kids to sit down and start counting. Kids truly get a hands-on
understanding of counting up to 100 and number grouping with this jumbo, free standing, wooden abacus.
It is a great learning toy for preschool classrooms. The large wooden counting frame comes with large,

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permanently affixed, 5cm diameter wooden beads in 5 non-toxic colored finishes. The beads slide easily on
the wooden rods. Frame measures approximately 63 x 35.5 x 87cm high. Ages 1+ years. Please keep out of
reach of young children during the unpacking and assembling of this product, as the small parts can be a
choking hazard before the abacus is put together.
Place value linking Abacus
This kit consists of 3 sets of Place Value Linking Abacus (GG1127). This Linking Abacus set is perfect to practice
with place value. The rods with stand can be used individually or you can connect them together to create
more-digit numbers. Start with 2 digit numbers and gradually add another rod to introduce hundreds and
thousands. The cubes can also be used for simple counting, color sorting and threading. Each set includes
cards with ‘unit’, ‘ten’, ‘hundred’ and ‘thousand’, as well as numbers 0 to 9, to create 4-digit numbers. Each
set includes 5 bases with 5 rods, 75 cubes in 5 colors, and 54 cards. Each set is packed in a sturdy plastic
container. Each cube measures 2x2cm, each stand measures 6 x 3.5 x 2.8cm.

Blocks using in place value:

Blocks have been used to support children’s developing ability to work with numbers that are hypothetical
i.e. numbers in a maths problem. Each piece represents a number value that they are working with
(hundreds, tens or ones) and for processes such as subtraction they are an excellent way to practice their
mind can continue to use the physical items to assist with their counting in early age.

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SHAPES – TANGRAMS, PATTERN BLOCKS AND ATTRIBUTE BLOCKs

It can used in geometry, shape blocks or another math aid
which are especially useful, particularly for younger children
identifying shapes. These types of aids also allow students to use
the shapes to problem solve area puzzles, create and breakdown
patterns.

Volume/Capacity Kit:
This invaluable Volume theme kit contains the most
commonly used resources in the Primary classroom to
investigate volume and capacity. Supplied complete in its
own storage tub, this kit is ideal for a rotate/share
organization. Furthermore, each kit may be arranged to
suit the individual requirements of each school. Catering
for the fact that you may already have some of the items in
stock. Please call for expert advice on tailoring a kit to your
needs.

Time Kit
This invaluable time theme kit contains the most
commonly used resources in the Primary classroom to
investigate time. Supplied complete in its own storage
tub, this kit is ideal for a rotate/share system. In
addition, you may arrange each kit to suit the
individual requirements of your school.

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Rainbow Pebbles
These translucent counting & sorting
pebbles are the perfect maths manipulative
to use in combination with a light table.
Reinforce early maths concepts and creative
design with a splash of colour.

Number Blocks/Stickers
This inviting number stacker will be a valuable resource
to teach early number concepts by helping children to
make connections within and between numbers to ten.

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Handout 3.2
What are mathematical teaching aids?
The instruments, tools, equipment’s and different material used for teaching and learning of math’s in a
better way are called as mathematical teaching aids. Ex- blocks, geometry box, calculator, shapes, beads,
slate etc.
Mathematical teaching Aids:
Mathematical teaching Aids Need and Importance of teaching aids. Maths is essentially a subject, where
doing is more important and prominent than reading. Some students may think that it is a dry and difficult
subject, full of abstract thinking. So, students take little interest. To create necessary interest in students
demands use of teaching aids at every step while teaching maths. To make maths easy and understandable.
To give sense of abstract things teaching aids are helpful. We make use of different sense organs while
learning with teaching aids so more effective learning. ex- make use of CD for learning tables.
Mathematical teaching Aids Teaching Aids have two categories. Personal Equipment’s. —Used on personal
level. Equipment’s used in groups and provided in school. Personal Equipment’s- May include Text Books
Writing Equipment’s Drawing instruments– pencil, crayons, sketch pens, stencils etc. Measuring
instruments– Ruler, Protractor etc. Slide rule Log tables Calculators. CDs, computer, radio, TV etc.
Mathematical teaching Aids used in group: Blocks. Beads. Cubes. Dominoes. Cards. Dice. 2D, 3D shapes.
Blackboard. Charts. Fractional parts. Number kit. Radio, TV, CDS, DVDS etc.
Personal Equipment’s of the students:
Personal Equipment’s of the students These equipment’s include instruments which the child has to
frequently use for his individual use. ex- Geometry box- ruler, pencil, compass, calculator etc. These
equipment’s are not very expensive, simple to use. Students should have their own personal equipment’s in
the class while learning math’s especially Geometry. Teacher should emphasize on bringing own instruments
instead of borrowing as it is time consuming and lazy habit for students.
Mathematics Laboratory.
Mathematics Laboratory. The laboratory which is well equipped with mathematical instruments and tools
required to teach and learn mathematics in the classroom. A mathematical lab act as a place for teachers
and the students to perform a number of mathematical celebrations and recreational activities.
Mathematics Laboratory is a place where students can learn and explore mathematical concepts and verify
mathematical facts and theorems through a variety of activities using different materials. These activities
may be carried out by the teacher or the student to explore, to learn, to stimulate interest and develop
favorable towards mathematics.
Mathematics is not listed among the laboratory subjects. It does not require any special arrangement and
apparatus like science laboratory. All the schools are not having math’s laboratory as it is not commonly used
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for math’s learning. Sometimes personal equipment’s are sufficient for learning. Requirements for
mathematics laboratory. Some place for storage and set up is prerequisite of mathematics laboratory. Some
almirahs racks cupboards and tables and a room to store and stock the articles before any purchase of the
thing is made. Without storage units the material will remain scattered, unarranged and exposed to dust not
easy to find when required.
NEED AND IMPORTANCE OF MATHEMATICAL LABORATORY.
NEED AND IMPORTANCE OF MATHEMATICAL LABORATORY. Need: Mathematics being a compulsory subject
of study. Access to quality mathematics education is every child's right. Mathematics education in our
schools is beset with problems, due to the hierarchy of concepts and largely deductive and abstract nature
of the subject. Mathematics is considered as a very dull and difficult subject. A phobia has been created in
the minds of the children that mathematics is tough to learn. As a result, most of the students are not taking
interest in the subject and it has become one of the main causes of student's failure in mathematics.
NEED and IMPORTANCE of Mathematical Laboratory Importance: It enables the student to learn
mathematics with the help of concrete objects and to exhibit the relatedness of mathematics with everyday
life. It helps the students to verify or discover some geometric properties using models & measurements. It
provides opportunity for students to understand and internalize the basic mathematical concepts through
concrete objects and situations. It helps the students to build interest and confidence in learning the subject.
NEED AND IMPORTANCE OF MATHEMATICAL LABORATORY. It provides greater scope for individual
participation in the process of learning and becoming autonomous learners. It provides scope for greater
involvement of both the mind and the hand which facilitates cognition. It enables the teacher to
demonstrate, explain and reinforce abstract mathematical ideas by using concrete objects, models, charts,
graphs, pictures, posters etc. The main aim of the mathematics laboratory is to initiate children to enjoy
mathematics, pose and solve meaningful problems.
Teaching Aids and their uses:
Blackboard: This is the first and foremost of all the items of mathematical equipment’s. It must be there even
if anything is not there. This is the minimum equipment which help to display diagrams, solutions for
problems in steps, gives concrete idea about figures and objects. Without which math’s can’t be taught.
Number kit: It consists of a set of wooden blocks. Each block is of different color and is labelled with a
numeral. Used to learn tables, additions, subtractions etc. Blocks: With different pictures and numbers. Used
to solve puzzles.
Teaching Aids and their uses:
Teaching Aids and their uses HOME ASSIGNMENT: Find out information about different teaching aids used
for math’s teaching and their uses. Write one lesson plan for one topic with and without teaching aids.
Conduct the lesson in your group and find out difference in learning by both methods.
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Session 4: General Mathematics (Primary) Time: 180 Minutes

Date

Unit :4
Lesson plan
Topics/contents covered in SoS
• Planning for the full course.
• Importance of lesson plans
• Qualities of good lesson plan.
• Development of model lesson plans
Objectives of the Session
After the completion of this session and self-study the trainee teachers will be able to:
• Plan for full course of teaching mathematics
• Quality and importance of lesson plan
• Develop and implement a modern lesson plan in teaching of mathematics.
Required Material
Writing board, markers, charts, flash cards etc.
Introduction of the Session 25 minutes

• Begin the session with the following warm up activity.

• Display the pre-prepared chart of the below Venn Diagram in front of class.

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• Tell trainee teachers to think about the numbers and drag the numbers onto the appropriate
regions of the Venn diagram
• Tell them to solve it individually.
• Invite any 2-3 trainee teachers to share their work.
Share with the trainee teachers that rationale of today’s session and ongoing activity is to enhance
performance and efficiency of mathematics teachers so that they may be able to delivered mathematical
concepts effectively and successfully.
In this session we will use various teaching methodologies, Importance of lesson plans and development
of model lesson plans.
Instructions/Activities
• Planning for the full course.
• Importance of lesson plans
Activity 1: 45 minutes
• Ask trainee teachers:
What is lesson plan?
• Give them time for thinking
• Note their responses on writing board.
• Conclude the discussion by sharing that:
“A lesson plan is a detailed step-by-step guide that outlines the teacher's objectives for what the
students will accomplish during the course of the lesson and how they will learn it. Creating a lesson
plan involves setting goals, developing activities, and determining the materials that you will use”
• Divide the trainee teachers into three groups and write the following on writing board.
o Important of planning for teaching of mathematics
o Planning for the full course
o Importance of lesson planning
• Provide charts and markers to each group.
• Tell them to discuss in their group the above questions and write the main steps on chart.
• Invite any three representatives from each group one by one to share their work with the whole
class.
• Conclude the activity by sharing your input if needed
• Tell trainee teachers to read “Handout 4.1” for more clarity.

Activity 2: 45 minutes

• Divide the trainee teachers into four groups and assign the task to each group.

Group 1 Group 2 Group 3 Group 4

Steps for planning a Development of Steps for planning a Development of
lesson plan model lesson plan lesson model lesson plan
of mathematics of mathematics
• Give them time for discussion and facilitate them during group work.
• Invite any one representative from each group to present and explain their work.
• Summarize the activity by given your input for more clarification.

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Activity 3: 50 minutes
• Divide the trainee teachers into four Groups.
• Tell trainee teachers to develop modern lesson plan by each group.
• Invite any one representative from each group to share their work with whole class.
• Create a discussion and conclude the activity by sharing your input if needed.
• Now tell trainee teachers to read “Handout 4.2” and compare the pre- prepared model
lesson plan by groups with “Handout 4.2”
Assessment 10 minutes
• The first step of a lesson planning is outlining the --------------------
• What are the components of an effective lesson plan?
• A scheme of work defines the structure and ----------------------of a course.
• What steps are involved in developing a lesson plan.

Home Assignment:
Assign different topic to trainee teachers from mathematics text book Grade 1-5 and tell them to prepare
a model lesson plan on their assign topic.

Teaching Strategies
Tell the trainee teachers to use the following teaching learning strategies along with the activities we
have used in today’s session:
o Inquiry based learning
o Self-practice
o Group work
o Pair and individual work
Reflection on the Session 05 minutes
Ask them to implement the given home assignment and the strategies they have learnt in today’s session
in their classrooms. Ask them to write their reflections on both (the home assignment and the strategies)
by answering the following questions:
• Which strategy they have used in their classroom?
• How did it go?
• What was their experience?
• What was the response of their students?
• What problems did they face? And did how they tackle it?
Ask them to bring their written reflections and home assignment in next session

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HANDOUTS

Handout 4.1
A lesson plan is a teacher’s detailed description of the course of instruction or ‘Learning trajectory’ for a
lesson. A daily lesson plan is developed by a teacher to guide class Learning. Details may vary depending on
the preference of the teacher, subject being covered, and the needs of the students. There may be
requirements mandated by the School system regarding the plan. A lesson plan is the teacher’s guide for
running the Particular lesson, and it includes the goal( what the students are supposed to learn), how The
goal will be reached( the method, procedure) and a way of measuring how well the goal was reached ( test,
worksheets, homework etc.)
Why is lesson planning important?
Every teacher is required to prepare a lesson plan because this is considered as guide for the day’s lessons.
Lesson planning is important because it gives the teacher a concrete direction of what she/he wants to take
up for the day. Research has shown that student learning is correlated to teacher planning. One major
explanation is that when plan is ready, teachers can focus on its implementation. When teachers do not have
to think so much about what they need to do next they are able to focus on other parts of the lesson. Lesson
planning is important because it helps teachers ensure that the day-to-day activities that go on in their
classrooms are providing students with an adequate level of long –term progress toward the goals outlined
in their scope and sequence, as well as their individual education plans when necessary.
An effective lesson plan includes several elements: learning objectives, quality questions, supplies and
activities. It is important to have the learning objectives in mind because those should drive the development
and implementation of all activities in the classroom. Quality questions are inquiries that the teacher plans
to direct at the students over the course of the lesson. Sometimes these questions are rhetoric in nature,
but more often they are designed to help the student think at a higher level than simple memorization and
comprehension. It is important to come up with a plan for assessment to determine whether the class has
met its targets. Lesson planning is a complex yet essential part of the teaching process that changes over
time as teachers gain more hands-on experience.
Need of lesson planning
FAIL TO PLAN = PLAN TO FAIL
• Through lesson planning the subject is organized properly.
• It keeps the teacher free from the faults of thoughtless teaching.
• It makes the proper atmosphere for learning process.
• The teacher also gets a clear idea about when they should start evaluation and

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• When they should proceed to the next lesson.

• Lesson plans helps in organized teaching and saves time.
• Lesson plans allow the teacher to apply appropriate strategy.
• Teacher will be more prepared and confident while teaching the lesson.
Strategies for effective lesson planning
A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively
during the class time. Before you plan your lesson, you will first need to identify the learning objectives for
the class meeting. Then, you can design appropriate learning activities and develop strategies to obtain
feedback on student learning. A successful lesson plan addresses and integrates these three key
components:
o Objectives for student learning
o Teaching/learning activities
o Strategies to check student understanding
Specifying concrete objectives for student learning will help you determine the kinds of
Teaching and learning activities, you will use in class, while those activities will define how you will
check whether the learning objectives have been accomplished.

What do I want
Students to learn?

How will I check for What teaching and

understanding? learning activities
will I use?

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Important of Planning for Teaching of mathematics

Most educational professionals would agree that planning is an esssential component of teaching,Such
planning ,educational texts and reports often stress,must focus on the specifying of clear objectives and clear
lesson structure.As a result a common framework used to introduce student teachers to the complexities of
lesson planning is premised on starting the planning process with specifying objectives.Yet there is
considerable evedence that experienced teachers donot plan in this way.Their planning is likely to more
idiosyncratic or they may plan in different ways depending on particular circumstances.The effect of this can
be that more skillful the planning,or the more it happens at unscheduled items,the more difficult it is for
student teachers to understand how successful lesson planning is achieved.The basis for indriducing student
teachers to lesson planning and examine some of the advantages of beginning with an emphasis on the
explicit formulation of lesson objectives.We argue that while starting with objectives may help to focus
student teachers on what pupils might learn during a aprticular lesson,there is a danger that it produces rigid
plans that emphasize the more easily measurable parts of the mathematics curriculam at the expense of the
more creative and spontaneous/natural aspects of mathematical thinking.Reys et al (1995) provide a useful
summary of some of the well-established reasons for planning lessons.They suggest that planning:

• Established definite goals and helps to ensure essential content will be included.
• Permits scheduling work in feasible units of time and in a sensible sequence.
• Help to ensure that a lesson begins interestingly ,maintains a good pace throughout and has a
satisfying ending.
• Aids in holding childrens intrest and attention.
• Help to avoid unnessary repetition.
• Creates a feeling of confidence for the teachers.
Perks and Pre stage (1994 p 66-77),in considering planning from the respective of student
teachers,look rather wider than the usual reasons for highlighting planning.
In addition to encouraging the student teachers to articulate what they think will happen in a given
lesson and enabling aspects of the lesson tube rehearsed,they also argue that planning:
• Makes the students teachers more likely to be receptive to the ideas of others.
• Can be a basis for discussion and evaluation.
• Can be a basis for negotiation.
• Provides a history of the students teachers thinking.
When planning for Mathematics class ,it is important to come up with creative, interactive math
lessons that involve the students in the learning process.Whenever possible,plan an activity that
will get students up and moving about the classroom.Here are some tips for math planning.
• Focus on only one math skill at a time to ensure in depth learning.
• Anticipate the need to provide additional help for students who have difficulties learning.
• Over plan activities to ensure that students who are advanced have something fun to do.
• Plan games whenever possible.
• Plan Group work to allow advanced students to assist slowers learners.
• Plan lessons that sound like they would be fun to teach.

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Planning for full course

While planning for teaching the full course following steps may be followed.

i. Approaches and Methodologies

General Methods:
All children should be provided with the opportunity to access the full range of the mathematics
curriculum. Schools ensures this happens as follows:
• There should be more emphasis on active learning strategies.
• A hand of approach to encourage children to understand mathematics concepts may be used.
• Ensuring pupils to use mathematical language correctly.
• Pupils use estimation to measures, shapes and space and not just in numbers.
• A mathematics rich environment may be encouraged.

Talk and Discussion method

• Discussion skills need to be developed by turn taking, active listening, positive response to the
opinions of others, confidence in putting forward an opinion and by using the ability to explain
clarity their point of view.
Scaffolding
• Teacher actively models mathematical language when talking through the problem-solving
process.
Integration
• Identify area in the curriculum where mathematical processes are approximately e.g.
collecting data in history and geography, measuring temperature in science.
Number facts
• A common approach to the teaching of number fact (table) e.g. 1 x 4 pupils say “one four is
four” 2 x 4 pupil say “two fours are eight etc.
• Children are aware of the commutative properties of multiplication table and of their
relationship with addition.
• We teach subtraction separately from addition and division separately from
multiplication.
• When subtracting teacher work from the top down e.g. “nine minus five “ or nine
take away five”
Group Activity
• Students will learn the skills of group work by:
• Begin assigned individual tasks within groups.
• Recording
• Begin given leaderships role
• Alternative responsibilities
• Begin involved in buddy games
• Devising questions

Following group activities enhance learning mathematics:

Teaching of maths may be promoted through the use of mathematics games like
Dominoes, cards Buzz, Bingo, Table games, Target board, Snakes and ladders, Draughts
and “I am cards”.

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Each class will engage in a variety of organizational skills such as pair work, group work
and whole class work.
Problem Solving Method
• Practical situation may be used as a basis for some problem solving.
• Children should be made aware of different strategies to solve problems e.g.
acronyms, bookmarks, laminated pages.
• The solution to problem solving questions could be checked by children themselves
or by calculator.
• Children at all class levels must be provided with opportunities to experience
problem solving activities’.e.g.
o Oral Problems
o Using Objects
o Using smaller numbers
o Referring to items in the environment
Using the Environment
• The teachers may use the school environment to provide opportunities for
mathematical problem solving e.g. marking heights, having a puzzle of the
week on class notice board etc.
• While using mathematical trails within or outside of the schools building,
they should develop in line with the school’s health and safety policy.

Planning a lesson
A key aspect of effective teaching is having a plan for what happen in the classroom each day. Creating such
a plan involves setting realistic goals, deciding how incorporate required materials and other materials and
developing activities that will promote learning. A lesson plan is the instructor’s road map of what students
need to learn and how it will be done effectively during the class time. Before you plan your lesson, teacher
will first need to identify the learning objectives. Then he/she can design appropriate learning activities and
develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrate
these three key components.
• Objectives for students learning
• Teaching/learning activities
• Strategies to check student understanding
Specifying concrete objectives for students learning will help you determine the kinds of teaching and
learning activities you will use in class, while those activities will define how you will check weather the
learning objectives have been accomplished.
Steps for Preparing a lesson Plan
Below are the sex steps to guide teacher when he/she create his/her lesson plans.

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1) Developing the learning objectives

The first step is to determine what teacher wants students to learn and be able to do at the end of
class. Once teacher outlines the learning objectives, rank them in terms of their importance. This step
will prepare for managing class time and accomplishing the more important learning objectives in
case teacher is pressed for time.
2) Developing the Introduction
Develop a creative introduction to the topic to stimulate interest and encourage thinking. Teacher
can use a variety of approaches to engage students e.g. personal anecdote, historical events,
thought-provoking dilemma, a real-world example, short video clip, practical application, probing
question etc.
3) Planning of specific learning activities
Prepare several different ways of explaining the material (real-life examples, analogies, visual etc.) to
catch the attention of more students and appeal to different learning styles. As teacher plan his /her
examples and activities, estimate how much time he/she will spend on each. Build in time for
extended explanation or discussion, but also be prepared to move on quickly to different applications
or problems, and to identify strategies that check for understanding.
4) Planning for Assessment
An important strategy that will also help teacher with time management is to anticipate students’
questions. While planning lesson, decide what kind of questions will be productive for discussion and
what questions might sidetrack the class. Think about and decide on the balance between covering
content and ensuring student understanding. Think about specific questions which may asked from
students in order to check their understanding writ them down and then paraphrase them so that
they are prepared to ask the questions in different ways.
5) Developing wrap up and preview
Teacher can review the students answers to gauge their understanding of the topic and then explain
anything unclear the following class. Conclude the lesson not only by summarizing the main points
but also by previewing the next lesson. How does the topic relate to the one that coming? This
preview will spur students’ interest and help them connect the different ideas within a larger context.
6) Generating a rational timeline
A realistic timeline will reflect teacher’s flexibility and readiness to adapt to the specific classroom
environment. Here are some strategies for creating a realistic timeline.

• Estimate how much time each of the activities will take, then plan some extra time for each.
• When you prepare your lesson plan, next to each activity indicate how much time you expect it will
take.
• Plan a few minutes at the end of class to answer any remaining questions and to sum up key points.
• Plan an extra activity or discussion questions in case you have time left.
• Be flexible be ready to adjust your lesson plan to students need and focus on what seems to be
more productive rather than sticking to your original plan.
Mathematics Lesson Plan

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Mathematics is an activity concerned with logical thinking, spotting patterns, posing premises and
investigating their implications and consequences. It also involves the study of the properties of
numbers and shapes, the relationship between numbers: inductive and deductive thinking and the
formulation of generalizations. Mathematics is a creation of the human mind and therefore
become primarily a way of thinking thus facilitating problem solving. Mathematical content is
sequential in nature. There is a hierarchy of concepts and skills on which major area of mathematics
can be built. The Proper ordering of mathematical content for teachers and leaners is critical to
mathematical achievement.
The lesson planning in mathematics may consist of the following steps.
i. Objective and Goals
The lessons objectives must be clearly defined and in lined with district and/or state
educational standards.
ii. Anticipatory Set
Before you dig into the meat of your lesson instruction, set the stage for your students by
tapping into their prior knowledge and giving the objectives a context.
iii. Direct Instructions
When writing your lesson plan, this is the section where you explicitly delineate how you
will present the lessons concepts to your students.
iv. Guided Practice
Under your supervision the students are giving a chance to practice and apply the skills you
taught them through direct instruction.
v. Closure
In the closure section, outline how you will wrap up the lesson by giving the lesson concepts
further meaning for your students.

Characteristics of a Good Lesson-Plan*

i. Example quoted to teach and explain the subject matter should be related to the everyday life of
the child.
ii. Lesson-plan should be child-centered.
iii. In the lesson-plan these should be provision of summary of whole subject matter.
iv. In the lesson-plan there should be proper provision of recapitulation to have view of evaluation of
the subject-matter taught to the students.
v. In the lesson plan these should be proper provision of the teaching aids and good illustrations.
vi. It should provide maximum participation of the child in the teaching and learning process.
vii. Provision of home work related to the subject- matter taught should be these.
viii. Subject matter in the lesson-plan should be according to the time for teaching at the disposal of the
teacher.

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Lesson Plan Format

Subject: Date:
Unit:
Topic:
Class:
Duration: Period:
1. General Objectives:
2. Specific Objectives:
3. Teaching Aids:
4. Method:
5. Previous Knowledge:
6. Introduction:
7. Statement of the Topic/Aim:
8. Presentation or Development of the Lesson:

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Handout 4.2

Model Lesson Plan of Mathematics

Grade I Subject Mathematics

Date xxx Unit: 1st Concept of whole numbers
Topic of Lesson Concept of 10
SLOs Compare and order the numbers 0-10

Duration/No of lesson 70 minutes/Two lesson

Information for • Numbers are the concepts related to the quantity of things, so large
teacher numbers represent more things than small numbers which represent
fewer things.

Material/Resources Number cards, plastic bags, pebbles, plates, toffees

required

Phases Teacher activities Student activities Time

Introduction Activity-I 5 min
• Show two fingers and ask • Look to fingers
students how many these
fingers are? • Answer to question
• Add one more finger and ask
how many these now? • Write number on board
• Repeat by adding more
fingers till it become all 10. • Answer to questions
Show 2 fingers on one hand, and 4
fingers on the other. Ask on which
hand am I showing more fingers? Let
students point to the hand with
more fingers shown.

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Development, Activity-I 15
elaboration Put four plates & number cards (0-10) on the table • Observe the min
• Put 2, 4,7, & 9 toffees in the plates randomly, and ask act
some students count the toffees & place the • Answer to
matching cards to the plates. questions
• Ask which plate has the fewest toffees? It is the plate • Do the task
with 2 toffees.
Ask to put this plate to the extreme left. • Answer to
• Ask which plate has more toffees then the previous questions
one? It is the plate with 4 toffees. • Do the task
Ask to put this plate to right of the previous plate.
• Similarly compare & place in order the other two
plates
• Pick the number cards showing 2 & 4, ask which
number is greater than the other? if they cannot tell,
derive by probing questions like

“Which number represents more toffees? “or

“Which number comes later, 2or4?”
• Ask greater number comes after (4 comes after 2)
• Similarly ask which is greater 4 and 6 , 6 and 9.
Note: instead of toffees you can take other things also.

Activity-II 15
• Write the two numbers 3 & 5 on board min
• Ask which number comes before the other in counting • Look to board
(3)
• Ask which number comes after the other in counting
(5) • Answer
• Derive that in counting, the number that comes after to questions
is greater than the number that comes before.
• Ask which number comes between 3 and 5 (if they
can’t reply, derive by counting objects)

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• Write the number 4 between 3 & 5

• Write another two numbers 6 & 8, repeat the same
process.
Activity –III 10
• Ask 10 students to stand 10 students in front in a line. • Stand in a line min
• Give them plastic bags containing pebbles 1-9 and an
empty randomly. • Do the task
• Ask them to count their pebbles, pick matching cards
from the tab and hold the card in front of them. • Answer to
• Ask which student has the fewest pebbles ( if different question
answer are coming, check by counting) • Follow the
• Place this student on extreme left of the line instruction
• Ask which student has the most pebbles of them all? • Answer to
• Place this student on the extreme right of the line. question

• Similarly, place other students on the line according to • Do the task

their number of pebbles in a definite order.

Activity-IV
• Write numbers from 0 to10 in order on the board • Follow the
• Ask your students to close their eyes. instructions 10
• Erase a number 4 & 7 min

• Ask your students to open their eyes again. • Answer to

• Ask them which numbers are missing? question

• Ask a student to come to the board and fill in the

missing numbers.
• Repeat other number that you wipe out. Ask different
students which numbers are missing and write them
into the gaps.

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Induction Program for Teachers Phase-2

Conclusion Summarize: 10
• The number that comes before another in counting is min
smaller than the number that comes after.
• Big numbers represent many things, smaller numbers
represent few things.
Assessment 5
• Write some numbers in boxes on board • Do the min
• Ask students tick the greater numbers task

9 2
4 7

5 3

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