TIIE-Endline Mathematics activity

Representation and operation
Set-1 digits are 1, 2, 3, 4, 5

Set-2 digits are 5, 6, 7, 8, 9

Set-3 digits are 1, 4, 6, 7, 8, 9

Rubric to assess: Rubric to assess: If the child is unable to do the above activity, only then do the money conversation, else only do the word problems.
 * 1) Pick 2 chits from set 1 and 2 >  make the smallest number > write it down
 * 2) Pick 3 chits from the 3rd bowl >  make the smallest number > write it down
 * 3) Ask why they are the smallest possible numbers
 * 4) Represent both the numbers in FLU model
 * 5) Put the chits back in the bowls
 * 6) Pick 2 chits from set 1 and 2 > make the largest number possible >write it down
 * 7) Pick 2 chits from the 3rd bowl > give 0 digit to child > make the largest number > write it down
 * 8) Ask why they are the largest possible numbers
 * 9) Ask student to represent both the numbers in concrete FLU model
 * 10) Add the first set of numbers
 * 11) Subtract the second set of numbers   *student can choose to do in any method, not necessarily FLU

Word problems
Addition number sets: (74, 17), (75, 16), (77, 14) Subtraction number sets: (63, 16), (75, 18), (42, 17) Process:

1. Let the child choose one of the two pictures.

2. For the chosen picture, choose one of the given set of numbers and read out the corresponding problem statement to them replacing the blanks with the numbers chosen by you.

3. Then ask them to solve it on a sheet of paper.

4. If they ask for it to be repeated, read it out again.

5. After they have written it down and solved it, ask them what the 2 numbers mean and how did they solve it/why did they choose the particular operation (addition/subtraction)

6. Note: Facilitator should not tell the student which operation is to be done.

Rubric to assess:

Conversation
1. Have the following conversation with the student:

“Imagine there are 3 bunches of Rs.100 notes, Rs.10 notes and Re.1 coins. If you were to take Rs.345 from the bunches, how many of each would you pick?”

“If I now gave you another Rs.78, how much would you now have?”

“With this money now, if you went to buy a toy which costs Rs. 380, how much would be left with you? Which notes and coins?”

2. Note: Students can solve mentally if they can, else can write down on paper and solve it.

3. Students can be prompted to use their hands/draw/FLU model to solve if necessary.

4. Do not correct the child if they respond incorrectly. Continue the conversation and ask them if they can draw it and show.

5. Make note of whether the child calculated mentally, used FLU model, their hands, drawing, numerals, etc.

Rubric to assess:

“Maneli ond 100 Rs notes bundle, ond 10 rs notes bundle matte ond 1 Re coins bundle ide. Amma/Appa/Akka adrinda ___Rs togond baa andre, yav yav notes matte coins togond hogtya?

Matte inna ___ Rs appa/akka/anna kotre, aur hatra yesht agatte oTTu?

Eega adarinda ninge auru ___ Rs angadi inda yeno samaanu tarakke kotre, aur hatra yeshtu uLiyutte?”

Multiplication
Make students sit in groups of 4 and ask them to choose 2 numbers from 1-9. Ask students to write the 2 numbers in a multiplication expression and represent the multiple factors in pictorial form (using objects like pens, pencils, flowers, balls, chocolates, etc.) and write the answer for that. Ask them to roll the dice twice, write down the numbers and multiply using the area/box method or regular method for double-digit multiplication.

Rubric to assess understanding of multiplication