1,004

edits

Jump to navigation
Jump to search
##
TIIE-Baseline Mathematics activities
(view source)

###
Revision as of 09:09, 8 September 2022

6,651 bytes added
, 8 September

→Number operation

Line 1:
Line 1:
−~~=== Observations ===~~
~~=== shapes recognition: ===~~+~~The shapes recognition was a worksheet used for all the students in the class at a time, it includes two activities the 1st activity was colouring the joker which includes the shapes. Each shape was given with different colours based on that each individual child had ~~to ~~colour that worksheet. The 2nd activity was match the following, where the child had to match the geometrical shape to its name ~~
−~~[https://karnatakaeducation.org.in/KOER/en/images/d/df/Shape_recognition.odt click here ~~to ~~refer the worksheet]~~+~~=== pattern recognition: ===~~+~~pattern recognition was a worksheet used for assessing the students in pre-algebraic concepts such pattern of shapes,numbers,alphabets and tiles.This activity was conducted for all the students of a class at a time. The child had ~~to ~~observe the following patterns of numbers,alphabets,shapes, tiles and answer to the questions<br>~~
−
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+~~The ~~assessment was conducted ~~for an individual ~~child to know the ~~familiarity ~~of ~~the ~~the word ~~angle~~,~~then ~~they were asked to show ~~the angle ~~formed in a set of ~~many ~~figures,then they were asked to identify the measure of the ~~degree ~~in ~~ ~~the set of figures and to name ~~what ~~type of angle ~~it is~~. ~~next there were a set of geometrical shapes where ~~the child ~~had ~~to identify the number of angles in ~~that particular ~~polygon. <br>+
+

=== Number operation ===

=== Number operation ===

−The number operation ~~includes the ~~identification of single and double digit ~~number~~,addition,subtraction,multiplication and division.A modified ASER tool was used to conduct this baseline activity.

+The number operation assessment included identification of single and double-digit numbers, and performing addition, subtraction, multiplication and division operations. A modified ASER tool was used to conduct this baseline activity.

−The assessment was conducted individually with each student where they were asked to identify single and double digit numbers, the signs of different operations and what they meant, ~~and finally ~~to perform the operation ~~given~~. There was some level of choice given to students in choosing between problems of a certain category that they are comfortable/confident with and based on their attempt, they were asked to solve problems that were further difficult or easier.

+The assessment was conducted individually with each student where they were first asked to identify single and double-digit numbers, the signs of different operations and what they meant. Once they were able to do this, they were asked to perform the given operation. There was some level of choice given to students in choosing between problems of a certain category that they are comfortable/confident with and based on their attempt, they were asked to solve problems that were further difficult or easier.

{| class="wikitable sortable"

{| class="wikitable sortable"

|+Identification of numbers ;

|+Identification of numbers ;

Line 110:
Line 109:
| -

| -

|}

|}

+'''Rubrics to assess:'''

− • able to identify single digit numbers

− • able to identify double-digit numbers

− • able to do single digit addition

−[https://karnatakaeducation.org.in/KOER/en/index.php/File:Pattern_recognisation.pdf Click here to refer the worksheet]

+ • able to do double-digit addition without carry-over

+ • able to do double-digit addition with carry-over

+ • able to do single digit subtraction

+ • able to do double-digit subtraction without regrouping

+ • able to do double-digit subtraction with regrouping

+ • able to do single digit by single digit multiplication

+ • able to do double-digit by double-digit multiplication

+ • able to do single digit by single digit division

+ • able to do double-digit by single digit division

+=== Shapes recognition: ===

+A worksheet was used for all the students in the class to assess their shape recognition abilities. It included two activities – For the 1st activity, students were asked to colour the picture of a joker made of different shapes, following a specified colour code. Each shape was assigned a different colour multiple sets of worksheets having different colour codes were created so that children sitting next to each other had different codes and had to work on them individually without simply copying from their peers. The 2nd activity was ‘match the following’, where the child had to match the geometrical shape to its name

+[https://karnatakaeducation.org.in/KOER/en/images/d/df/Shape_recognition.odt click here to refer to the worksheet]

+'''Rubrics to assess:'''

+- able to identify Square

+- able to identify Circle

+- able to identify Triangle

+- able to identify Rectangle

+- able to count all the shapes correctly

+=== Pattern recognition: ===

+Pre-algebraic concepts such recognising patterns of shapes, numbers, alphabets and tiles were assessed using a worksheet. This activity was conducted for all the students of a class at a time. The child had to observe the following patterns and predict what comes next.<br>

+[https://karnatakaeducation.org.in/KOER/en/index.php/File:Pattern_recognisation.pdf Click here to refer to the worksheet]

+'''Rubrics:'''

+ • able to recognise and complete shape pattern

+ • able to recognise and complete number pattern

+ • able to recognise and complete letter format pattern

+ • able to recognise and complete tile pattern

=== Angles: ===

=== Angles: ===

−This assessment was conducted individually with each child to know their familiarity with the concept of angles. They were first asked if they have heard/recall the word ‘Angle’ or ‘Kona’. If yes, they were asked to show where angles are getting formed in a set of figures. If they were able to correctly identify the angle formation, they were then asked to compare the angles in two figures and estimate which of them is bigger/smaller. If the child was able to compare the angles, they were asked to identify the given measure of the angles in degrees in the set of figures and then to name the type of angle. Lastly, the child was asked to identify the number of angles in a given polygon.

+<br>

[https://karnatakaeducation.org.in/KOER/en/images/e/ec/Angles_identification.pdf Click here to refer the worksheet]

[https://karnatakaeducation.org.in/KOER/en/images/e/ec/Angles_identification.pdf Click here to refer the worksheet]

+
+'''Rubrics:'''

+
+ • able to recognise angle formation (line segments)

+
+ • able to compare size of angles (able to identify the biggest and smallest angle)

+
+ • able to recognise types of angle (right, acute, obtuse)

+
+ • able to identify number of interior angles formed in a polygon

+
+=== Mapping your way ===

+Each child was given a rectangular dot grid and the facilitator verbally gave instructions to move in specific directions (Eg – move two dots upward, 3 dots to the right, etc.). Students were asked to represent the movement by joining the dots with a pencil as the facilitator was giving instructions.

+
+'''Instructions for activity:'''

+
+ನಿಮಗೆ ಈಗ ಕೆಲವು ಸೂಚನೆಗಳನ್ನ ಕೊಡ್ತೀವಿ. ಅದರ ಪ್ರಕಾರ ನೀವು ನಿಮ್ಮ ಹಾಳೆಯಲ್ಲಿ ಗೆರೆಗಳನ್ನು ಎಳೆದು ಚುಕ್ಕಿಗಳನ್ನು ಸೇರಿಸಬೇಕು

+
+ 2. ಹಾಳೆಯ ಕೊನೆಯ ಗೆರೆಯಲ್ಲಿನ ಎಡಬಾಗದಲ್ಲಿರುವ 3 ನೇ ಚುಕ್ಕಿಯನ್ನು ಗುರುತು ಮಾಡಿ.

+
+ 3. ಆ ಚುಕ್ಕಿಯಿಂದ 4 ಚುಕ್ಕಿ ಮೇಲಕ್ಕೆ ಏಣಿಸಿ ಗೆರೆ ಎಳೆಯಿರಿ

+
+ 4. ಈಗ, ಆ ಚುಕ್ಕಿಯಿಂದ 5 ಚುಕ್ಕಿ ಬಲಕ್ಕೆ / right ಗೆ ಗೆರೆ ಎಳೆಯಿರಿ

+
+ 5. ಕೊನೆಯ ಚುಕ್ಕಿಯಿಂದ ಕೆಳಗಿರುವ ೩ ಚುಕ್ಕಿಗಳನ್ನು ಸೇರಿಸಿ.

+
+ 6. ಕೊನೆಯ ಚುಕ್ಕಿಯಿಂದ ಬಲಕ್ಕೆ 4 ಚುಕ್ಕಿ ಏಣಿಸಿ ಗೆರೆ ಎಳೆಯಿರಿ

+
+ 7. ಈಗ ಕೊನೆಯ ಚುಕ್ಕಿಯ ಮೇಲಿರುವ 8 ಚುಕ್ಕಿಗಳನ್ನ ಸೇರಿಸಿ

+
+ 8. ಆಮೇಲೆ ಕೊನೆಯ ಚುಕ್ಕಿಯಿಂದ ಎಡಕ್ಕಿರುವ 6 ಚುಕ್ಕಿಗಳನ್ನು ಸೇರಿಸಿ

+
+9. ಕೊನೆಗೆ ಆ ಚುಕ್ಕಿಯಿಂದ ಕೆಳಗಿರುವ 4 ಚುಕ್ಕಿಗಳನ್ನ ಸೇರಿಸಿ.

+
+'''Rubrics:'''

+
+ • able to follow the teacher instructions correctly

+
+ • able to identify the starting point, based on initial instruction

+
+ • able to comprehend moving forward as drawing a line upwards

+
+ • able to comprehend moving backward as drawing a line downward ·

+
+ • able to comprehend moving right as drawing a line rightward ·

+
+ • able to comprehend moving left as drawing a line leftward

+
+=== Dots and distances ===

+Students were handed plain sheets of paper and asked to fold it in half, twice. This created 4 quadrants/parts on the paper. While folded, they were then asked to mark 4 dots on the 4 quadrants.

+
+Next, students were asked to identify the two dots on the sheet which are closest to each other and draw a red line with a crayon between them. Similarly, they were then asked to recognise the two dots which are the farthest from each other and draw a green line between those dots.

+
+'''Instructions :'''

+
+ನಿಮ್ಮ ಹಾಳೆಯನ್ನು ಅರ್ದ ಮಡಿಚಿ, ಈಗ ಇನ್ನೊಂದು ಸಲ ಅರ್ದ ಮಡಿಚಿ ಮಕ್ಕಳಿಗೆ ತೋರಿಸುತ್ತಾ :

+
+೧. ಮೊದಲನೇ ಬಾಗದಲ್ಲಿ ಏಲ್ಲಾದರೂ ಒಂದು ಕಡೆ ಒಂದು ಚುಕ್ಕಿ ಇಡಿ, ಈಗ ಅದನ್ನು ಉಲ್ಟಾ ತಿರುಗಿಸಿ ಇನ್ನೊಂದು ಚುಕ್ಕಿ ಇಡಿ.

+
+೨. ಈಗ ಮಡಿಚಿರುವುದನ್ನು ತೆಗೆದು ಎಡಗಡೆ ಒಂದು ಚುಕ್ಕಿ ಮತ್ತೆ ಬಲಗಡೆ ಒಂದು ಚುಕ್ಕಿ ಇಡಿ. ಈಗ ಮಡಿಚಿರುವ ಹಾಳೆಯನ್ನು ಒಪನ್ ಮಾಡಿ, ನಿಮಗೆ ಈಗ ೪ ಚುಕ್ಕಿಗಳು ಕಾಣುಸ್ತಿದೆ ಅಲ್ವಾ?

+
+೨. ಈಗ ಆ ೪ ಚುಕ್ಕಿಗಳಲ್ಲಿ ತುಂಬಾ ಹತ್ತಿರ ಇರುವ ಎರಡು ಚುಕ್ಕಿಗಳು ಯಾವುವು? ಆ ಎರೆಡು ಚುಕ್ಕಿಗಳನ್ನ ಕೆಂಪು ಗೆರೆ ಏಳೆದು ಸೇರಿಸಿ. ಹಾಗೆಯೇ ಎಲ್ಲವ್ದುಕ್ಕಿನ್ನ ದೂರ ಇರುವ ಎರಡು ಚುಕ್ಕಿಗಳನ್ನ ಹಸಿರು ಗೆರೆ ಏಳೆದು ಸೇರಿಸಿ.

+
+'''Rubrics:'''

+
+ • able to follow the teacher instructions correctly

+
+ • able to fold the paper in 2 halves correctly

+
+ • able to mark the 4 dots in the right quadrants

+
+ • able to identify and connect (in red coloured line) the closest dots correctly

+
+ • able to identify and connect (in green coloured line) the farthest dots correctly

[[Category:Baseline study]]

[[Category:Baseline study]]