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From Karnataka Open Educational Resources
TIIE-Endline Mathematics activity (view source)
Revision as of 07:27, 21 March 2023
, 07:27, 21 March 2023→Multiplication
# Add the first set of numbers
# Add the first set of numbers
# Subtract the second set of numbers *student can choose to do in any method, not necessarily FLU
# Subtract the second set of numbers *student can choose to do in any method, not necessarily FLU
'''Rubric to assess:'''
{| class="wikitable"
{| class="wikitable"
| colspan="3" |'''Smallest and Largest'''
| colspan="3" |'''Smallest and Largest'''
number and also explain why it is the largest
number and also explain why it is the largest
|}
|}
'''Rubric to assess:'''
{| class="wikitable"
{| class="wikitable"
| colspan="4" |'''Addition and Subtraction'''
| colspan="4" |'''Addition and Subtraction'''
=== '''Word problems''' ===
=== '''Word problems''' ===
Addition number sets: '''(74, 17), (75, 16), (77, 14)'''
Addition number sets: '''(74, 17), (75, 16), (77, 14)'''
{| class="wikitable"
|+
!
!
|-
|ಚಿತ್ರಮಂದಿರದ ಮುಂದೆ __ ಪುರುಷರು ಮತ್ತು __ ಮಹಿಳೆಯರು ಟಿಕೇಟ್ ಕೊಳ್ಳಲು ಎರಡು ಸಾಲುಗಳಲ್ಲಿ ನಿಂತಿದ್ದಾರೆ. ಹಾಗಾದರೆ, ಟಿಕೇಟ್ ಕೊಳ್ಳಲು ಒಟ್ಟಾಗಿ ಎಷ್ಟು ಜನ ಕಾಯುತ್ತಿದ್ದಾರೆ?
|ಒಂದು ಅಂಗಡಿಯಲ್ಲಿ ಗಾಳಿಪಟಗಳನ್ನು ಎರಡು ರಾಶಿಗಳಲ್ಲಿ ಇಡಲಾಗಿದೆ. ಒಂದು ರಾಶಿಯಲ್ಲಿ __ಗಾಳಿಪಟಗಳಿವೆ ಮತ್ತು ಇನ್ನೊಂದು ರಾಶಿಯಲ್ಲಿ __ ಗಾಳಿಪಟಗಳಿವೆ. ಹಾಗದರೆ, ಅಂಗಡಿಯಲ್ಲಿ ಒಟ್ಟಾಗಿ ಎಷ್ಟು ಗಾಳಿಪಟಗಳಿವೆ?
|}
Subtraction number sets: '''(63, 16), (75, 18), (42, 17)'''
{| class="wikitable"
|+
!
!
|-
|ರೀನ ತೋಟದಲ್ಲಿ ಹೂಗಳನ್ನು ಕಿತ್ತುತ್ತಿದ್ದಾಳೆ. ಗಿಡದಲ್ಲಿ __ ಮಲ್ಲಿಗೆ ಹೂಗಳಿವೆ ಮತ್ತು __ಹೂಗಳು ನೆಲದ ಮೇಲೆ ಬಿದ್ದಿವೆ. ಹಾಗಾದರೆ, ಒಟ್ಟಾಗಿ ಎಷ್ಟು ಹೂಗಳಿವೆ?
|ರಾಮು ಎಂಬುವವನ ಬಳಿ ಒಂದು ಡಬ್ಬದಲ್ಲಿ __ ಗೋಲಿಗಳಿದ್ದವು. ಆ ಗೋಲಿಗಳು ನೆಲದ ಮೇಲೆ ಚೆಲ್ಲಿಹೋದವು, ಅವನು ಹೇಗೋ ಮಾಡಿ __ ಗೋಲಿಗಳನ್ನು ಹುಡುಕಿದನು. ಹಾಗಾದರೆ ಎಷ್ಟು ಗೋಲಿಗಳು ಕಾಣೆಯಾಗಿವೆ?
|}
'''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:'''
{| class="wikitable"
{| class="wikitable"
|1
|1
=== '''Conversation''' ===
=== '''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?
“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?
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'''
{| class="wikitable"
| colspan="2" |'''Single digit Multiplication'''
|-
|1
|Unable to solve/does not attempt
|-
|2
|Able to do the representation using drawing
|-
|3
|Directly writes the answer
|}
{| class="wikitable"
| colspan="2" |'''Double digit Multiplication'''
|-
|1
|Unable to solve
|-
|2
|able to solve partially
|-
|3
|able to solve by area model
|-
|4
|able to solve regular method
|}
[[Category:TIIE Mathematics]]
[[Category:TIIE Mathematics]]
