TIIE-Endline Mathematics activity

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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

  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
Smallest and Largest
1 2 3
Unable to construct the smallest number using the digits picked and unable solve the operation Able to construct the smallest

number but unable to explain why it is the smallest

Able to construct the smallest

number and also explain why it is the smallest

Unable to construct the largest number using the digits picked and unable solve the operation Able to construct the largest

number but unable to explain why it is the largest

Able to construct the largest

number and also explain why it is the largest

Addition and Subtraction
1 2 3 4
Unable to solve the addition Able to partially solve the addition (parts which don’t need carry-over) Able to solve using FLU model but not using regular method Able to solve directly using the regular method
Unable to solve the subtraction Able to partially solve the subtraction (parts which don’t need regrouping Able to solve using FLU model but not using regular method Able to solve directly using the regular method

If the child is unable to do the above activity, only then do the money conversation, else only do the word problems.

Word problems

Addition number sets: (74, 17), (75, 16), (77, 14)

Subtraction number sets: (63, 16), (75, 18), (42, 17)

1 2 3 4
Unable to identify the operands even after hearing the problem statement 2 or 3 times Identifies the operands but not the right operation Identifies the operands and the right operation but unable to solve it correctly Identifies the operands from the problem statement and solves the operation correctly

Conversation

“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?”

1 2 3 4
Unable to correctly tell the combination of denominations corresponding to the number and unable to solve the operations Able to correctly tell the combination of denominations corresponding to the number but unable to perform the operations Able to correctly tell the combination of denominations corresponding to the number and solve the addition but not subtraction Able to correctly tell the combination of denominations corresponding to the number and solve both addition and subtraction

Multiplication

Rubric to assess understanding of multiplication

  • able to represent the multiple factors in pictorial form (objects)

  • able to explain the numerical expression using real life example

  • able to explain the meaning of multiplication process