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

1. Pick 2 chits from set 1 and 2 > make the smallest number > write it down
2. Pick 3 chits from the 3^rd 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 3^rd 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