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

Rubric to assess:

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

Rubric to assess:

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)

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)

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:

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

   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?”

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

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

Single digit Multiplication
1	Unable to solve/does not attempt
2	Able to do the representation using drawing
3	Directly writes the answer

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