The Resources section has rich pickings - plenty of hands-on, ready-to-use activities, ideas, posters and worksheets for teachers.
To answer the above question, let us ask ourselves a few more questions. Does a classroom where the teacher asks questions that can be answered with a simple ‘yes’ or ‘no’ provide scope for students to share their true understanding of knowledge?
This question is based on non-standard units and the distractors are based on the doubts which are normally observed in class.
Materials required: A Hundreds Grid and the set of the 12 pentominoes printed and cut out from thick paper or card stock.
After looking at visual justifications for properties of addition for whole numbers and fractions, this poster considers the properties of multiplication for the same number sets.
Monika was teaching ‘Nets of Cuboids’ with Class 5. During the reflection and discussion after the sessions, the mathematics teacher pointed out two misconceptions that arose during her sessions. The cuboid that she chose included two square faces. Some of the students formed the misconception that the net of a cuboid must have at least one pair of square faces. The worksheet given below is intended to address this misconception.
Here is a worksheet that teachers can use to check their students’ understanding of fractions, in the context of the accompanying article. It may be used for students in classes 4, 5, 6 and 7 as appropriate, to assess their understanding.
In each of the images in the three groups A, B and C, two numbers (shown in contrasting colours) are added. What do you notice about these numbers and about their sum?
Children’s understanding of numbers begins naturally as they explore the world around them—even in infancy. Through repeated interactions with objects and the language used in their environment, they gradually build early number concepts.
Make similar pictures for any of these: 5 + 6, 5 + 7, 5 + 8, 5 + 9 and find the sum
Practically every human activity involves usage of thinking skills. What are thinking skills? They are essentially mental processes that we do: classifying objects, observing properties, encoding information, comparing, taking decisions, making inferences and solving problems. Thinking skills can be viewed as the building blocks of the whole canvas of thinking. These thinking skills are broadly classified into two categories: lower order thinking skills and higher order thinking skills.
Make a square. Now release any one corner to get a triangle. Which type of triangle did you get? Consider both types of triangles, i.e., those classified by either side or angle.
many ways, the teaching of geometry when approached in the right way holds an immense potential for learning the art of seeing and observing. As one begins to play around either with a plain square paper by folding it in different ways or connecting dots in a dot paper one begins to see a variety of shapes emerge. Personally I have always found it to be a pleasurable and enriching experience as every student that I meet sees and notices shapes in his or her own special way.