Three Mathematics Plans - Essay Example

Three Mathematics Plans Mathematic Lesson Plan-I – Cordial Relations Period Syllabus reference: Aim: This lesson is aimed at making the students understand the concept of cordial relations in learning the mathematical concept of Ratios Student Outcomes: After going through the lesson, students will be able to; Point out the reasons differentiating two relations Differentiate between equal and unequal proportions of the relations Representing the cordial relations in mathematical form Come out with their own sets of examples Prerequisite Knowledge: In order to get things done in a better way, students must have some prior knowledge about; The Number systems and counting Identification of the objects being placed before them Expressing their thoughts in writing Preparation/ Resources Needed: To conduct the experiment, some of the items that we require are; i. A bucket of Water ii. About 20 transparent plastic cups iii. One stick for stirring the colour in plastic cups iv. Marker Pen v. Some packets of soluble colour Lesson Outline: The lesson can be broadly divided into three segments viz. Introduction, Main Body and Closure. Introduction: In this segment an effort would be made to gauge the level of interest that the students are showing towards learning and the knowledge level of students. Therefore to begin with; The students are asked to tell whether they know the literal meaning of ‘cordial’ and ‘cordial relations’. Some of them will surely be able to tell the meaning, then the teacher would emphasise that today’s class is just about that, i.e. making learning more cordial. The students are then asked to identify some of the items kept on the table. Main Body: It is the main part of the class when students get to learn new concepts or strengthen the concepts learnt so far. This part would begin by inviting two students near the table. All efforts should be made to invite voluntary participation. Step-1: Each student should then be given 10 plastic cups each and some packets of soluble colour. This colour is being used instead of using fruit juices. The two students must be given different colours. If student A is given green colour packets, student B must be given yellow colour packets. Step-2: Now the students are asked to look towards their tables in such a manner that they have their backs towards each other. Step-3: Now each student is asked to fill up five cups with water Step-4: Now the class is asked to spot any difference between the two tables. There’s none of course Step-5: Now Student A is asked to fill two cups with green colour. Student B is asked to fill up three cups with colour Step-6: Now the class is asked to spot the difference. This can be done by inviting 2-4 students to the two tables and then record their opinion on the blackboard with the help of the marker. Step-7: Table A has cordial mix in two cups while the other three are with water. That means table A has the ratio of 2:3. Table B as cordial mix in three cups; the other two being with water. So the ratio on table B is 3:2. This helps the students in understanding the ratio concept Step-8: The experiment can be repeated again with cordial mix on Table A in four cups with one cup of water. Similarly table B can have one cup of cordial mix and four cups of water. Step-9: Once the students are able to spot the difference, they need to be told what it means when we go on increasing one part of the ratio, or increasing the value of numerator or denominator and how this makes the difference in the overall value of the ratio. Closure: In the closing part of the class, students should be encouraged to think about such cordial relations with the help of (say) 8 plastic cups. So that they get an idea about the manner in which values of the fractions can be varied. Mathematic Lesson Plan-II – Ratios Class Period Date Syllabus Reference: NS 4.3 - Operates with fractions, decimals, percentages, ratios and rates Aim: Aim of this lesson is to understand how we solve problems of ratios, and figure out their utility in our daily life. Student Outcomes: After the lesson the students must be able to; Identify an increase or decrease in the value of a fraction Addition or subtraction of fractions Multiplying and dividing the fractions Rounding off the decimal values of fractions Figure out the difference in a fraction and its reciprocal Converting fractions into percentages Figure out the difference in marks scored by some of them – in percentage terms Prerequisite Knowledge: In order to understand the lesson in a better way, the student must have some idea about; Fraction and ratios Differentiate between numerator and denominator Preparation/ Resources Needed: Because this chapter will be more in the nature of theory lesson, we do not need to have many objects on the table, instead we can have; The report cards of the students from the previous session or class or the list of marks. We can also have couple of price tags of some items like books, shoes, cloths, pen etc. so that we relate the teaching with some practical experience. Some leaflets (or newspaper advertisements) indicating price discounts on the MRP Some currency notes and coins Lesson Outline: The segments namely Introduction, Main Body and Closure can be prepared in the following manner. Introduction: To start with, student should be asked as to whether they have ever purchased something from the market. Depending upon the couple of responses, the teacher can ask did they ever make use of fractions and resources during such purchases. Subsequently, students need to be informed about the importance of mastering the ratio and fraction calculations in order to be able to do some worthwhile shopping for their friends and family. Main Body: This part would comprise of couple of steps like i. Two students can be asked to volunteer with their mark sheets to come out in front. (Note-It might be possible that students are bit reluctant to divulge the details of their marks. In such cases the teacher would tell provide them with some mark sheet awarding some marks out of the total of 50 or 100. Both the students must have different marks for better understanding the lesson). ii. Then both these students should be given two sets of marks like; a. For example in one subject student A could state that his marks are 50 out of 100 and student B says that his marks are 75 out of 100. b. Then in another subject student A says that his marks are 60 out of 100 while Student B says his marks are 70 out of 150 iii. Then the class is asked to tell who has scored more marks in both the cases. iv. The responses are bound to differ, particularly in the second case v. Subsequently the teacher will tell the difference to the class vi. Now some cases of discounts being offered by the shops or retail stores are brought before the class. The retail stores invariably come out with price discounts. The class is therefore told to figure out the best available deal for them. vii. To make things clear two such discount announcements be brought before the class, in which; a. One pair of shoes is priced at $1000 and the discount announced is 15 percent b. Another pair of shoe is priced at $900 and the discount announced is 10 percent. Out of these two situations, the students are asked to come out with the best deal for them (Note: Students must be told that the quality and brand in both the cases is the same) viii. Once the students are able to spot the difference, they need be told the actual procedure of finding out the difference ix. Subsequently the students are told about how we add two fractions. To start with we will provide the examples in which denominators are the same, but their values vary in numerators. Closure: After the class, students can be asked to share their shopping experiences and what they felt had they known the concept of fraction beforehand. Thereafter they can be given some easier assignments to test what they have learnt today. Mathematic Lesson Plan-III – Fraction and Ratios in our day to day life Class Period Date Syllabus reference: Aim: This lesson is aimed at making the students understand the importance of ratio in practice on a number of occasions. Student Outcomes: After going through the lesson, students will be able to; Compare the prices of two products Figure out the difference between the price discounts offered by competing companies Find out how to calculate the taxes etc being levied on products and services Prerequisite Knowledge: For making effective use the fraction and ratio calculation student must be aware about; The basic difference between simple numbers and fractions Addition and subtraction of fractions Some idea about converting simple decimals to fractions and vice versa Preparation/ Resources Needed: Since this exercise is basically about familiarising the students about the practical world. We need; Information about two competing companies their product ranges like the products from two retail stores like Wal-Mart and Tesco Price tags of at least two pairs of products of general use like a gift item, pen, television sets etc. Some details about the pricing strategies adopted by the companies Advertisement clippings announcing the discounts, if possible these advertisements could be from the period of Christmas or New Year. Lesson Outline: The three segments of the lesson can be prepared in the following manner. Introduction: Students can be given a fraction and then their responses be sought on ‘what happens if the fraction is multiplied by a number or divided by a number’. These calculations should be simple ones’. Students can be asked to cite instances when they last came across some of announcements regarding the discounts etc. in newspapers or in mainstream media Main Body: The main body comprises of the following steps; i. After assessing the initial response from the students, the teacher can give them some examples of the discount announcements by the retail stores. ii. Students are also told about the kind of impact it makes if a retail store comes out with a fabulous discount of say 50 percent or 60 percent, instead of reducing the regular MRP on the product. This basically involves analysing the human psychology. iii. Students are asked to find out the exact prices a particular product will cost after the discount percent is taken off from its regular MRP. iv. The exercise is repeated with the product from the other store as well v. This helps students in finding out which one is the best from price perspective vi. Students should also be told about how the companies add up a pre-decided percentage on the cost price of the product, which takes care of their profit margins vii. Subsequently students can be divided in groups of 5-6, with some groups as retails stores while some others becoming the customers. The student group coming out with; a. Best bargain prices, and b. Best day’s sales Be named as the winners, by telling them about the mechanism adopted for their selection. Closure: Students can be handed out assignments in which they are supposed to come out with examples of the final price difference in product prices. Read More