How to teach Maths in lower classes

8/12/2019 How to teach Maths in lower classes

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Prepared by:

Ganga, PHSS


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To orient the teachers on the principles and processes of theReformed Mathematics Curriculum and the Content of NewClass III Curriculum

Orient teachers to new strategies of certain topics as opposedto earlier teaching methods to stress on the conceptualdevelopment and understanding

Familiarize the teachers on the way continuous assessmentshould be carried out so that it helps students to develop

problem solving, reasoning, communicating, connecting andrepresenting skills.

Teachers can share examples of good practices so that otherscan adopt them.


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CONTENT STANDARDS PROCESS STANDARDS

Number and Operations

Algebra

Geometry

Measurement

Data Analysis andProbability

Problem Solving

Reasoning and Proof

Communication

Connections

Representations


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1.1 Class 3 - Strand A Numbers

1.2 Class 3 - Strand B - Operations

1.3 Class 3 - Strand C - Patterns

1.4 Class 3 - Strand D - Measurement

1.5 Class 3 - Strand E - Geometry

1.6 Class 3 - Strand F - Data Management

1.7 Class 3 - Strand G - Probability


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There are basically two types of assessment, depending onwhat you do with them:formative assessmentand summativeassessment.

Formative assessmentis observation to guide further

instruction; and the observation is not normally measured,or its measurement is not recorded to grade students. It isalso called assessment for learning. Various ideas andtechniques of formative assessment for class 3 have beenprovided in an integrated manner within the textbook,Understanding Mathematics, Textbook for Class 3. Further,formative assessment should be carried out in a continuousmanner through the means of direct observation andinteraction with the students as you teach them andassignment and correction of home works.


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Summative assessmentis used to determine a markor a grade for students. It is also called assessmentof learning. The assessment discussed here pertainsto the summative assessment of the students in

class 3. The summative assessment of students in class 3 is

to be done through the following means:

Interview-based Performance Task (for

Continuous Summative Assessment) Homework (for Continuous Summative

Assessment)

Chapter Tests (for Continuous Summative

Assessment) Half-yearly Examination

Annual Examination


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Interview-based Performance Task (ForContinuous Summative Assessment)

An Interview-based Performance Taskis a smalltask, usually a hands-on one, which the teachergives a student to do. This allows the teacherto see if the student understands certain

concepts and can perform the associatedmathematical skills. The task should beinteractive, and carried out in an informalsetting. For the detailed information andsamples of Interview-based Performance Task,please refer the teachers guide for Class 2(Understanding Mathematics, Teachers Guide forClass 2).


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The teacher should conduct at least oneInterview-based Performance Taskfor the studentson one of the chapters during Term I and

another one during Term II. The setting of thetask and the marking criteria for the Interview-based Performance Taskcould be adapted fromthe samples provided for the chapters in theteachers guide for class 2 (Understanding

Mathematics, Teachers Guide for Class 2). Themarks obtained should then be converted to

10% for each of the Interview-based PerformanceTasksconducted during each term for enteringinto the student progress report card.


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Homework (For Continuous SummativeAssessment)

Homework should be assigned to the studentson a regular basis. However, care should betaken not to overload the students with toomuch of homework. Also, the homeworkshould be checked with proper feedback

provided to the students in a timely manner.The teacher should check at least two timeseach students homework during each of terms.The teacher can devise his/her own marking

scheme for the homework. The marks for thehomework during each term should beconverted to 5% for entering into the studentprogress report card.


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Chapter Test (For Continuous SummativeAssessment)

A chapter test could be conducted at the end ofteaching a chapter. It should be carried outduring one of the class periods. The totalmarks obtained by a student for the chapter

tests during each of the terms should beconverted to 15% for entering into the studentprogress report card.


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Half-yearly Examination

The question paper for the half-yearly examinationshould be set out of 15 marks, with a writing time1 hour. The paper should not be divided into anysections. There could be a total number of 15 to 20questions in the paper. The questions should besimple and clear set from the content chapters

covered up to the point before the examination.The questions should be similar to the onesincluded in the textbook, Understanding

Mathematics, Textbook for Class 3. Some of the

students may require help with explanations of thequestions during the examinations, which shouldbe provided.


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Weighting and the Student Progress ReportCard

The scores from the above five areas of

summative assessments will then be used togenerate the Student Progress Report Card.The weighting among them is as given in thetable below:


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Term I Term II

Interview-basedPerformance Task (ForCA)

10% 10%

Homework (For CA) 5% 5%Chapter Test (For CA) 15% 15%

Half-yearly Examination 15%

Annual Examination 25%

Total 45% 55%


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The total CA marks obtained before the half-yearly break, depending on the number of

chapters covered by then, should be convertedto be out of 30%, to be entered in the StudentProgress Report Card. The CA marks after thehalf-yearly break should be converted to be out

of 30% in a similar manner. This gives a totalof 60% for the CA for the entire year. The 15%for the Half-yearly Examination and the 25%for the Annual Examination are straight

forward as the examinations would be set for amaximum of 15 and 25 marks respectively.


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How to teach Maths in lower classes

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