Ten-frames are relatively new to India. They are very useful at the beginning for learning the single-digit numbers. They also facilitate automatization of addition facts with single digit numbers. In addition, they can provide a lot of conceptual clarity wrt odd-even.
Ganitmala is a manipulative version of number line. It is a proportional material that has properties of both groupable and pre-grouped models. Jodo Gyan (https://jodogyan.org/) introduced them in India.
It can be used for introducing whole numbers and all four operations - addition, subtraction, multiplication and division. It can also be used for the division algorithm to find the HCF!
Nothing makes as much sense to a student as his or her own reasoning. And that is why a math class should give students the time and careful facilitation that enables this. The problem at hand was 4/3 + 5/2. Here is an account of a class in which this problem was tackled by students who had understood the need/reason for fractions to be of the same size i.e., to have the same denominators so as to be able to add them easily. However, they had not yet arrived at any particular method to achieve this.
The game featuring Ali, the ant helps the learners comprehend that adding positive integers makes the number bigger. It also gives them the practice of using a scale & number line.
Swati shares a game from Swanirvar/Shikshamitra that assesses number operations and demands higher order thinking skills. Did we tell you that it is a cheating proof game!?
Here is a quick rewind of some interesting ideas that got featured on the Teachers of India website. We know it is not final. We know there are very many resources you found it useful that we couldn't feature in this particular list. How about you making your own list and sending it to us. We also invite you to remix ideas from your own experience and share it with larger teacher community. That would be a great bang to start the year!
A visual manual on how to use a ganitmala to show whole numbers, add, subtract, multiply and divide them. Also includes how to show the division algorithm for HCF.
Are certain individuals born to be teachers and can only those be truly competent? Or can people without such aspirations develop to become ‘great teachers’? Are there certain conditions, the presence of which foster such development?