Class 6-8

Drama embodies this completely. When learning or using drama, it involves the logical and emotional parts of the individual. It is not just a skill to learn. It is a way of learning. Drama emphasizes on both physical and mental involvement. Often through activities like improvisation, role play and games drama creates situation in which these possibilities can be explored. It enables the child to get involved in the process, do, feel, live and many other things in a natural way. This process is the essence of the “learning by doing” methodology.

It was the end of the rainy season somewhere in month of September-2016 when I joined one of the biggest not -for- profit organisations in India, the Azim Premji Foundation. It gave a sharp turn to my life. The programme I joined, associateship programme, is mandated with the initial process to understand a government school through observations and facilitations of classes for a year as we needed to work with public school system, developing the teacher capacity more in terms of perspective along with content.


Dear parents,

Just imagine, in a routine mathematics class a teacher enters the class room with a colorful board game. Instead of instructing students to take out their math textbooks/note books and setting work for them, he just opens the game board and allows students to play the game. The eyes of the students sparkle and they enjoy playing. Even the back benchers (who generally do not get involved in class room work) come forward to play and give a neck to neck fight to the scholars in the class.

Rarely has a book so perfectly matched its title. The Gentle Man Who Taught Infinity by Sheshagiri KM Rao is one such and what a gentle read it was! Written as a tribute to the mathematics teacher who influenced his life, Sheshagiri Rao has managed to show us with his account just how far reaching a teacher’s influence can be and how this teacher did it, not commandingly or overtly or even intentionally but with his sheer love for the subject he taught and his innate respect for the students he taught.

In this episode of “How To Prove It”, we prove a beautiful and striking formula first found by Leonhard Euler; it gives the area of the pedal triangle of a point with reference to another triangle.

In many programs of study, the material on the formulas relating the sides and special segments in a triangle does not appear as part of the study of mathematics in high school. On the other hand, in many programs of study the background required to understand this subject is studied already by the ages of 13-15. This situation gives us the opportunity to teach the relationship formulas at an early stage, even before the studies of geometry have begun in the precise manner at the higher level of difficulty.

Beginning with this issue, we start the TearOut series. In this article, we focus on investigations with dot sheets. Pages 1 and 2 are a worksheet for students, pages 3 and 4 give guidelines for the facilitator

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.

Paper folding techniques have been successfully used to demonstrate multiplication of proper fractions in the classroom. This article may be used to make sense of the same techniques when applied to improper fractions. The problem at hand is to investigate how a product such as 3/2 x 4/3 may be demonstrated by paper folding.


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