.DIVISION BY 10 PART-1 Materials Required: writing Dynamic part bead material,unit skittles and material. Invitation : division.

Preparation: them to Today shall we learn something more about Adult calls a group of 5-6 children and ask assemble at the presentation area. Presentation: (Adult takes 1 ten bead bar and asks .) Adult: What is this? Child : 1 ten. (Adult places 10 skittles in a row on the mat and points to the ten bead bar and says.) Adult :Now I am going to divide this equally.Can I divide this ten bead bar equally? Child : No. Adult : So we can change this ten bead bar to 10 units. (Adult exchanges the ten bead bar to 10 units.) Adult : Now I am going to divide this 10 units equally to the skittles.

Adult : How much did each skittle ? Child: One. Adult : So 10 : 10 gives 1. (Adult writes 10 : 10 =1 on the board) Adult : Write down in your journal. Child : Does. Winding Up : Find out 20 : 10 Follow Up : Find out 30 : 10 40 : 10 50 : 10 NOTE: Now the child understands that any number divided by 10 gives the same number with one zero less or shifts down by one heirarchy.

DIVISION OF 100 BY 10 100 : 10 = 10 200 : 10 = 20 300 : 10 = 30 400 : 10 = 40 500 : 10 = 50

DIVISION OF 1000 BY 10 1000 : 10 = 100 2000 : 10 = 200 3000 : 10 = 300 4000 : 10 = 400 5000 : 10 = 500

PART II

DIVISION WITH REMAINDER

Presentation : Adult proposes a problem (eg: 36 : 10) Adult : What is the dividend? Child : 36 Adult : What is the divisor? Child : 10 Adult : As the divisor is 10, we can place 10 skittles on the mat. (Adult places 10 skittles on the mat and takes 3 ten bead bars and 6 units and places them in a bowl.) Adult: First we can divide this 3 ten bead bars equally to the skittles. (Adult divides 3 ten bead bars to three skittles and then tells) Adult : We cant dividethese equally to all the skittles .So we can exchange these 3 ten bead bars to 30 units . (Adult exchangesthe 3 ten bead bars to 30 units and divides the units equally to all skittles.)

Adult : Now only 6 units are remaining .Can we divide it equally to all skittles? Child : No. Adult : As we cannot divide it equally to all skittles ,6 is the remainder. Winding Up : Propose more problems. Follow Up :Ask the child to take the problem cards and practice.

PRIME NUMBERS

Materials Required:

Table C charts , Writing materials. (There are two Table C charts.In the first chart there are two Tables - C1 and C2.Table C1 has numbers ranging from 125.Table C2 has numbers ranging from 26-50. In the second Table C chart also there are two Tables- C3 and C4.In the table C3 the numbers range from 51-75 and in C4 the numbers range from 76-100.)

Invitation :

Today shall we work with Table C chart. (Invite 4-5 children who already knows multiplication and factorization .)

Preparation: Presentation:

Adult ask the children to carry the writing material to the presentation area and adult carries the Table C chart.

(Adult distributes the Table C chart among children and introduces the chart. Adult then points to the numbers 1-25 in the table C chart and says) Adult: You have already learnt about factorization .Can you please write down the factors of each of these numbers in the space given here? Child : Writes all the factors of the numbers ranging from 1-25.

TABLE C-CHART 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

25

Adult : Can you tell me which number has 1 and the same number as factors ? Child : Says all the numbers which has 1 and the same number as factors. Adult : Those numbers which has 1 and the same number as factors are called Prime numbers (1 is neither a prime number nor a composite number?

Winding Up : Complete the table C2 in the first chart.

Follow Up : Ask the child to complete the second Table C chart ie , C3 and C4.

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MULTIPLICATION OF QUADRINOMIAL BY TRINOMIAL

Materials Required: Dynamic part bead material, Slips of paper , Writing material and Black board. Invitation : (Invite 4-5 children who have already completed the activity multiplication of quadrinomial by binomial.) Today shall we do multiplication with dynamic part bead material ? Preparation: Adult ask the children to carry the dynamic bead box to the presentation area and adult carries the paper slips. Presentation: (Adult proposes a problem 2312 x 123) Adult: Today we are going to take 2314 x 123times .What is the

multiplicand here? Child : 2312. Adult : Can you split it according to the place value? Child : 2000 , 300 , 10 , 2 Adult : What is the multiplier? Child : 123 Adult : Can you split the multiplier according to the place value? Child : 100 , 20 , 3 (Adult ask the child to write the multiplicand and multiplier according to the place value in slips of paper and place it appropriately on the mat.)

100

20

3 X 200 0e 300 10 2

Adult ask the child to complete the monomial and binomial part and then call her. Adult : Now we have to take 2312 , three times. Adult points to the units place of multiplicand and asks) Adult : What do we have in the units place?

Child : 2 units Adult : So we have to take 2 , three times. (Child places the units in the appropriate place.) (Adult points to the tens place and ask.) Adult : What do we have in the tens place? Child : 10 Adult : So we have to take 10 ,three times. (Child places the tens units in the appropriate place.) Adult : What do we have in the hundreds place? Child : 300 Adult : So we have to place 300 , three times. (Child places the hundreds units in the appropriate place.) Adult : What do we have in the thousands place? Child : 2000 Adult : So we have to place 2000, three times. (Child counts and places the thousands cubes from right to left above the 2000s slip.)

2312X1 23

200

300

10

Adult : Next we have to take 2312 twenty times.What is the units place? Child : 2 Adult : We have to take 2 twenty times which is same as 20 taken two times. Take the quantity and place it in the appropriate place. (Child counts and places the quantity -2 ten bead bars two times.) Adult : What is in the tens place? Child : One 10 Adult : One 10 taken twenty times is same as 100 taken two times. Take the quantity and place it in the appropriate place. (Child counts and places the quantities hundred squares two times from right to left.) Adult : What is in the hundreds place? Child : 300 Adult : 300 taken twenty times is same as 3000 taken two times. Take the quantity and place it in the appropriate place. (Child counts and places the quantities thousand cubes two times from right to left.) Adult : What is in the thousands place? Child : 2000 Adult : 2000 taken twenty times is same as 20,000 taken two times. Take the quantitypaper slips of 10,000 and place it in the appropriate place.

20

Adult : Next we have to take 2312 hundred times.What is the units place? Child : 2 Adult : We have to take 2 ,hundred times which is same as 200 taken one time. Take the quantity and place it in the appropriate place. (Child counts and places the quantity -2 hundred squares one time in the units place.) Adult : What is in the tens place? Child : One 10 Adult : One 10 taken hundred times is same as 1000 taken one time. Take the quantity and place it in the appropriate place. (Child counts and places the quantities one thousand cube one time.) Adult : What is in the hundreds place? Child : 300 Adult : 300 taken hundred times is same as 10,000 taken three times. Take the quantity and place it in the appropriate place. (Child counts and places the quantities paper slips written 10,000 from right to left.) Adult : What is in the thousands place? Child : 2000

2312X1 23

200

300

10

Adult : 2000 taken hundred times is same as 100,000 taken two times. Take the quantity and place it in the appropriate place. (Child counts and places the quantities paper slips written 100,000 from right to left.)

100

20

2000

300

10

Adult : Now bring the similar quantities together and make the necessary changes. (Child merges the quantities and counts and makes the necessary changes.)
100

20

2000

300

10

Adult : How many units are there? Child : 6 units Adult : record it under the units place in the proposed problem. Adult : How many tens are there? Child : 7 tens Adult : record it under the tens place in the proposed problem. Adult : How many hundreds are there? Child : 3 hundreds Adult : record it under the hundreds place in the proposed problem. Adult : How many thousands are there? Child : 4 thousands. Adult : record it under the thousands place in the proposed problem. Adult : How many 10,000 are there? Child : 8 ten thousands. Adult : record it under the ten thousands place in the proposed problem. Adult : How many 100,000 are there? Child : 2hundred thousands.

Adult : record it under the ten thousands place in the proposed problem. (Adult writes the answer on the board and ask the child to copy it in his journal.)

2 3 1 2 X12 3 2 8, 4 7
Winding Up : Adult propose another problem to the child . Follow Up : There are more problems kept in the shelf. Try to do it

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PEG BOARD MULTIPLICATION POLYNOMIAL X BINOMIAL (Direct Recording)

Materials Required: Peg board , Box of pegs, Slips of Paper and Writing material. Invitation : (Invite those children who are thorough with polynomial x monomial.) Today shall we do multiplication in a different way using peg board. Preparation: Adult ask the children to carry the peg board and the writing material to the presentation area . Presentation: (Adult proposes a problem 1234 x 12)

Adult: Today we are going to take 1234 x 12 times. What is the multiplicand here? Child : 1234. Adult : What is the multiplier? Child : 12 Adult : Now we have to split the multiplicand and the multiplier according to the place value?

(Adult ask the child to write it in slips of paper according to the place value as big as possible and place it on the peg board.)

oooooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooooo 100 0 200 30 4 x

Adult : Now we are going to take 1234 two times. What do we have in the units place? Child : 4 (Adult points the left index finger to the units place of the multiplicand and right index finger to the units place of the multiplier and says) Adult : So we have to take 4 units two times.

(Child counts and places the green pegs in the units place from right to left.) Child : 1unit ,2unit , 3units and 4units one time. 1unit ,2unit, 3unit and 4unit two times. Adult : What do we have in the tens place? Child : 30 (Adult points the left index finger to the tens place of the multiplicand and right index finger to the units place of the multiplier and says.) Adult : So we have to take 30 two times. (Child counts and places the blue pegs in the tens place from right to left.) Child : 1ten ,2tens , 3tens one time. 1ten ,2tens, 3tens two times. Adult : What do we have in the hundreds place? Child : 200 (Adult points the left index finger to the hundreds place of the multiplicand and right index finger to the units place of the multiplier and says.) Adult : So we have to take 200 two times. (Child counts and places the red pegs in the hundreds place from right to left.) Child : 1hundred ,2 hundreds one time. 1hundred ,2hundreds two times. Adult : What do we have in the thousands place? Child : 1000 (Adult points the left index finger to the thousands place of the multiplicand and right index finger to the units place of the multiplier and says.)

Adult : So we have to take 1000 two times. (Child counts and places the green pegs in the hundreds place from right to left.) Child : 1thousand one time. 1thousand two times.

oooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooo 1000 200 30 4

Adult : Now we can take 1234 ten times. What do we have in the units place? Child : 4 (Adult points the left index finger to the units place of the multiplicand and right index finger to the units place of the multiplier and says) Adult : So we have to take 4 ten times. (Child counts and places the blue pegs in the units place in the second row from right to left.)

Adult : What do we have in the tens place? Child : 30 Adult : 30 taken ten times is same as 100 taken three times. (Adult points the left index finger to the tens place of the multiplicand and right index finger to the units place of the multiplier and says.) Adult : So we have to take 100 three times. (Child counts and places the red pegs in the tens place in the second row from right to left.) Adult : What do we have in the hundreds place? Child : 200 Adult : 200 taken ten times is same as 1000 taken two times. (Adult points the left index finger to the hundreds place of the multiplicand and right index finger to the units place of the multiplier and says.) Adult : So we have to take 1000 two times. (Child counts and places the green pegs in the hundreds place in the second row from right to left.) Adult : What do we have in the thousands place? Child : 1000 Adult : 1000 taken ten times is same as 10,000 taken one time. (Adult points the left index finger to the thousands place of the multiplicand and right index finger to the units place of the multiplier and says.) Adult : So we have to take 10,000 one time. (Child counts and places the blue pegs in the thousands place in the second row from

right to left.)

oooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooo 100 200 30 4 x

10

Adult : Now we can merge the similar quantities(hierarchies) together diagonally.Then count and exchange the quantities and record the answer corresponding to the place values.)

1234x 12 1 4, 8 0 8
Winding Up : Gives another problem to the child.

Follow up : There are some more problems kept in the shelf ,try to do it.

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INTRODUCTION TO LONG BEAD CHAIN

Materials Required

One long bead chain, Respective arrows.

Invitation

Would you like to work with long bead chain today?

Preparation

Adult takes the child to the place of display of long

bead chain and explains , These are the long bead

chains .There are different long bead chains .Now you

can choose a long bead chain of your choice . Presentation :

Assume that the child has selected the long bead chain 7.Then adult places the

long bead chain vertically on the mat and places the arrows randomly on the left

side of the mat.

/ / / /// //

Adult: Take your left hand index finger and point to the first bead and count

till 7.

(Adult counts 1 , 2 , 3 , 4 , 5 , 6 ,7.)

Adult : Shall we place the arrow pointing to the 7th bead of the long bead

chain.

Child : Yes

Adult places the arrow

on

the right side of the long bead chain with the

arrow pointing to the 7th bead.

Adult: Shall we continue . What comes after 7?

Child : 8

Adult : (continues counting) 8 , 9 , 10 , 11, 12 , 13 ,14.Shall we keep the

arrow at 14? Child : Yes Adult : Can you place the arrow Child : Does Adult : Shall we continue .What comes after 14? Child : 15 Adult (continues counting )15 , 16 , 17 , 18 , 19 ,20 , 20 , 21. Adult : Shall we keep the arrow the arrow at 21. Adult : So please place the arrow Child : Does. the right side of the 21st bead of the chain . pointing to the 14th bead of the chain.

Adult : Shall we continue.What comes after 21 ? Child : 22 Adult and child together continues counting 21, 22 , 23, 24, 25, 26,27 , 28. Adult : Shall we place the arrow pointing to the 28th bead of the chain . Child : Does. (Then adult makes the child to do the rest of the activity and makes him place the arrows till 70.) Winding Up :Adult asks the child to take out the arrows and count again and repeat the activity once more. Follow Up : Adult ask the child to choose any other long bead chain from the shelf and place the corresponding arrows. *************************

WORKING WITH LONG BEAD CHAIN

Materials Required :

One long bead chain ,Respective arrows.

Invitation

You are already familiar with long bead chain.

Shall we place the arrows in a different way.

Preparation

Adult ask the child to carry the long bead chain and

its corresponding arrows to the presentation area.

Presentation :

Assume that the child has selected the long bead chain 3.Then adult places the

Long Bead Chain vertically on the mat in front of the child and places the arrows

randomly on the left side of the mat.

Adult points the left index finger to the first bead and starts counting 1 , 2, 3.

When the finger points to the 3rd bead, adult ask the child.

Adult : Shall we place the arrow

pointing to the 3rd bead of the chain?

Child : Does.

Adult : How many times have you taken 3ld ?

Child : One time .

Adult points to 3 and says

Adult : So 3 taken one time is 3. Shall we continue ? What comes after 3?

Child : 4 Adult : 4 , 5, 6.Can you place the arrow right side of the chain. Child places next to the 6th bead of the long bead chain. pointing to the 6th bead on the

Adult : Now how many times have we taken 3?

Child : Two times.

Adult points to 6 and say. Adult : So 3 taken two times is 6. Adult: Shall we continue ? what comes after 6?

Child : 7.

Adult : Counts 7, 8 , 9.Shall we place the arrow

pointing to the 9th bead on

the right side of the chain?

Child places the arrow

to the 9th bead on the right side of the chain.

Adult : How many times have we taken 3 ?

Child : Three times.

Adult points to 9 and say .

Adult : So 3 taken three times is 9.

(Adult ask the child to continue this activity up to 3 take ten times is 30.) Winding Up : Adult asks the child to take out the arrows and count again and repeat the activity once more. Follow Up : Adult ask the child to practice with all the Long Bead Chains from the shelf

and count and place the arrows in the above manner.

**************************

RECORDING WITH LONG BEAD CHAIN

Materials Required :

One long bead chain ,Respective arrows and tray ,

Writing materials.

Invitation

You have already worked with long bead chain.

Shall we do the recording of long bead chain in

another way.

Preparation

Adult ask the child to carry the long bead chain and

its corresponding arrows along with the writing

material to the presentation area.

Presentation

Assume that the child has taken the Long Bead Chain of three. Adult asks the child to keep the Long Bead Chain vertically on the mat.) Adult : Can you please count the beads and place the arrows ? Child : Does. Adult : Now you can record the numbers in your journal in the same sequential order, one below the other. Child : Records 3, 6, 9,12,15,..30 . Adult : These are the multiples of 3.

Winding Up : Take another long bead chain from the shelf and record the numbers in the arrow in the same way. Follow Up : Ask the child to work with other long bead chains.

***************************

RECORDING WITHOUT MATERIAL

Materials Required :

Journals and pencil.

Invitation

We have already worked with long bead chain.

Today shall we do the recording without the

materials. (Invite only those children who has

thoroughly done the previous three presentations.)

Preparation

Adult ask 4-5 children to come and sit in the

presentation area along with the writing material .

Presentation

Adult : Can you please choose any number between 0-10 ? Assume that the child chooses 4. Adult : Write 4 in your writing material and underline it. Child : Writes 4 . Adult : Can you write 4 again under the line ? Child : Writes 4 Adult : You have 4.If you add 4 to this, how much will you get ? Child : 8 . Adult : Write 8 below 4. Child writes 4 4 8 Adult : If you add 4 more to 8 how much will you get ? Child : 12

Adult : Write 12 below 8. Child : Writes 4 4 8 12 Child continues till 40 . (Adult points to the recordings and say ) Adult : These are the multiples of 4. (Adult explains what a multiple is ?) Adult : When you take a number and add the same number to it again and again, you get a series of numbers .These numbers are called the multiples of the first number. Winding Up : Select any numbers between 0 and 10 and find the multiples. Follow Up : Ask the child to select any number between 5 and 10 and find its multiples.

*********************************

DIVISION OF A FRACTION BY A FRACTION (Division with change)

Materials Required: Fraction material and fraction skittles .

Material description : It consists of a wooden base with 4 slots to place the skittles. There are four skittles which are cone shaped. The first skittle is one whole ;the second skittle is divided into 2 1/2; the third skittle is divided into 3 1/3and fourth skittle is divided into 4 1/4 units.

Invitation :

(Invite those children who are thorough with equivalency.) Today shall we do division of a fraction by a fraction using a new material.

Preparation :

Adult calls a group of children and introduces the fraction skittles, and ask them to bring the fraction material and the fraction skittles along with mat to the work area .

Presentation:

Adult proposes a problem 1/4 1/3

Adult: Can you read the problem? Child : Reads Adult : What is the dividend here? Child : 1/4 Adult : What is the divisor here? Child : 1/3 Adult : Take 1/4 of the fraction and place it on the mat. Child : Places.

Adult : Take 1/3 skittles and keep one 1/3 skittles on the mat Child : Places. Adult : Give one 1/4 fraction to each 1/3 skittles

Adult : We know that the result of division is always what one person gets. Adults pointing to 1/3 skittle and ask Adult : Is it one person? Child : No Adult : Keep other one 1/3 skittles also on the mat. Child : Places Adult : Is it one person? Child : No, 2/3

Adult : Take one more (third) 1/3 skittle and keep it on the mat . Child : Places. Adult : Now is it one person ? Child : Yes. (Adult merges the skittles together to show that it is one person.) Adult : When we merge the skittles we have to merge the quantities too. Now what is the result ? Child : 3/4

Winding Up : Solve 1/2 Follow Up : Solve the following 1) 1/5 1/2 2) 2/3 1/4 1/3

*********************************

SUBTRACTION OF FRACTIONS WITH SAME DENOMINATOR

(SUBTRACTION WITHOUT CHANGE )

Materials Required: Material description :

Fraction material and fraction skittles .

It consists of a wooden base with 4 slots to place the skittles. There are four skittles which are cone shaped. The first skittle is one whole ;the second skittle is divided into 2 1/2; the third skittle is divided into 3 1/3and fourth skittle is divided into 4 1/4 units.

Invitation :

(Invite those children who are thorough with equivalency.) Today shall we do division of a fraction by a fraction using a new material.

Preparation :

Adult calls a group of children and introduces the fraction skittles, and ask them to bring the fraction material and the fraction skittles along with mat to the work area .

Presentation:

Adult proposes a problem 5/6 2/6

Adult: Can you read the problem? Child : Reads Adult : What is the minuvent ? Child : 5/6 Adult : Can you take 5/6 and place it on the mat? Child : 1/6 ,2/6, 3/6, 4/6, 5/6 (Counts and places the quantity on the mat one by one).

Adult : What is the subtrahend? Child : 2/6 Adult : In subtraction we dont bring down the subtrahend .So we have to give away 2/6 from 5/6. Child : Counts and puts back the quantity 1/6 , 2/6 . Adult : What is remaining? Child : Counts 1/6 , 2/6 , 3/6 (Pointing to each fraction.) Adult : So the result of 5/6 --- 2/6 = 3/6

Winding Up : Solve the problem 6/8 ---2/8

Follow Up : Solve the problems 1) 5/7 ---2/7 2) 6/9---4/9

****************************************

LONG DIVISION DIVISION BY MONOMIAL

Material Description : There are seven racks of test-tubes. Three racks painted white for unit level, three racks painted grey for the 1000 level and one rack painted black for the million level. In each of the racks there are 10 spaces for holding test-tubes .Each tube can contain 10 beads .In each of the first two sets of racks , one has green beads for units , blue beads for tens and red beads for the hundreds. The black rack has green beads only. There are seven bowls to match each rack painted outside for the level and painted inside for the hierarchy. Four boards same as the unit division board one with a green band for unit , second with blue band for the tens , the third board with the red band for the hundreds and a fourth board again with a green board. There are four sets of skittles red, blue and green. Materials Required : Long division materials ,Unit division board . Invitation : Today shall we do division with large quantities. Preparation : Call a group of children, introduce the material and ask them to carry the materials to the presentation area. Presentation : Adult proposes a problem 7,434,569 --- 5 Adult : What is the dividend ?

Child : 7million,434thousand ,five hundred and sixty-nine Adult : What is the divisor? Child : 5 Adult : Since the divisor is 5,how many digits are there in the divisor? Child : one Adult : Since there is only one digit in the divisor, we have to take the units division board .And since the divisor is 5 we have to place 5 skittles on the board. Child : Places the skittles on the board.

Adult : What is the dividend? Child : 7,434,569 Adult : Take the quantity representing the dividend in the corresponding hierarchical bowls. (Child counts and puts the beads in the corresponding hierarchical bowl) Adult : Shall we check the beads in the bowls once again? Child : Does. Child spreads one more mat and keeps the bowls in it .

Adult: Now we have to start dividing the dividend among the divisor. Whenever we do division we have to start from the highest hierarchy. So here we have to start the division from the millions level. We have to divide the quantity among five. (Child takes the millions rack and bowl and places it above the board. Then starts dividing the millions beads.) illus Adult : See now two beads are remaining .1 million is equal to ten hundred thousand Change it for two ten hundred thousand. (Child then keeps the millions rack on the top corner of the mat and keep the inverted bowl below it.) Adult : Now divide the hundred thousand beads equally among 5 skittles . Child starts dividing the quantity equally Adult : What is remaining ? Child : 4 Adult : See, 1 hundred thousand is equal to10 ten thousand.So we have to change four hundred thousand beads to 40 ten thousand beads. Put back the red beads in the test-tube and invert the bowl. Distribute the ten thousand beads among 5 skittles. Child : Does. Adult : What is remaining ? Child : 3 Adult: How many thousands make one ten thousand? 10 unit thousands make 1 ten thousand . So 3 ten thousands means we have to empty 30 thousand rack and divide it equally among 5 skittles.

Adult ask to invert the bowl and keep it on the left side of the mat. Child starts dividing the 30 beads among 5 skittles Adult : What is remaining ? Child : 4 Adult : 4 thousands means we have to empty 40 hundreds rack and divide it equally among 5 skittles. Child starts dividing 45 beads among 5 skittles. Adult : What is remaining ? Child : Nothing Adult: Invert the bowl , keep it on the left side and bring the next bowl. Child : Does Adult : What is in the tens bowl ? Child : 6 Adult : So divide the quantity among the 5 skittles. Child : Does Adult : What is remaining ? Child : 1 Adult : 1 tens make 10 ones. We have to empty 10 ones rack and divide it equally among 5 skittles. Child : Does Adult : What is remaining ? Child : 4 Adult : So when we divide 7,434,569 by 5 we get 4 as the remainder.

Winding Up : Give another problem 6,526,864 --- 4 Follow Up : Try out other prepared problems kept in the shelf .

MULTIPLICATION OF POLYNOMIAL BY BINOMIAL USING CHECKERED BOARD

Materials Required: Checkered board, Coloured bead box. Invitation : multiplication (Invite 4-5 children who have already completed with monomial) Today shall we do multiplication of polynomial taken binomial using checkered board. Preparation: ask Adult calls a group of children and introduces the material and them to carry the material to the presentation area . Presentation: (Adult proposes a problem 63,428 x 12) Adult: Today we are going to take x 123times .What is the multiplicand here? Child : 2312. Adult : Can you split it according to the place value? Child : 2000 , 300 , 10 , 2 Adult : What is the multiplier? Child : 123 Adult : Can you split the multiplier according to the place value? Child : 100 , 20 , 3 (Adult ask the child to write the multiplicand and multiplier according to the

place value in slips of paper and place it appropriately on the mat.)

100

20

3 X 200 0e 300 10 2

Adult ask the child to complete the monomial and binomial part and then call her. Adult : Now we have to take 2312 , three times. Adult points to the units place of multiplicand and asks) Adult : What do we have in the units place? Child : 2 units Adult : So we have to take 2 , three times. (Child places the units in the appropriate place.) (Adult points to the tens place and ask.) Adult : What do we have in the tens place? Child : 10 Adult : So we have to take 10 ,three times. (Child places the tens units in the appropriate place.)

Adult : What do we have in the hundreds place? Child : 300 Adult : So we have to place 300 , three times. (Child places the hundreds units in the appropriate place.) Adult : What do we have in the thousands place? Child : 2000 Adult : So we have to place 2000, three times. (Child counts and places the thousands cubes from right to left above the 2000s slip.)

SPLITTING OF SQUARES INTO BINOMIAL

Materials Required : Coloured bead squares , Rubberbands,Writing materials . Invitation : You have already done squaring. Today shall we do it in a more interesting way. Preparation : Call a group of children, introduce the material and ask them to carry the Coloured bead square and the writing materials to the presentation area. Adult carries the rubber band. Presentation : Adult : Can you select a square ? Suppose the child selects the square of 8. Adult : (Points to the square of 8)This is the square of 8.Can you tell me a combination of two numbers which when added together gives 8 ?( Dont take same combinations.) Child : 3 + 5 Adult takes the square of 8 and says Adult : Shall we divide the square by counting 3? Child : Yes. Adult : ( Counts )1,2,3.Now put a rubber band after three. (Adult puts the rubber band vertically after three.)

Adult : I have split the square into two parts vertically. Now I am going to split this square horizontally into two parts by counting 5. 1,2,3,4,5 and puts a rubber band after five.

Adult : Now how many parts are there in the square? Child : (Counts and say) Four Adult : (points to the square of 3)What does this look like ? Child : It looks like a square. Adult : (Pointing to the square of 5) What does this look like? Child : It also looks like a square. Adult : (pointing to the rectangle 3 taken 5 times)what does it look like? Child : A rectangle. Adult : (pointing to the rectangle 5 taken 3 times) What does this look like? Child : It is also rectangle . Adult : See these are rectangles and these are squares .(pointing to each and says.)

Adult : (Points to the square of 3)This is the square of which number? Child : 3. Adult : So this is 3 taken 3 times. Adult : (Points to the square of 5)This is the square of which number? Child : 5 Adult : So this is 5 taken 5 times . Adult : (Points to the first rectangle ) What is this ? Child : This is the rectangle of 3 taken 5 times. Adult : (Points to the second rectangle.)What is this ? Child : This is the rectangle of 5taken 3times. Adult : Shall we do the recording? Child : Yes. Adult records it on the board. 8 2 = (3+5) 2 Adult : We are going to record the first part.(Pointing to square of 3 in the coloured bead square of 8.) 32 Adult : (Points to the square of 5.) 3 2+ 5 2 Adult : ( Points to the first rectangle) 3 2 + 5 2+(3 x 5) + Adult: (Points to the second rectangle .) 3 2 + 5 2+(3 x 5) +( 5 x 3)

Adult : 3taken 5 times is same as 5 taken 3 times .So we can write the equation as 3 2 + 5 2+2 x (3 x 5)

Winding Up : Repeat the same activity. Follow Up : Adult ask the child to take another coloured bead square and do the activity.

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INTRODUCING THE LEVELS IN THE DECIMAL FRACTIONS

Materials Required : Decimal Fraction board ,Decimal fraction box containing the quantities . Invitation : Call a group of children who are already familiar with quantities of decimal fractions and whole numbers. Children today let us learn about the different levels in the decimal fractions in an interesting way. Preparation : Call a group of children, and ask them to bring the Decimal fraction board, Decimal fraction box , a mat to the presentation area and assemble there. Presentation : (Adult places the decimal fraction board in front of the child on the mat. Adult points to the first column level of the decimal fraction from left and asks) Adult : What value does this column represent? Child : 1/10th (one tenth) Adult : (Points to next level to the right) What value does this column represent? Child : 1/100th (one hundredth) Adult : (Points to next level to the right) What value does this column represent? Child : 1/1000th ( one thousandth)

Adult : So these three columns together forms the first level known as the thousandth level. (Adult next points to the fourth column of the decimal fraction board from left and asks) Adult : What value does this column represent? Child : 1/10000th (ten thousandth) Adult : (Points to next level to the right) What value does this column represent? Child : 1/100000th ( hundred thousandth) Adult : (Points to last level on the right side) What value does this column represent? Child : 1/1000000th ( one millionth) Adult : So these three columns together forms the next level known as the millionth level. Adult as an example places in each decimal column one , one cubes each and says

Adult : This decimal quantity can be read as one hundred and eleven thousandth one hundred and eleven millionth. There is no simple level here, we only have the thousandth and the millionth level. Winding Up : Repeat the activity. Follow Up : Adult asks to draw the different levels in their arithmetic journals .

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ADDITION OF DECIMAL FRACTIONS

Materials Required : Decimal Fraction board ,Decimal fraction box containing the quantities , Writing materials. Invitation : Children today shall we do addition using decimal fraction board.

Preparation : Call a group of children, and ask them to bring the Decimal fraction board, Decimal fraction box , a mat to the presentation area and assemble there. Presentation : Adult proposes a problem 0.420,325 + 0.762,811 Adult : What is the first addend? Child : 0.420325( four hundred twenty thousandth and three hundred twenty five millionth) Adult : How many tenths do we have in the first addend ? Child : 4 tenths (child takes the corresponding quantities from the box and places it in the tenths column) Adult : How many hundredths do we have in the first addend ? Child : 2hundredths (child takes the corresponding quantities from the box and places it in the hundredth

column) Adult : How many thousandth do we have in the first addend ? Child : 0 thousandths Adult : As the value is 0, we need not place any quantities. Adult : How many ten thousandth do we have in the first addend ?

Child : 3ten thousandth (child takes the corresponding quantities from the box and places it in the ten thousandth column) Adult : How many hundred thousandth do we have in the first addend ?

Child : 2 hundred thousandth (child takes the corresponding quantities from the box and places it in the hundred thousandth column) Adult : How many millionth do we have in the first addend ?

Child : 5millionth (child takes the corresponding quantities from the box and places it in the millionth column)

Adult : What is the second addend? Child : 0.762811( seven hundred sixty two thousandth and eight hundred eleven millionth) Adult : How many tenths do we have in the second addend ? Child : 7 tenths Adult : Leave little space after the first addend and place the quantities. (child takes the corresponding quantities from the box and places it below the first addend in the tenths column ) Adult : How many hundredths do we have in the second addend ? Child : 6hundredths (child takes the corresponding quantities from the box and places it in the hundredth column) Adult : How many thousandth do we have in the second addend ? Child : 2 thousandths (child takes the corresponding quantities from the box and places it in the hundredth column) Adult : How many ten thousandth do we have in the second addend ?

Child : 8ten thousandth (child takes the corresponding quantities from the box and places it in the ten thousandth column) Adult : How many hundred thousandth do we have in the second addend ?

Child : 1 hundred thousandth (child takes the corresponding quantities from the box and places it in the hundred thousandth column) Adult : How many millionth do we have in the second addend ?

Child : 1millionth (child takes the corresponding quantities from the box and places it in the millionth column)

Adult : Addition means merging of similar quantities (merge from right to left). Now we should do the counting .Now how many millions do we have?

Child : 1millionth,2millionth,6millionth. Adult : Do the recording . Child : Does. Adult : How many hundred thousandths do we have? Child : 1 hundred thousandth,2 hundred thousandth,3 hundred thousandth. Adult : Do the recording . Child : Does. Adult : How many ten thousandths do we have? Child : 1 ten thousandth,2 ten thousandth,3 ten thousandth10 ten thousandth. Adult : So 10 ten thousandths make 1 thousandth. We can change this 10 thousandth to 1 thousandth. Child : Places the10 ten thousandths quantity back in the box and takes 1 thousandth quantity and places it in the thousandths column . Adult : Now how many ten thousandths do we have? Child : 1 ten thousandth Adult : Do the recording . Child : Does. Adult : Now how many thousandths do we have? Child : 1thousandth ,2thousandth,3 thousandth,4 thousandth. Adult : Do the recording . Child : Does. Adult : Now how many hundredths do we have? Child : 1hundredths, 2 hundredths.8 hundredths.

Adult : Do the recording . Child : Does. Adult : Now how many tenths do we have? Child : 1 tenths, 2 tenths . 11tenths. Adult : As it is 11,place one cube in the tenths column and one in the Child : Places the quantities in the corresponding column. Adult : Do the recording . Child : Does. column .

Adult : Now what is the sum ?

Child : 1.183136

Winding Up : Ask the child to repeat the activity. Follow Up : Propose another problem 0.346521 + 0.524432.

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SPLITTING OF SQUARES USING 100 CIRCLE PAPER BINOMIAL

Materials Required : 100 Circles paper Colour pencils. Invitation : Children you have already done splitting of squares using coloured bead square .Today shall we do the splitting of squares using another material(ie,100 circle paper). Preparation : Ask the child to come to the presentation area with the colour pencils and ask them to sit in a semicircle. Adult carries the hundred circle paper. Presentation : (Adult distributes the 100 circles paper among the children .) Adult : Can you select a square ? Child : 5 Adult : Can you tell me a combination of two numbers which when added together gives 5? Child : 2+ 3 Adult : Can you write the expansion of (2+3) at the bottom of the 100 circles paper? Child : Writes 52 =( 2 + 3) 2 =22 + 32 +2 x ( 3 x 2 ) Adult : ( Point to the first set of circles in the 100 circles paper) We can colour 22 first.

Colour 2 circles 2 times .Which colour do you like the most? Child : Green Adult : So colour these 2circles, 2 times with green. Child : (Does)

Adult : (Pointing to the next set of circles) Next we can colour 32 .We can colour 3 circles 3 times. Which colour would you prefer to colour these circles ? Child : Blue. Adult : Then colour these 3 circles, 3 times with blue . Child : (Does)

Adult : (Pointing to the next set of circles.)Now we have to colour 2 x 3.So choose another colour pencil to colour. Both 2 x 3 and 3 x 2 are same ,so we can colour it with same colour pencil. Child : Selects Orange colour and colours.

Winding Up : Adult ask the child to do the colouring of squares of 7 in the hundred circle paper. Follow Up : Adult ask the child to do the colouring of squares of 8 in the hundred circle paper.

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