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At Cuemath, we believe in the ‘active learning philosophy’, which states that the
child is the primary driver of his/her journey across concepts. In such a model,
children learn at their own pace with the aid of worksheets. The teacher becomes
a facilitator, whose role is to set the overall classroom expectations, apart from
intervening at appropriate times to help students overcome conceptual
difficulties.
For the success of any ‘active learning model’, the structuring of worksheets and
the scaffolded flow of concepts in it is very important. In fact, in such models,
worksheets attain as much prominence as the teacher. In this document, we’ve
presented snippets from our worksheets for 8th grade, to give you a glimpse of
how our curriculum is designed to support active learning.
Grade - 7
We’ve taken two topic from grade 7:
1. Exponents
2. Percentages
From two of our worksheets, we’ve selected a few problems to give you a fair
idea of how concepts are introduced at the start and the how the rigour goes up
towards the end. Note that the questions at the start are mainly intended to build
new concepts and ones towards the end focus on consolidating the learnings by
subjecting the students to think holistically in conjunction with other concepts.
Exponents - Law for dividing exponents
This worksheet tries to build the concept of exponential division. In the
following problem, the worksheet tries to nudge students to evolve a pattern for
solving division of exponential terms.
(Fig 1)
Activity Reference: exponents-laws.w02
Item Reference: Exponents - Laws - 011
(Fig 2)
Activity Reference: exponents-laws.w02
Item Reference: Exponents - Laws - 012
Notice how rather than directly giving the formula, students are expected to
solve by expanding the exponential terms at first. Also, notice that the students
have to actively give in their inputs even while a new concept is being
introduced. This forms the crux of active learning.
The introduction of a concept, is followed by drills like the one given below.
Here, students will have to attend a number of direct problems that ensure
internalization of the new concept. These also serve a revision of some of the
older concepts like ‘exponential multiplication’.
(Fig 3)
Activity Reference: exponents-laws.w02
Item Reference: Exponents - Laws - 013
Now, consider the following problem, where an attempt has been made to
evolve the fact that any number raised to the power ‘0’ is one.
(Fig 4)
Activity Reference: exponents-laws.w02
Item Reference: Exponents - Laws - 014
(Fig 5)
Activity Reference: exponents-laws.w02
Item Reference: Exponents - Laws - 014
(Fig 6)
Activity Reference: exponents-laws.w02
Item Reference: Exponents - Laws - 014
(Fig 7)
Activity Reference: exponents-laws.w02
Item Reference: Exponents - Laws - 014
In the above you would’ve noticed that rather than merely stating that a0 = 1,
the student gets to evolved the same through guided steps. This helps the
student see the why behind a concept and also helps in better retention.
The following are some questions that ensures that the student has mastered
the above concepts. Notice the variety in the questions formats that show up.
(Fig 8)
Activity Reference: exponents-laws.w02
Item Reference: Exponents - Laws - 017
Towards the end, the sheet moves on to higher rigour problems, like the ones
below. You would’ve also noticed hints at the bottom of some questions. These
are to guide students in problem involving critical thinking and pop up only
when the student clicks on the hint option.
For solving the following question, the student needs to simplify both the
expression in the question and in the answer by using the various laws of
exponents.
(Fig 9)
Activity Reference: exponents-laws.w03
Item Reference: Exponents - Laws - 028
Here is another question that demands the application of multiple laws the
concern exponents.
(Fig 10)
Activity Reference: exponents-laws.w03
Item Reference: Exponents - Laws - 030
Percentages - Recap of Percentage change
Simple real-life examples are used extensively in our worksheets. At the start, most
questions are either refreshers to recap concepts that were already learnt like in this
worksheet, or concept building questions. In this context, consider the following,
which is a simple question, that is set in a real-life context.
(Fig 1)
Activity Reference : percentages-introduction.w01
Item Reference : Percentages - Introduction - 006
Here is an example that breaks down the process of converting a fraction into
percentage. Notice that this question tries to strengthen the procedural fluency of
students in the concerned domain.
(Fig 2)
Activity Reference : percentages-introduction.w02
Item Reference : Percentages - Introduction - 014
The following question integrates percentages and ratios. Here too, the focus is to
merely consolidate the basics of percentages.
(Fig 3)
Activity Reference : percentages-introduction.w02
Item Reference : Percentages - Introduction - 029
The following question tries to build a new concept. Notice that, a few steps have been
provided in the question itself to aid the student solve the problem.
(Fig 4)
Activity Reference : percentages-introduction.w02
Item Reference : Percentages - Introduction - 029
(Fig 5)
Another important aspect of our worksheets is the presence of animations like the one
below, which help the students visualize concepts better. The slider near the bar
represents percentage increase (of the blue bar marked Rs.1200). The student will be
able to move the slider and visually see on how the size of the blue bar changes in
correspondence with the change in percentage.
Activity Reference : percentages-change.w01
Item Reference : Percentages - Change - 014.001
As one progresses towards the end, there is a marked increase in rigour. Considering
the following question, that requires one to have mastered both ratios and
percentages. Here, a student needs match the percentage change with the
corresponding identity correctly, and then solve.
(Fig 6)
Title : Percentages-of-quantities-direct
Activity Reference : percentages-change.w02
Item Reference : Percentages - Change - 036