KENDRIYA VIDYALAYA CMERI, DURGAPUR

AGENDA POINTS FOR ONE DAY WORKSHOP OF TGT (MATHS)

1. SCHEME OF EXAMINATION, CCE, PROMOTION RULE ETC.

2. AREAS CAUSING LEARNING DIFFICULTIES IN MATHEMATICS TO THE CHILDREN OF CLASS X

1. TEACHING METHODS

2. HESITATION IN ASKING DOUBTS

3. LACK OF CONCENTRATION IN STUDENTS

4. PREVIOUS KNOWLEDGE PROBLEMS

5. ATTENDANCE PROBLEM

6. REVISION PROBLEM

7. NON CO-OPERATION OF PARENTS

DIFFICULT TOPICS IN MATHEMATICS WHICH NEEDS EXTRA EFFORTS AS PER SYLLABUS OF CLASS X

1. TRIGONOMETRY AND ITS APPLICATIONS

2. ARITHMETIC PROGRESSION

3. WORDS PROBLEMS IN PAIR OF LINEAR EQUATIONS IN TWO VARIABLES, QUADRATIC EQUATIONS,

AREAS AND VOLUMES

4. TRIANGLES

5. PROBABILITY

3. MAKING MATHEMATICS CLASS INTERESTING.

1. BY INTRODUCING REAL LIFE PROBLEMS

2. BY MAKING THE TOPIC MEANINGFUL

3. BY ENCOURAGING CREATIVITY AND OWNERSHIP

4. BY ENGAGING THE STUDENTS

5. BY ASKING MORE INTERESTING QUESTIONS

6. BY INVOLVING THE STUDENTS TO POSE THEIR OWN QUESTIONS

7. BY GIVING REVELENT PROJECTS

MINIMUM LEVEL OF LEARNING (MLL)

1. IN THE FIELD OF GEOMETRY

2. IN THE FIELD OF ALGEBRA

3. IN THE FIELD OF TRIGONOMETRY

4. IN THE FIELD OF CO-ORDINATE GEOMETRY

5. IN THE FIELD OF MENSURATION

6. IN THE FIELD OF STATISTICS AND PROBABILITY

4. REVISION STRATEGIES

1. BY THE HELP OF GROUP DISCUSSION

2. BY THE HELP OF GAMING

3. BY THE HELP OF GROUP WORK

4. BY THE HELP OF COMPUTER ADDED MATERIAL

5. BY THE HELP OF PRACTICAL WORKS

6. BY THE HELP OF OPEN BOOK TEST

5. OPEN SESSION AND GROUP DISCUSSION

6. CRITICAL ANALYSIS OF PREVIOUS YEARS BOARD PAPERS

PRINCIPAL

K V CMERI DURGAPUR

KENDRIYA VIDYALAYA SANGATHAN

KENDRIYA VIDYALAYA CMERI, DURGAPUR (KOLKATA REGION)

TIME TABLE FOR ONE DAY WORKSHOP OF TGT MATHS

DATE: 17-08-2016

9 .00 AM TO 9.15AM

9:15 AM TO 10 AM

10AM TO 10:15AM

10:15 AM TO 11:45AM

11:45AM TO 1:15PM

1:15PM TO 1:45PM

1:45PM TO 3:15PM

3:15PM TO 4:15PM

4:15PM TO 4:30PM

4:30PM TO 5:30PM

Inauguration

Scheme of examination & promotion rule- by principal

Tea break

Areas causing learning difficulties -by Resource person

MLL- by Resource person

Lunch break

Revision strategies -by Resource person

Group work

Tea break

Open discussion

Why do children consider mathematics a difficult subject?

why Mathematics is considered as a difficult subject?

Here are a few samples of answers:• The subject requires more of students study time than

other subjects (why?)• Students fail to practice problems (what is the reason?)• The subject requires long hours of work, involving

practice and drill (why is it so?)• This subject is different from other subjects (in what

ways?) Though these answers might partially tell us the reason why the subject is detested by many, they fail to throw any light on the psychological prerequisites, if any, specially required for learning this subject.

What goes on in Mathematics classes?

• Introduction of the new topic: the teacher speaking in general terms for a few minutes about the topic on hand if it happens to be the beginning of the topic.

• Working out problems on the black board either by the teacher himself or by calling out a student to do it.

• Occasional fielding of questions by the teacher on the problem area:

• Leaving a large number of problems for the students to solve.

The Home Assignments

• Teachers give large number of exercise problems for the students to solve at home. As seen earlier, doing one or two problems for the name sake does not help the students to acquire the insight required for solving problems at home on their own. The teacher solved problems are inadequate in number and variety, and the explanation, if any, given about problem solving in the classes is either incomprehensive or inadequate. As a result students get frustrated when they struggle with problems with answers not in sight. They lose interest when their woes are not taken care of.

The Critical aspects of learning Mathematics

• To acquire subject learning competencies• To develop problem solving skills• To boost their confidence in the subject• To widen their interest in the areas of mathematics• To have and sustain self-directed and self-motivated

activities in mathematical learning.• To achieve mastery level learning of the subject.• To help apply the skills acquired in Mathematics to

other subjects.• To utilize the cognitive domain to its full extent• To remove examination phobia.

MAKING MATHEMATICS CLASS INTERESTING

LEARNING OUTCOME α INTEREST

LEARNING OUTCOME α 1/PHOBIA

INTRODUCING REAL LIFE PROBLEMS

STRATEGIES & METHODOLOGIES

MAKING THE TOPICS MEANINGFUL

ROLE PLAY

ENCOURAGING CREATIVITY & OWNERSHIP

INVOLVING STUDENTS

CONTD.

STRATEGIES & METHODOLOGIES

ASKING MORE INTERESTING QUESTIONS

MOTIVATING STUDENTS TO POSE THEIR OWN QUESTIONS & THOUGHTS

PEER LEARNING

QUIZ

WORKSHEET

RELEVANT PROJECT

LEARNING THROUGH ACTIVITY

REAL NUMBERS

POLYNOMIALS

PAIR OF LINEAR EQUATIONS IN TWO VARIABLE

QUADRATIC EQUATIIONS

ATITHMETIC PROGRESSION

TRIANGLES

CIRCLES

CONSTRUCTIONS

INTRODUCTION TO TRIGONOMETRY

SOME APPLICATIONS OF TRIGONOMETRY

AREAS RELATED TO CIRCLES

SURFACE AREAS AND VOLUMES

REVISION STRATEGIES

• BY ANAND SRIVASTAVA(PGT, MATHS)

• KV CMERI, DURGAPUR

BY THE HELP OF COLLABORATIVE WORK

• Collaborative learning is a process where students work together using each other’s’ strengths. Students get the opportunity to actively engage with their classmates, and learning flourishes through conversations. Students are challenged both socially and academically as they work together, listen to their peers’ perspectives, and articulate their thoughts. Creating an effective collaborative learning environment takes a lot of planning.

Mathematical vocabulary

•

• Have a word of the day. This is a great way to expand students’ Mathematics vocabulary. As soon as students enter the classroom, have a word of the day already on the front board. The students’ job is look the word up and write down the definition . Each day they come into school, they learn a new word and add it to their journals. At the end of the week, randomly choose one word that they learned throughout the week and have students tell you what it means as well as use it in a sentence. This will not only help to expand their vocabulary, but it will also keep them on their toes!

• By expanding students’ mathematics vocabulary, you will strengthen their use of the Mathematics language as well as increase the likelihood that they will do better in school. Celebrate words and make them a part of each and every day. Encourage students to have a love for word

Recreational Mathematics

• Recreational motivation consists of puzzles, games, paradoxes or facilities. In addition to being selected for their specific motivational gain, these devices must be brief and simple. An effective execution of this technique will allow students to complete the "recreation" without much effort

BY THE HELP OF COMPUTER ADDED MATERIAL

BY THE HELP OF PRACTICAL WORKS

BY THE HELP OF OPEN BOOK TEST

BY ANAND SRIVASTAVA (PGT MATHS)

KV CMERI, DURGAPUR.

TIPS FOR IMPROVING THE PERFORMANCE OF

STUDENTS IN CLASS 10

GENERAL TIPS

1. Remedial classes after first unit test in class X must

be started so as to get zero supplementary cases in

Math and also to have a strong base in concepts.

2. After the supplementary examination the lessons

taught during their absence/preparation time must

be taught again.

3. From the beginning of the session above average

students must be trained in HOTS at least once in a

week.

4. From the beginning of the session average students

must be trained in Text book questions at least

twice in a week.

5. Slips test based on one or two concepts with

variation in questions can be given periodically.

6. During remedial classes chapter wise level 1

questions must be worked out by the students.

7. Two sets of question papers can be given for every

formal test to avoid copying.

8. Answers of formal test must be discussed and the

same may be worked out in the H.W note book.

9. Test papers must be always in the board pattern.

11. Basic concepts must be recalled before the

beginning of Lesson without discouraging the

students.

12. Revision must be given before every test,

stressing on the Board questions.

13. Sure shot questions in 4 marks must be drilled.

14. Chapter wise formulae maybe prepared for a

quick revision

15. Minimum five board question papers must be

worked out.

16. From each chapter 1mark board questions can be

drilled.

17. The students must be insisted to write the values

in the value based questions.

18. Never discourage the students.

GROUP WORK

PHOTOS OF WORKSHOP