Page 1 130 _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ 13 How many Write the number of sticks. 20192020 Page 2 130 _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ 13 How many Write the number of sticks. 20192020 131 How many beads? ______________________ ______________________ ______________________ ______________________ ______________________ __________ __________ __________ __________ _______ _______ _______ _______ How much will the bananas cost? 20192020 Page 3 130 _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ 13 How many Write the number of sticks. 20192020 131 How many beads? ______________________ ______________________ ______________________ ______________________ ______________________ __________ __________ __________ __________ _______ _______ _______ _______ How much will the bananas cost? 20192020 132 15 Give number name How many tens 24 26 Which is the bigger number? ______________________ ______________________ _ ____ _______ _ ____ _______ 13 20192020 Page 4 130 _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ 13 How many Write the number of sticks. 20192020 131 How many beads? ______________________ ______________________ ______________________ ______________________ ______________________ __________ __________ __________ __________ _______ _______ _______ _______ How much will the bananas cost? 20192020 132 15 Give number name How many tens 24 26 Which is the bigger number? ______________________ ______________________ _ ____ _______ _ ____ _______ 13 20192020 133 Develop a story on the pictures and narrate in the class. ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ Billu ________ 20192020 Page 5 130 _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ 13 How many Write the number of sticks. 20192020 131 How many beads? ______________________ ______________________ ______________________ ______________________ ______________________ __________ __________ __________ __________ _______ _______ _______ _______ How much will the bananas cost? 20192020 132 15 Give number name How many tens 24 26 Which is the bigger number? ______________________ ______________________ _ ____ _______ _ ____ _______ 13 20192020 133 Develop a story on the pictures and narrate in the class. ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ Billu ________ 20192020 134 Intr oduction The National Curriculum Framework (2005) quotes from the Secondary Education Commission (1952), “Citizenship in a democracy involves many intellectual, social and moral qualities…a democratic citizen should have the understanding and the intellectual integrity to sift truth from falsehood, facts from propaganda and to reject the dangerous appeal of fanaticism and prejudice … should neither reject the old because it is old nor accept the new because it is new, but dispassionately examine both and courageously reject what arrests the forces of justice and progress….”. The quote reaffirms the commitment of our education system to democracy and reiterates that citizens in a democracy should be able to think for themselves and be able to sift truth from falsehood. In other words, education should necessarily help learners develop independent and critical thinking, among many other capabilities. Mathematics perhaps is one of the best ways to develop independence of thinking, ability to examine truth and to stand by it. In mathematics we try to understand the world through shapes, numbers, quantities and logical relationships. We always experience the world, even without mathematics. But when we start noticing symmetry of shapes, become sensitive to rhythm in music, start seeing more or less in objects, etc. we are becoming mathematically keen. The discipline of knowledge build on these things spatial forms and relationships; quantitative concepts and relationships; and abstract logical relationships, is called mathematics. The study of mathematics is expected to result in the understanding of spatial and quantitative concepts and relationships nd is expected to enhance the ability to use language in more precise manner, to use notations, and to be able to use reason in a more effective manner. Thus, directly help future citizens in a democracy to become independent and critical thinkers. Knowledge of the world that we live in makes up the larger part of the curriculum we pursue in order to achieve educational aims. Different subjects in the curriculum can be seen as different ways of understanding the world around us. Just as mathematics attempts to understand the world through spatial, quantitative and logical relationships, Natural Sciences could be seen as the body of knowledge about the natural world built in terms of material properties and methods through which that knowledge is created. Language can be seen as the primary ability to make sense of the world through symbols. And similarly, other curricular areas look at the world from their specific perspective. Thus, mathematics becomes one important strand in the total curricular knowledge that the child is to slowly build through experience, reflection and interaction with other people, including the teacher. Child's experiences, ways of reflection and formation of concepts all are an integrated whole. Integrated in the psychological sense that it involves logical thinking, emotions and intentions, and physical activity, all simultaneously. Similarly it involves seeing the world in terms of spatial and quantitative relationships (mathematics), social reality as human relationships (Social Sciences), properties of substances and natural categories (Natural sciences) and its beauty, right and wrong, etc. all as a composite whole and simultaneously. All this seeing and thinking about the world becomes possible only through the use of language. Therefore, for the child all these curricular subjects are interrelated and development in one is effected as well as effects development in all others. In teaching of any subject we need not restrict the child's experiences and thinking to any one subject area. Teaching of mathematics will be better if the teacher talks to their peers about the mathematical relationships and ideas. If children are encouraged to ask questions and voice their disagreements and confusions, they will learn better. Let the physical or other aspects of the objects be examined and discussed, and not be too narrowly focused only on the numbers and mathematical aspects alone. — , a it s Teacher’s Notes 20192020Read More
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