In a workshop on “Teaching versus Learning with understanding” for Maths teachers of ICSE and IGCSE section (primary and middle school section), the teachers came up with few interesting lesson plans.

The workshop was for 2 hours. The first hour involved discussion on some important points and aspects of “Teaching versus Learning”, being aware of the major misconceptions in the minds of students, UBD , “Asking the right questions” and Experiential Learning. The main crux of the discussion was if we were making Maths relevant for the students, ensuring that they understand the concepts well and finally test their understanding with a real life example of problem solving.

In the second hour the teachers got into groups as per their grades and created lesson plans focusing on making learning relevant, conceptual understanding, procedural fluency and inculcating application skills.

In their presentations of the lesson plans, they also talked about how they would integrate Mindspark in the lesson plan by customizing the relevant learning objectives as per requirement.

The group in the above image worked on a lesson plan to introduce the concept of Measurement in Grade 4.The plan says that the concept of Measurement of length will be introduced at the time when for a big school level project presentations, the classroom furniture is shifted out.

1. Relevance through need to measure

The teacher will ask the students in groups to seek the right place in the basement to put all their furniture. This will involve in the students first estimating the size of the required place to store their furniture leading to questions like how much space each piece will take individually and collectively. After a few cases of mismatches, the teacher will elaborate the need to measure the pieces of furniture and the space required to store them.

2. Building the main body of concepts

After the above discussed exercise the teacher will introduce the units of measurement, conversion of the units and the other required learning units of Grade 4 as per the syllabus plan.

Learning outcomes:-

(i)    Understand the difference in measuring length, mass and capacity.

(ii)   Understand the usage and differences in the units of measurement.

(iii)  Problems on length and distance.

(iv)  Operations in units of measurement.

3. Testing their understanding and application of the concept

Apart from the regular unit assessments, the teachers will make the students plan out their classroom arrangement when the time will come to bring the furniture back into the classrooms. This also will time well with their lesson plan as there would be a gap of 15 days between the furniture being removed from the classroom and brought back.

Process: – The students will measure the space in the class (this will also allow the teacher to touch upon the concept of area and perimeter and connect with measurement) and the space required to arrange the furniture in a certain way. Each group will come up with 2 designs and then after a discussion, the best design will be selected.

The lesson plan as shown in the above image is for introducing Integers in Grade 6.

1. Relevance with connection to Geography

The teacher will connect the concept to “above sea level” from Geography and show the students a video to clear the concept of “above and below sea level”.

2. Building the main body of concepts

The teachers agreed to the fact that students understood concepts well with real life connection and hence should be conveyed further using the examples of basements, staircase, temperature, stock market and profit & loss.

Learning outcomes:-

1. Concept of ordering negative numbers.
2. Representing negative numbers on number line.
3. Identification of integers on number line
4. Addition and subtraction of integers.
5. Comparing and ordering integers.
6. Testing their understanding and application of the concept

The students will be divided into groups and asked to create games. The teachers showed one such game in the lesson plan which can be played in the classroom reflecting their understanding of Integers.

The above image represents the plan to introduce Fractions in Grade 1 and 2.

1. Creating Relevance with ‘issues of equal share’

To make a connect and find the relevance, the students will be divided into groups of 4 each and the teacher will first give a pizza cut into unequal pieces to the groups. This should act as stimuli for the children to comment upon how everybody got unequal pieces. If this doesn’t happen spontaneously, the teacher will bring this point to everybody’s attention and from there lead on to the suggestion of equal parts coming from the students themselves. The main premise here being that student should learn through guided enquiry and problem solving.

A second round of pizza sharing will happen, this time with equal shares to reinforce the concept.

2. Building the main body of concepts

The teacher will then in the following sessions introduce more concepts in fraction.

Learning outcomes:-

1. Concept of halves, quarters and thirds.
2. Comparing like fractions.

3. Testing their understanding and application of the concept

The testing of understanding of the concept can then be done with bars of chocolates (with sections of 6, 10 or 12) given to groups for equal division.

The teacher has to take a call on the complexity of the problem given, keeping in mind the age and grade of the students.

The process followed in these lesson plans was of showing relevance and building a relationship with a concept allowing a deeper level of understanding by the students with the ability to apply the concept for problem solving.

### Ranjani Mitra

Teaching experience of 22 years and working as a Senior Education Specialist with the Mindspark Development team. I love music, reading books and watching movies. I practice Transcendental Mediation and
Reiki for spiritual growth.