Mathematics Skill Development Programme

8/9/2019 Mathematics Skill Development Programme

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S a u m i t r a

L u c k n o w

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Siddharth Misra

This program helps children lose the fear of Mathematics

(by introducing them the concept of Joyful

Mathematics) andlet them gain confidence in the

subject.

Concept Note:Mathematics Skill

Development

Programme


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Concept Note: Mathematics Skill Development Programme

MSD by Siddharth Misra Page 3

Mathematics Skill Development Programme

What is Mathematics?

Mathematics is the science of problem-solving, reasoning rather than mugging up the formulae as

understood by the students at present. Its about

Thus it is foundation of the ability to reason.

Importance of Mathematics:Today, a wide variety of disciplines require their students to have knowledge of certain mathematical

tools. Students of not only finance and marketing but also of biological science find that a firm

understanding of basic ideas in algebra and calculus is very essential for deriving the ground breaking

results in these fields.

Furthermore employers of major Information Technology companies use standard mathematics tests as

a screen for recruiting undergraduates and graduates regardless of their degree discipline.

Problem of teaching mathematics at school level

Studies conducted at the schools have revealed that there has been certain gap between school

textbook content and the actual learning that happens in the classroom. Further, a lot of teachers as

well as the parents have said that most of the children have found mathematics as one of the most

feared subjects to learn (and excel). Children on their parts complain that mathematics is boring and too

tough to understand. Not only that many of them just get scared by the name of this subject.

Now, we must agree to the fact that the goal of education should be to help students in learning the art

of How-to-think-more-creatively by combining their creative thinking (to generate ideas) and critical

thinking (to evaluate ideas). Since, both modes of thinking are essential for a well-rounded productive

mind; our programme is all about on this concept only.

Questioning Investigating Exploring


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What is Mathematics Skill Development programme?

MSD Program is aimed at developing the mental mathematics skill of children aged 12 years and above.

This program helps children lose the fear of Mathematics (by introducing them the concept of Joyful

Mathematics) and let them gain confidence in the subject. The focus is on teaching mathematical

topics through real-life problem-solving techniques which are characterised by 'helping them constructs

a much deeper understanding of mathematical operations and processes by engaging them in doing

mathematics:

This unique programme helps them in their (otherwise tough) academics and encourages the

development of their logical capabilities. Thus, it also builds the childs personality, enhances their IQ,

(Intelligence Quotient) and CQ (Creative Quotient), and makes the child more process oriented rather

than bookish formulae oriented.

It clearly targets to change the thought process behind problem solving which is formerly based only on

a cheat sheet of formulae rather than understanding of the concepts involved.

Class 6 and beyond

Age: 12 yrs. and above.

exploring

some newways

testing

thoseways

verifying

thesuccess ofsuch ways'

developing

curiosity

IQ CQ more

processoriented


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Programme content

Problem-solvingthe principal reason for studying mathematics: posing questions, analyzing,

translating and illustrating results, drawing diagrams, using trial and error, applying rules of logic,

recognizing relevant facts, subjecting conclusions to scrutiny.

One bottle is half full of Rasna and another bottle twice its size is one quarter full of Rasna. Both bottles are now

filled with water and then the content is put into a third container. What percentage of the mixture is Rasna?

Guess a number using following clues: It is a three digit number. Its digits are in ascending order. It is divisible by

three but not by nine. The hundred's digit is two less than the one's digit. Addition of the three digits will give you a

dozen.

Applying Math to Everyday Situations (real-life puzzles)interrelated with all computation activities:

use everyday situations, translate them into math expressions, solve and interpret results in light of

initial situation. For example: Two-player Strategy Games.

Example: Richa needs to get to her school by 7:00 AM. It takes her 30 minutes to get ready and another 15 minutes

of walk to school. At what time she must wake up to reach her school on time?

Estimation and Approximation(Vedic Math)techniques for estimating quantity, length, distance,

weight, etc.; know when result is precise enough for purpose at hand.

Multiply: 98 x 97

Traditional way:

MSD way: How many more to make One hundred. So we write 2 under 98 and 3 under 97 and circle them. This is

the first part of your answer: 98 minus 3 or 97 minus 2 equals 95. Now multiply the numbers in the circles: Two

times 3 equals 06. FINAL ANSWER IS 9506

Using Mathematics to Predict (probability)elementary notions of probability to determine likelihood

of future events; identify immediate past experience that does not affect the likelihood of future events;

use math to help make predictions.

Container 1 have 30 yellow objects, container 2 have 15 yellow and 15 black objects. Container3 have 2 red, 14

black, and 14 blue objects. Container 4 have 15 black and 15 blue objects. Predict the likelihood of pulling a yellow

object out of each container.


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Topics

ALGEBRA

Relationship between data

Prime and composite numbersLinear functions

Solving one-step equations

Patterns and relationships

Terms in an arithmetic sequence

Variables, expressions, equations,

inequalities

Operations involving monomials and

polynomials

Problems involving quadratic equations

GEOMETRY

Simple geometric constructions

Parallelism, perpendicularity,

congruence

Points on a coordinate grid

Perimeter using grids

Sketching transformations

Sketching transformations of congruent

figures

Problems on sum of angles

Modeling 2-d and 3-d objects

Polygons, triangles, quadrilaterals

Lines of symmetry

Pythagorean Theorem

Geometric concepts, triangle inequality

theorem

MEASUREMENT

Unit conversions

Measurement - problems

Temperature, elapsed time - problems

Direct/indirect, standard/non-standardunits

Estimates of measurements

Proportions to convert to equivalent

measurements

NUMBER SYSTEM AND ARITHMETIC

Whole numbers - place value

Decimals - place value

Representation on a number line

Equivalent/improper fractions; mixed

numbers

Compare and simplify fractions

Decimals, percents and fractions

Powers, repeated multiplication

LCM, GCF, ratios

Order of operations

Multiplication/division - inverserelationship

Primes, factors, multiples, number

sequences

Percents

Ratio

Average

PROBABILITY AND STATISTICS

Possible outcomes, making predictions

Mean, median, mode, range

Collect/organize/graph data

Comparison of data sets

MATHEMATICAL REASONING

Mathematics in daily life

Steps in problem solving

Problem solving strategies

Tools to solve problems

Tools to record observations

Informal and mathematical language

Make generalizations

Justify solutions


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Methodology

Each topic will have one booklet with lots of example of problem solving strategies. Each topic s

questions are broken down into four levels: easy, somewhat challenging, challenging, and very

challenging.

Also an interactive version of these booklets will be available on the CDROM.

Documents

Mathematics Skill Development Programme