PRACTICAL RECORD OF

MATHMATICS
1st semister

SL NO ACTIVITY TOPIC PAGE NO

1 ACTIVITY-1 CONCEPT ATTAINMENT BY CHILDREN IN
MATHMATICS.
2 ACTIVITY-2 CONCEPT OF ARYABHATTA IN
MATHMATICS.
3 ACTIVITY-3 USE OF TLM
4 ACTIVITY-4 POWER POINT PRESENTATION OF
DECIMAL TOPIC.
5 ACTIVITY-5 INDUCTIVE AND DEDUCTIVE METHOD .
ACTICITY-1
How To Teach With The Concept Attainment Model
What Is Concept Attainment?
The image above from this document via Beyond Monet/Barrie Bennet/Carol
Rolheiser is a useful example of how Concept Attainment works.
It can be thought of as game of ‘find the rule.’ Concept Attainment is a
“backwards conceptualizing” approach to making sense of new ideas. It is a
teaching strategy characterized (in terms of thinking patterns of the learner) by “a
pattern of decisions in the acquisition, retention, and utilization of information that
serves to meet certain objectives.

How Does Concept Attainment Work?

In the concept attainment process, new ideas are introduced–and defined by
students–inductively through the “act(s) of categorization” (Bruner, Goodnow, and
Austin 1956:244). Students see attributes, examples and non-examples, form
theories, and then test those theories against the data given until they are able to
able to name the idea.

This reverses the typical process of introducing an idea (e.g., gravity) by narrowly
defining it (e.g., the force that attracts a body toward another physical body having
mass). The Concept Attainment process requires learners to focus on attributes,
categories, and relationships rather than simply mirroring an idea with a definition

What Are The Benefits Of Concept

Attainment?
Students who catch onto the idea before others are able to resolve the concept and
then are invited to suggest their own examples, while other students are still trying
to form the concept. For this reason, concept attainment is well suited to classroom
use because all thinking abilities can be challenged throughout the activity.

With experience, children become skilled at identifying relationships in the word

cards or specimens. With carefully chosen examples, it is possible to use concept
attainment about how to teach teach almost any concept in all subjects.”

Examples Of Concept Attainment

Also from California Lutherhan University, the following is an example of how to
Teach Concept Attainment in math.
 “First the teacher chooses a concept to developed. (i.e. Math facts that equal
10)
 Begin by making list of both positive “yes” and negative ” no” examples: The
examples are put onto sheets of paper or flash cards.
 Positive Examples: (Positive examples contain attributes of the concept to be
taught) i.e. 5+5, 11-1, 10X1, 3+4+4, 12-2, 15-5, (4X2)+2, 9+1
 Negative Examples: (for examples choose facts that do not have 10 as the
answer) i.e. 6+6, 3+3, 12-4, 3X3, 4X4, 16-5, 6X2, 3+4+6, 2+(2X3), 16-10
 Designate one area of the chalkboard for the positive examples and one area
for negative examples. A chart could be set up at the front of the room with
two columns – one marked YES and the other marked NO.
 Present the first card by saying, “This is a YES.” Place it under the
appropriate column. i.e. 5+5 is a YES
 Present the next card and say, “This is a NO.” Place it under the NO column.
i.e. 6+6 is a NO
 Repeat this process until there are three examples under each column.
 Ask the class to look at the three examples under the YES column and discuss
how they are alike. (i.e. 5+5, 11-1, 2X5) Ask “What do they have in
common?”
 For the next tree examples under each column, ask the students to decide if the
examples go under YES or NO.
 At this point, there are 6 examples under each column. Several students will
have identified the concept but it is important that they not tell it out loud to
the class. They can however show that they have caught on by giving an
example of their own for each column about how to teach. At this point, the
examples are student-generated. Ask the class if anyone else has the concept
in mind. Students who have not yet defined the concept are still busy trying to
see the similarities of the YES examples. Place at least three more examples
under each column that are student-generated.
 Discuss the process with the class. Once most students have caught on, they
can define the concept. Once they have pointed out that everything under the
YES column has an answer of 10, then print a new heading at the top of the
column (10 Facts). The print a new heading for the NO column (Not 10
Facts).”

ACTIVITY-2
 ARYABHATTA
ARYABHATTA (476 - 550)

476 AD
Born

Died 550 AD

Residence Kusumapura or Pataliputra (Patna)

Nationality Indian

Fields Mathematics, Astronomy

Institutions Nalanda University

Aryabhatta was the first of great Hindu mathematician. He is also known as Aryabhatta
I. He lived at Kusumapura or Pataliputra in ancient Magadhar or modern Patna. He was
born in 476 AD.
At the age of 23 years Aryabhatt wrote two books on astronomy (1) Aryabhatiya (2)
Arya-siddhanta. The aryabhatt deals with both mathematics and astronomy. It contains 121
stanzas in all. Aryabhatt is divided into 4 chapters called Pada (section)

ARYABHATTA CONTRIBUTIONS TO MATHEMATICS

NUMBER NOTATION
 Numerical values: he made a notation system in which digits are denoted with the help of
alphabet numerals e.g., 1 = ka, 2 = Kha, etc.
 Aryabhatta assigned numerical values to the 33 consonants of the Indian alphabet to
represent 1,2,3…25,30,40,50,60,70,80,90,100.
 Notation system: He invented a notation system consisting of alphabet numerals Digits
were denoted by alphabet numerals. In this system devanagiri script contain varga letters
(consonants) and avarga letters (vowels).1-25 are denoted by 1st 25 varga letters.
 Place-value: Aryabhatta was familiar with the place-value system.
 He knew numeral symbols and the sign for zero
 Square root & cube root: His calculations on square root and cube root would not have
been possible without the knowledge of place values system and zero. He has given
methods of extracting square root cube root along with their explanation.
 Interest: He formulated for the first time in India the formula for interest, time and other
related ones, in the problems of interest.
ALGEBRA
 Integer solutions: Aryabhatta was the first one to explore integer solutions to the
equations of the form by =ax+c and by =ax-c, where a,b,c are integers. He used kuttuka
method to solve problems.
 Indeterminate equations: He gave general solutions to linear indeterminate equations
ax+by+c= 0 by the method of continued fraction.
 Identities: He had dealt with identities like (a+b)2=a2+2ab+b2and ab={(a+b)2-(a2-b2)}/2
 He has given the following formula in aryabhatia
12+22+32+---------+n2=n(n+1)(2n+1)/6
1 +23+33+---------+n3 = (1+2+3+------------+)2= {n2(n+1)2}/4
3

 Algebraic quantities: He has given the method of addition, subtraction, multiplication of

simple and compound algebraic quantities
 Arithmetic series: He was given a formula for summing up of the arithmetic series after the
Pth term The rule is S= n[a+{(n-1)/2+p} d]
S=(a+1) n/2
GEOMETRY
 Discover the  Value : The credit for discovering the exact values  may be ascribed to
the celebrated mathematician Aryabhatta.
Rule: Add 4 to 100, multiply by 8, add 62000. The result is approximately the circumference
of a circle of diameter twenty thousand. By this rule the relation of the circumference to
diameter is given.
This gives  =62832/20000=3.1416. Which is an accurate value of . Aryabhatta
discovered this value independently and also realized that  is an irrational number
 Pythagorean Theorem: The Pythagorean theorem is stated as follows in his work “the
square of the Bhuja (base) plus the square of the koti (perpendicular) is the square of the
Karna”
(Buja and koti are the sides of a right-angled triangle. The Karna is the hypotenuse)
 Circle Theorem: He has postulated a theorem relating to circle as follows “In a circle the
product of two Saras is the square of the half chord of the two arcs” i.e. a*b=c 2 where c is
half the chord and the saras or arrows are the segments of a diameter which bisect any
chord.
 Formula: Aryabhatta gives formulae for the areas of a triangle, square, rectangle, rhombus,
circle etc.
TRIGONOMETRY
 Sine Table: Aryabhatta gave a table of sines for calculating the approximate values at
intervals of 90/24 = 3 45’. This was done using the formula for
sin (n+1)x - sin nx in terms of sin nx and sin (n-1) x.
 Versine: He introduced the versine (versin = 1-cosine) into trigonometry.

ASTRONOMY
 Earth: Aryabhatta gave the circumference of the earth as 4 967 yojanas and its diameter as
1 5811/24 yojanas. Since1 yojana =5miles this gives the circumference as 24,835 miles,
which is an excellent approximation to the currently accepted value of 24,902 miles.
 He believes that the orbits of the planets are ellipses. He correctly explains the caused of
eclipses of the Sun and the Moon.
 Length of year: His value for the length of the year at 365 days 6 hours 12 minutes 30
seconds is an overestimate since the true value is less than 365 days and 6 hours

Aryabhatta was one of those ancient scholars of India who is hardly surpassed by any one
else of his time in his treatise on mathematics and astronomy. In appreciation of his great
contributions to mathematics and astronomy, the government of India named the first
satellite sent into space on 19-4-1975 as aryabhatta, after him.

ACTIVITY-3

Mathematics Teaching Learning Material (T.L.M.) For

Primary and Middle School Classes

In primary and middle school classes there are many concepts in mathematics related
to our environment. It is very nice to arrange the teaching learning materials for
those classes. Using teaching learning material is very useful to make Teacher’s
Presentation easy, effective and attractive. Teaching Learning Material makes the
mathematical concepts easy and interesting. Let’s talk about some geometrical terms
and related T.L.M. that can be used and prepared easily in any school. There may be
different innovative ideas for smart math learning. How to make math learning smart
and interesting?
In this article these are my own ideas. What are your experiences? Please share with
this blog. If you want to get my links, please like my Google plus page “Innovative
education”. To know more please visit the page “About This Blog”.
Useful Teaching Learning Materials (T.L.M.) for Mathematics Teaching in Middle
School Classes
What is the role of T.L.M. in mathematics teaching?
 Teaching
Learning material is the great tool to teach the students. It simplifies the subjects and
makes teacher’s presentation interesting and attractive. Students learn better by
examples and T.L.M. In an innovative classroom just like smart class, there are many
opportunities for a teacher to arrange many teaching learning materials online. To know
more about some useful and attractive teaching learning techniques visit other posts on
this blog “Innovative education”.
Ready-made Teaching Learning Materials
In many schools there are many ready made T.L.M. are available for teachers. Many
schools have science and mathematics kits. They can purchase several ready-made
teaching learning materials from market. This ready-made T.L.M. is very useful. Teachers
can purchase many mathematical instruments for classroom presentation. These
instruments and equipment are very helpful for teachers and students.
Mathematics Kit for Class:
It is a good idea to prepare “Mathematics Kit” in school. A mathematics kit should
contain essential equipment used in classroom teaching. It may contain various models of
math’s instruments and equipment like scale, ruler, compass, geometry boxes, number
line’s model and such equipment. It should be easily available for students and teachers
should encourage the students to use this kit. In a primary school teachers have many
ideas for teaching learning materials like balls, pencils, seeds etc. They are very cheaper
and easily available. There should be a separate box to put those learning materials.

Online Learning Resources for Mathematics:

There are several online tools for teaching mathematics. Teachers can find many
awesome websites useful in their classroom. Even they can find many sites teach how to
teach numbers. Now students can learn by social networking websites. Many Social and
Educational websites are providing a facility to share educational content and ideas
worldwide. The use of such websites is very helpful for teachers and students. Different
learning software helps the teachers to make mathematics learning easy and funny.
Teachers can use collaborative learning techniques within the classroom. It is very
interesting to introduced project based learning. It is very helpful to use audio visual
devices just like learning videos to explain the different hard topics in an easy way.
Teachers can use different type’s mathematics online learning games as powerful T.L.M.
(Teaching Learning Materials).

The Geometrical Concepts in Primary and Middle School:

In primary and middle school syllabus in Madhya Pradesh (India) there are some basic
concepts in mathematics like line, rectangle, square, triangle, circle, field, cone,
perimeter and such type basic concepts. The textbooks are designed in such type to
correlate these concepts with the environment. Use of sketch pens and color pencils are
very useful to create the interest and attraction among the students in mathematics
learning.
Easy T.L.M. That May be Used by Teacher:
It is very easy to use teaching learning materials in these classes. Teacher can use
different type easily available teaching learning materials as matchbox for rectangle,
scale for line. There are many teaching learning materials can be prepared by teachers
using easily available materials. They can make different learning materials by card
sheets, wood, wire, bangles, matchboxes, and so many materials easily available in
environment. It is a nice idea to prepare a cloth sheet for numbers 1,2,3. When teacher
uses collaborative techniques to make the teaching learning materials in classroom he can
achieve many goals. An innovative teacher has a lot of innovative ideas for TLM. Just try
to use TLM in your classroom and bring the new experience of mathematics learning with
joy.
How to Prepare Mathematical Teaching Learning Materials in Class?
It is an easy and interesting activity to prepare mathematical T.L.M. and models in
classroom. Teacher can provide it as a project for the groups of students. Teacher should
facilitate the students to prepare the projects. Teacher can arrange the essential
materials for students. When students learn how to prepare the T.L.M., they inspired to
do such activities again and again.
Whiteboard as Powerful Teaching Learning Material:
 Teachers use whiteboard in teaching the classroom. What are the smart and innovative
ways to use whiteboard as effective teaching learning materials in mathematics teaching?
Actually Smart and Active Teaching Learning Methodologies inspire the teachers to use
more and more interactive teaching styles.. Teachers can display these multimedia
lessons on white boards by the computers and projectors.

ACTIVITY-4
Power point presentation for math (TOPIC-DECIMAL)

How do I know what kind of decimal it is?

 The name of a decimal is determined by the number

of places to the right of the decimal point

Number of Places Decimal Name Example

Chapter 1 1 tenths 0.7

2 hundredths 0.05
PLACE VALUE WITH
DECIMALS 3 thousandths 0.016

What are mixed decimals? How do you read decimals?

 Mixed decimals are numbers with both whole
numbers and decimals
 The name of a whole number is determined by the
number of places to the left of the decimal point
 In the number 128.765, 1 is in the hundreds place, 2 is in the
tens place, 8 is in the ones place, 7 is in the tenths place, 6 is
in the hundredths place, and 5 is in the thousandths place
 To read a decimal correctly, first find the decimal
point
 Whole numbers are to the left of the decimal point;
any numbers to the right of a decimal point form a
decimal fraction
 Say “and” for the decimal point
 The decimal 2164.511 is read as “two thousand, one hundred
sixty-four and five hundred eleven thousandths”
 Zeros after the decimal point Exercise 1

 Writing extra zeros after the decimal point does not Write the decimals.
change the value! 1. Five thousandths
 The decimals 0.2, 0.20, and 0.200 are equivalent decimals
2. Ninety-four thousandths
3. Three hundred thirty-six and sixty-nine hundredths

ACTIVITY-5
Inductive Method
INDUCTIVE METHOD

 Inductive approach is advocated by Pestalaozzi and Francis Bacon

 Inductive approach is based on the process of induction.
 In this we first take a few examples and greater than generalize.
 It is a method of constructing a formula with the help of a sufficient number of concrete
examples. Induction means to provide a universal truth by showing, that if it is true for a
particular case. It is true for all such cases. Inductive approach is psychological in nature.
 The children follow the subject matter with great interest and understanding. This method is
more useful in arithmetic teaching and learning.
Inductive approach proceeds from
 Particular cases to general rules of formulae
 Concrete instance to abstract rules
 Known to unknown
 Simple to complex
Following steps are used while teaching by this method:-
(a) Presentation of Examples
In this step teacher presents many examples of same type and solutions of those
specific examples are obtained with the help of the student.
(b) Observation
After getting the solution, the students observe these and try to reach to some
conclusion.
(c) Generalization
After observation the examples presented, the teacher and children decide some
common formulae, principle or law by logical mutual discussion.
(d) Testing and verification
 After deciding some common formula, principle or law, children test and verify the
law with the help of other examples. In this way children logically attain the knowledge of
inductive method by following above given steps.

Example 1:
Square of an odd number is odd and square of an even number is even.
Solution:
Particular concept:
12 = 1 32 = 9 52 = 25 equation 1
2 =4
2
4 = 16
2
62 = 36 Equation 2
General concept:
From equation 1 and 2, we get
Square of an odd number is odd
Square of an even number is even.

Example 2 :
Sum of two odd numbers is even
Solution:
Particular concept:
1+1=2
1+3=4
1+5=6
3+5=8
General concept:
In the above we conclude that sum of two odd numbers is even

Example 3 :
Law of indices am x an =a m+n
Solution:
We have to start with a2 x a3 = (a x a) x (a x a x a)
= a5
= a 2+3
a 3 x a4 = (a x a x a) x (a x a x a x a)
= a7
= a 3+4
Therefore am x a n = (axax….m times)x(axa …n times)
a m x an = a m+n
MERITS
 It enhances self confident
 It is a psychological method.
 It is a meaningful learning
 It is a scientific method
 It develops scientific attitude.
 It develops the habit of intelligent hard work.
 It helps in understanding because the student knows how a particular formula has been
framed.
 Since it is a logical method so it suits teaching of mathematics.
 It is a natural method of making discoveries, majority of discoveries have been made
inductively.
 It does not burden the mind. Formula becomes easy to remember.
 This method is found to be suitable in the beginning stages. All teaching in mathematics is
conductive in the beginning.

DEMERITS
 Certain complex and complicated formula cannot be generated so this method is limited in
range and not suitable for all topics.
 It is time consuming and laborious method
 It is length.
 It’s application is limited to very few topics
 It is not suitable for higher class
 Inductive reasoning is not absolutely conclusive because the generalization made with the
help of a few specific examples may not hold good in all cases.

Applicability of inductive method

Inductive approach is most suitable where
 Rules are to be formulated
 Definitions are be formulated
 Formulae are to be derived
 Generalizations or law are to be arrived at.

Deductive Method
Geometry was organized by the Greek mathematician Euclid, and the structure given
to Mathematics by the Greeks is still used by mathematicians today. It is called
the deductive method. The Greeks immediately recognized the power and utility of
Euclid's method of inquiry, which came to be called the deductive method.
Mathematics courses do not generally emphasize the deductive nature of mathematics
much these days, so it is entirely possible that a high-school mathematics major would
not have heard of it - yet it is the structure of mathematics!

To use the deductive method, here is what you need to do:

1. You have to start somewhere, and you start with undefined terms. You pick
undefined terms to be very common and self-evident, then you just have to
assume that everyone will be "on the same page". For Euclid, undefined terms
were things like point, line, etc. You can discuss what you mean by an
undefined term, but you can't define everything.
2. Once you have agreed on some undefined terms, you can use them to
create definitions. Euclid, for instance, could give a precise definition of a
triangle in terms of points and lines.
3. Next, you need to pick some simple, obviously true statements about the
undefined terms and definitions. These statements are
called axioms or postulates. You want to keep the number of axioms to a
 minimum - Euclid had 5 axioms for all of geometry. (One was "Two points
determine a line.")
4. Now, things can get interesting. You can combine your axioms, definitions, and
undefined terms with the rules of logic to prove that other statements must be
true. These statements are calledtheorems.
5. Once a theorem is proven, you can use it, along with other proven theorems,
axioms, definitions, and undefined terms to prove other theorems.

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