Education Department
Government of NCT of Delhi
Education Department
Government of NCT of Delhi
| S.No. | Class | Topic | Sub-Topic | Brief Description | Link for Writeup/ Video/ Photographs of TLM Prepared | Prepared By |
|---|---|---|---|---|---|---|
| 1. | VI | Number system | Place value | Mode of activity - Pair Objectives 1The students able to identify the 4 digit numbers 2 The students able to read the numbers 3 The students able to find the place of a number and place value. Material required 1 cardboard 2 different colours chart papers 3 glue 4 scissors 5 sketch pens 6 pencil 7 eraser 8 scale Procedure Step1 cover the cardboard with chart paper Steps 2 cut the four rectangular strips Step 3 write the numbers from 0 to 9 Step 4 fix the strips on the cardboard in such way that they can move. Step 5 Give the heading and decorate with colours |
Link | Jyoti Kumari GGSSS Bindapur (1618060) |
| 2. | VI, VII | Decimals | Place value | The activity can be done in small as well as large groups. It focuses on improving clarity of place value in decimal numbers. We need cardboard, colourful paper strips, markers and fevicol for making it. Cut out various strips and paste numbers on them from 0 to 9 and place them in columns marked as hundred, tens, ones, hundredth, thousandths, tenths etc. |
Link1 Link2 | Ankita Pant SBV P-II Kamdhenu (1412013) |
| 3. | VI, VII | Number system | Place value and expended form | Mode of activity= Group Objectives = students will *understand various numbers *Understand face value of a number * Understand value of a number as par place * Explain Expended Form of Any Number Material Required= colourful sheets, sketch colours, board pin Steps and procedures= *Cut out 4 circles with different radius *Divide each circle in 10 equal parts *Mark number 0 to 9 on outer circle *Then mark numbers as per place on other circles *Attach all circles by using a pin *Now Place value wheel is ready to use. Instructions: = Class will be divided into 4 groups. One student will come out form group 1 and move the Wheel. students from group 2 will tell the face vale and Place value of that number. Then student from group 2 will come and rotate the wheel and ask face and place value to group 3. And so on. Other remark :- Fun activity with joyful learning |
Link | Lokesh GBSSS, P-Block, Sultanpuri (1412288) |
| 4. | VI, VII | Integer | Addition and subtraction | Mode of activity: Individual Objectives: After the completion of the class, students will be able .Recall the concept of integers . Identify the less and greater integer . Differentiate between Addition and subtraction of integers Material required: chart, sketch pen, scale Instruction: start from arrow Solve each block and move towards the correct answer. To win the game you have to reach the end. |
Link | Keemi Rana SV, K-2, Mangolpuri (1412082) |
| 5. | VI, VII | Angles | Types of angles | OBJECTIVE : This TLM provides a better understanding about type of angles. MATERIAL REQUIRED: Paper, cardboard, glue, marker, tape, charts, sketch colours, scale. PROCEDURE: 1.Firstly choosing an angle on the moving wheel asking about the type of angle. 2.students the angle measurement in degree 3 check the measured angle lies between which of the provided tags in the TLM 4 Answering the type of angle mentioned on the tag. INSTRUCTION: Always choose a new angle on moving wheel for a better learning |
Link | Bhawna RTR GSV, Surhera (1822003) |
| 6. | VI, VII | Understanding elementary shapes | Types of angles | MODE OF ACTIVITY- individual and pair OBJECTIVES - *General objective - to create interest in mathematics *Specific objectives -- Students will be able to identify different types of angles in their surroundings. *They will be able to classify different angles. *They will be able to create/ draw different angles. MATERIAL REQUIRED- Model of CLOCK (with moving hands) STEPS & PROCEDURE-- The teacher will set different times in clock and will show to students. She will ask them ti notice the different positions of short hand and long hand, at different times. For e.g. - at 6:00 they make a straight line, at 11:00 they are close together. Then, teacher will explain all the types of angles with the help of CLOCK. After that, an activity will be conducted in pair. One student will make angle of his choice by moving hands of clock and the other student will tell the name of that angle. |
Link | Pooja GGSSS No. 3, Najafgarh (1822060) |
| 7. | VI, VII, VIII | Introduction to Angles | Types of Angles | Mode of activity: Small group / large group Objective: * The students will be able to know different types of angles. *The students will be able to relate different types of angles with their daily life situations. * they would be able to use the protractor also as the TLM's upper part symbolises the protractor. * the students will be able to know the difference between different types of angles. * by the use of TLM's and the quiz later, the students will be able to visualise different types of angles. Material required: Cardboard, chart papers, Fevicol, sketch colours, origami sheets. Steps and procedures: 1. Using compass make a big circle on a chart paper and paste it on the cardboard. 2. Mark different angles on it using the protractor 3. Now cut smaller circle of different coloured chart paper and cut it with a scissor through a radius. 4. Adjust the smaller circle on the bigger one so that centres of both circles coincide. 5. Cut a pointer and place it on the radius of the smaller circle from where the cut is made. 6. The working TLM depicting different types of angles is ready. 7. For my next TLM I cut 10 strips of cardboard and used origami sheets to make different types of angles. Also I cut strips on which different types of angles are made using paper activities so that everything is evident to the students. 8. In the end there is a TLM for an oral assessment in which I drew different figures from real life situation and this way the students would be able to relate this knowledge in their daily life situations. Instructions: 1. First a letter from English alphabet 'L' is picked and then the concept of right angle is brought forward. 2. After that students would be asked to come forward and move the pointer and different types of angles will be explained. 3. Lastly a short assessment exercise will be held to conclude the class and efforts will be made to make it interesting and innovative for the students. The objective is to relate the knowledge of angles to our daily life situations. |
Link | Shweta Gupta SCSD SV Sec 9 Rohini (1413010) |
| 8. | VI, VII, VIII | Mathematics | Mensuration | Mode of Activity:- Small Group OBJECTIVE :- * Students should know the formula for the area and volume of various solid figure. *To know the formula and its application while solving questions and in practical life. *To know how to split the given solid figure into the plane to find its surface area. *To understand the formula for finding the surface area and volume of various solid figure. *Students will learn quickly and in a interested way by this TLM MATERIAL REQUIRED:- 1) Chart paper 2) Cardboard 3) Fevicol 4) Wooden Stick 5) A4 Size paper STEP AND PROCEDURE:- *Cut the A4 paper to make solid figures with specific length and specific area. *Use cardboard to represent these solid figure by using fevicol (use to stick figure on cardboard) *Explain the actual definition of surface area using these cutout of solid figures. *Write formula of TSA, CSA and Volume on small circular disc made up by cutout of chartpaper. *By wooden stick we made a rotational formula game of solid figures. INSTRUCTION:- Use this TLM to understand the concept of surface area and volume of solid figure with basic understanding. Like: for cube -- Total surface area is 6×(side)2 Curved surface area is 4×(side) 2 and volume is (side) 3 And similarly we understand the concept and formula for various solid figure. |
Link1 Link2 | Anshika GSBV, A – Block, Sultanpuri (1412087) |
| 9. | VI, VII, VIII | Angles and their properties | Vertically opposite angles, Alternate interior angles, Angles on same side of transversal, Angles around a point, Linear pair | Mode of activity - Pair or small group Objective - To enable students to identify angles from figure and apply their properties. Material required - Used envelope, left out pieces of paper (colourful), sketch pen, scissors, fevicol, scale, compass. Steps and procedure - 1. Take any used envelope, draw parallel lines and a transversal and cut out two circles from it. 2. Take colourful pieces of paper (left out) and mark angles of a certain type on different slides with same colour so that identification of angles is possible. 3. Keep insert ing slides one by one and enjoy mathematics by identifying different angles and their properties just like a puzzle. Introduction - This TLM will prove to be beneficiary in middle classes because angles and their properties are used in mathematics in every class in different forms so if students can identify angles from just seeing the figure and recall their properties then this basic concept will remain with them forever. |
Link1 Link2 | Anshika GSBV, A – Block, Sultanpuri (1412087) |
| 10. | VI, VII, VIII | Quadrilateral | Square and rectangle | Mode of activity- small group Objective – 1. Student will be able to understand quadrilateral 2. Students will be able to understand the properties of square and rectangle 3. Students will be able to calculate perimeter and area of square and rectangle Material - Card board, Colour paper, Marker Step and Procedure - By helping and daily life product we can show what is square and what is rectangle. |
Link | Shri Bhagwan GBSSS Libaspur (1309262) |
| 11. | VI, VII, VIII | VI, VII, VIII- Number System | VI- place value, expanded form VII- counting, addition, subtraction VIII- Natural numbers, whole numbers, Integers, Rational numbers | VI- Mode of activity- small group Objective- to understand the concept of place value and related operations. Material required- place value disc chart. Steps and procedures- 1. A group activity in which a student randomly say a 2-digit number and other students have to display that number by rotating the number discs (ones place and tens place disc). 2. Another student will write the expanded form of the displayed number. 3. Now, a student will write expanded form of a random 2-digit number. 4. The other student will display expanded form by rotating the number discs. 5. The other student will have to guess the number by looking at the discs. VII- Mode of activity- pair Objective- to grasp the concept of counting, addition and subtraction. Material required- One to Hundred number chart. Steps and procedures- 1. Encourage counting of numbers from 1-100. 2. Ask students to work in pairs. One student will randomly choose a number and other student has to add 10 and then subtract 5 in the given number. Note- To add 10, students will observe that they have to move 1 step forward and to subtract 5 they will have to move upwards. Similarly, to subtract 10, a student have to move backwards and to add 3, they will have to move downwards. VIII- Mode of activity- individual Objective- to understand the concept of number system. Material required- Wheel of numbers. Steps and procedures- 1. Ask students to rotate the wheel and identify the types of numbers. 2. Ask students to notice what are the similarities and differences in a given type of numbers. 3. Rotate the different wheels and arrange them together according to their types, definition and symbol used to represent that set of numbers. |
Link1 Link2 Link3 | Shikha Sharma SV, Sector 3, Rohini (1413002) |
| 12. | VI, VII, VIII | Geometry | Lines and angles | Mode of Activity: Group Activity Objective: At the end of the lines and angles lesson, students will be able to: Identify and apply the properties of lines and angles. Understand the concept of parallel, perpendicular, complementary and supplementary angles. Material Required: Wooden Card Board, Wooden Sticks, Protector Steps & Procedure: The angle properties of lines are: Vertically opposite angles are equal, for example a = d, b = c. Adjacent angles add to 180o, for example a + b = 180o, a + c = 180 o. Corresponding angles are equal, for example a = e, b = f, c = g, d= h. Instructions: A line is a one-dimensional figure, with no breadth, and that extends in both directions infinitely. These are the lines with one end as the start point and the other end going to infinity. These are used to form angles. Angles are formed when two rays intersect at a point. |
Link | Santosh Kumar Kautilya GS Co-Ed Vidyalaya (1925003) |
| 13. | VI, VII, VIII | Identities and mensuration | Formulas for revision | Mode Of Activity: pair to small groups of 6. Objective : -make learning and evaluation interesting - diagnose the learning gap - check the clarity about basics of topics - motivate peer learning - motivates for better group coordination - motivates to do quick responses Material Required : -one beat for one, sheets and colours Steps :- 1) starts with a common question, who answers it correct and quickly, will start the game. 2) That player move a step forward on game board, then ask a question 3) After it, among the rest if players who answers it correctly will move forward on game board and then ask a question to rest of players. Game will continue it till someone reaches to finish. Instructions:- Participants will listen carefully, the one who is correct and quicker among all will win. |
Link | Rekha Yadav SKV (MS) Jagatpur (1207005) |
| 14. | VI, VIII | Understanding Elementary Shapes | Polygons | Mode of Activity: Individual Objective: The students will be familiar to polygons They will be able to name them They will know more about triangles They will be able to the types of quadrilateral Material Required: Geo board, Rubber bands Steps and Procedures: The teacher will make different polygons on Geo board using rubber band with the participation of students and introduce them and help them to recognise them Instructions: Students can try to make different geometrical shapes and observe them carefully Any other Remark: The concept of polygons is clarified to the students with the help of TLM |
Link | Madhulata GGSSS No.3 Najafgarh (1822060) |
| 15. | VII | Visualizing Solid Shapes | 3-D Nets | Mode of activity- individual Objective- to enable students to visualise and comprehend the sides, vertices, surfaces of shapes Material required- coloured paper, cardboard Steps- take coloured paper and cut out the 3-D nets, place a string on one side and pull it and loosen it. To show how the net opens and closes. Instructions- keep the colors different for different shapes. |
Link | Anupriya SKV Vijay Enclave (1821025) |
| 16. | VII | Lines and Angles | Vertically Opposite Angles | Link | Link | Pankaj Rangera GSBV Laxmi Nagar (1003001) |
| 17. | VII | Triangles | Types of Triangles | Mode of Activity: Large group Objectives: Students will be able to - Identify the types of triangles - Categorise the triangles in the basis of sides and angles recall the properties of triangles - use problem solving skill skills to answer the application based questions Material Required Cardboard, Hairpin, Colourful Sheets, marker, Adhesive, Scissors Steps and Procedure Make the cutouts of different types of triangles on the basis of length of side and angle. Write the required properties inside the folded triangles Make a circular cutout and divide it into 6 equal parts using marker and paste the triangles on it. Using a hairpin adjust the circular cardboard to form a rotating wheel and fit a arrow on it. Rotate the wheel and our GAME is ready. Instructions Class will be divided in the groups and we will rotate the wheel. Students will have to identify the triangles and explain it's properties. If the answer is correct then the student will answer the THINKING QUESTIONS attached with it. Any Other Remark This game will help the students to learn the concept in the fulfilled way and they will like Mathematics as an interesting subject. |
Link | Ritika Gupta GGSSS Azadpur Colony (1309127) |
| 18. | VII | Parallel lines and a transversal | Angles formed by a transversal on parallel lines | Mode of activity: small group or large group or pair Material Required: Pastel sheets, glue, drawing sheet, colours, ruler, scissors. Objective: Learners will be able to 1. Identify and describe parallel lines and a transversal. 2. Visualize the angle formed by parallel lines and a transversal. 3. Identify and name corresponding, interior, and alternate angles formed by two lines and a transversal. 4. State and use the fact that measures of two alternate angles and two corresponding angles are equal when the two lines are parallel. 5. State and use the fact that two interior angles on the same side of the transversal are supplementary. 6. Identify that two lines are parallel if they are cut by transversal such that two alternate angles are equal, or two interior angles are supplementary. Procedure: 1. Take a pastel sheet. Draw two parallel lines l and m and a transversal t intersecting the parallel lines. 2. Using a compass draw circle on the point of intersection and cut angles so that parallel lines and transversal are visible. 3. Fold the pastel sheet to make the envelope open on one side. 4. Place a drawing sheet inside the envelope and draw the cut-out of angles. 5. Colour the cut-out of angles to explain pair of different angles like corresponding angles, alternate angles, interior angles, on the same side of the transversal, and opposite angles. |
Link | Shweta Chauhan SKV-Moti Nagar (1516018) |
| 19. | VII | Parallel Lines and Transversal | Angles made by a Transversal with Parallel Lines | Material Required: Pastel sheets, glue, drawing sheet, colours, ruler, scissors. Objectives : The learner will be able to 1. Identify and describe parallel and transversal. 2. Visualize the angles formed by parallel lines and transversal. 3. Identify and name corresponding, interior, exterior and alternate angles formed by the parallel lines and transversal. 4. State and use the fact that the measures of alternate angles and corresponding angles are equal when the two parallel lines are intersected by the transversal. 5. State and use the fact that two interior angles on the same side of the transversal are supplementary. 6. Identify that the two lines are parallel if they are cut by a transversal such that two alternate angles are equal, or two interior angles are supplementary. Procedure : 1. Take a pastel sheet. Draw two parallel lines l and m and a transversal t intersecting the parallel lines. 2. Using a compass, draw circles on the point of intersection and cut angles so that parallel lines and transversal are clearly visible. 3. Fold the pastel sheet to make an envelope open at the top. 4. Place a drawing sheet inside the envelope and draw the cutout of angles. 5. Colour the cutouts of angles to explain pairs of different angles like corresponding angles, alternate angles, interior angles, exterior angles and vertically opposite angles. |
Link | Sheetal SKV No.1 C Block Janak Puri (1618017) |
| 20. | VII | 3D Shapes | Mathematical City | The students can combine their 2-D buildings with ones in 3-D or opt for a three-dimensional only city. Use folded paper to make box-like cubes or have the students sculpt the geometric forms using clay or paper mache. Students who are struggling to build their own shapes can use ready-made foam versions. Glue the shapes onto the base where they belong. This provides an opportunity for the students to match the shapes with their 3-D mates. |
Link | Ekta Devi SKV No-1, Zeenat Mahal, Kamla Market (2127014) |
| 21. | VII | Lines and angle | Type of Angles | Mode of activity- small group Objective- 1) student able to explain the procedure to draw the different angles. 2) student able to distinguish between two angles. 3) Student able to name the different angles Material required- chart, card board, sketch pen, compass, D etc |
Link | Aarti Goel GGSSS New Usmanpur (1105117) |
| 22. | VII | Fraction and decimals | Fractions | Mode of activity- individual Objective- To make students understand concept of fractions. Material required- white pages, sketch pens, wax crayons, compass, scale, fevicol. Steps and procedures – 1. First, we cut 11 circles of equal size with the help of compass. 2. Then, we did partition of circles in various parts i.e. 1, 2, 3, .... , 10. 3. We coloured different parts with different colours. 4. We pasted them in the formation of album. 5. Marked it fraction album on the front page. Instructions- Students can learn about topic fraction just by watching this album page by page. |
Link1 Link2 Link3 | Anju Kanwar Shekhawat S Co-ed SSS, Safdarjung Enclave (1719106) |
| 23. | VII | Triangle | Types of Triangle | Mode of activity: small group Objective 1 Students will be able to remember triangle figure and its type. 2 Students will be able to relate the triangle shapes with surroundings. Material required sketch pen, gum, sticks, coloured paper (invitation cards, Waste wrapping), waste card board / cartoons / thermocol sheets etc. Steps and procedure Students visit the garden and observed two grounds/ areas filled with triangle shaped trees then see the difference in types of triangle based on written instructions on back wall and lastly try the circular game on adjacent wall. Instructions after visiting, students will try the circular game on adjacent wall to recap and test their memory. Remark try to make with waste material and try to relate with surroundings. |
Link1 Link2 | Ruma G Co-ed SV Sec 4 Rohini (1413336) |
| 24. | VII | Pythagoras theorem | Relationships between height and angle in right angle triangle. | Link | Link1 Link2 | Chander Prabha GBSSS Baprola (1617258) |
| 25. | VII, VIII | Exponents | Laws of exponents | Mode of activity - Small group Objective- Students will be able to *Define the term exponent and its base * List the rules and properties of exponents *Use the properties of exponents Material Required – Cardboard, Colour paper, Scissors, Fevicol, Glue Gun, Chop Sticks, Nut and bolt, Black sketch pen, Cutter Steps and procedures – 1-Take a round cardboard 2- cut 8 equal circle on this cardboard with the help of any round object. 3- cover this cardboard with colour paper and cut those eight circles again on it. 4- take a colour paper and make 16 small shapes just like round and heart shape. 5- now take 8 chopsticks and paste two shapes on each Chopstick from both front and back. 6- now insert these eight Chopstick in those eight circles which we cut on to the cardboard and paste. 7- now take a piece of cardboard and cut it into U shape and cover it with black colour paper in rectangle shape. 8- now make a hole and take a screw, with the help of it attached the round shaped cardboard with the U shaped cardboard. 9- now write the rules on a small colour paper and paste them on the chopsticks Instructions - call students in group and ask them to spin the wheel and ask them to read the rule. |
Link1 Link2 | Meenakshi Sharma AAA SKV Tughlakabad Extn. (1925061) |
| 26. | VII, VIII | Properties of Triangle and Quadrilateral | Angle sum property | Mode of activity : Small Groups Material Required : Cardboard chart paper, Sketch Pen Steps and Procedures : Cut two identical triangle and Quadrilateral. Paste one of them on hardboard and cut the second one at the corners. Arrange the three angles of the triangle to form a straight line. Arrange four angles of Quadrilateral to form a complete angle. Instruction: Shape must be identical. Any other remark: Use cutter carefully |
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Narpal Singh GSBV D-Block Janakpuri (1720027) |
| 27. | VIII | Knowing our numbers | Place value of numbers | Mode of Activity : Individual Objective : To recognise the place value of each digit in a three or four digit number (thousands, hundreds, tens, ones) Place value is the value of each digit in a number. For example, the 5 in 350 represents 5 tens, or 50; however, the 5 in 5,006 represents 5 thousands or 5,000. It is important that children understand that while a digit can be the same, its value depends on where it is in the number To read and write numbers up to 1000 in numerals and in words. To add and subtract numbers mentally, including: a three-digit number and ones. To add and subtract numbers mentally, including: a three-digit number and tens. Material Required : Chart paper, Colour paper, Scissors, Glue gun, Fevicol, Sketch pens & Cutter. Steps and Procedure : Take a chart paper and write place values in boxes. Four strips of chart paper 0 to 9. Put the strips in the boxes. Instruction: Students will understand place value of the different numbers. |
Link | Kamini Kant GGSSS No.1 Madipur (1515028) |
| 28. | VIII | Square and Square Roots | Square and Square roots of the numbers | Mode of activity- Individual Objective- 1)Students will be able to understand that what is a square. 2) They will understand that taking the square root of a number is the inverse operation of squaring that number, 3)They will be able to apply this in day to day life problems, 4)They will be able to find the square root of a perfect square, Material Required- Cardboard, Fevicol, Scissor, Chart paper, Marker, Button, Thread Steps and procedure-. 1.Firstly we have to cut the two cardboards of circle shape of same size. 2.Then we have to cut a third smaller circle. 3.Now we have to cut a Circle from both ends at angle 10 degree. 4. With the help to button and thread, assemble the three circles by putting circle having cuts in middle. Now write down square and square roots on the last circle. Instructions- The term ‘square number’ means a number multiplied twice to get the square. The term ‘square number’ came with the concept of the area of a square. Just like the area of a square means the product of two equal sides, the square number is the product of the same number multiplied twice. Let’s have a look at the properties of the square numbers. • The squares of odd numbers are odd, while that of even numbers are even. • Square numbers ends with 1, 3, 4, 5, 6, or 9 at its units place. • Numbers ending with 2, 3, 7, or 8 are not square numbers. The Square Root of a number x is a number, which when multiplied with itself (squared), gives x as the answer. For example, the square root of 9 is 3, because 3 multiplied with itself, gives 9 as the answer. A number whose square root is a whole number. The first few perfect squares are 0, 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121 and 144. |
Link | Roopal GBSS Garhi Jharia Maria (1924042) |
| 29. | VIII | Polygons | Angle sum property | Mode of Activity: individual, pair, group Material required: thermocol, Black sheet, nails, protractor, thread, glue. Steps and procedure: Prepare a board using thermocol and black sheet. Fix protractors with the help of nails on it. Tack the thread (long) on one nail. Now TLM is ready to use and do activity. This TLM may be used to teach different ideas to students like name of polygons, to draw diagonals, measurement of angles, forming different polygons having different sides (regular/ irregular). Students can measure interior angles of polygon they have made and verify the formula Sum of interior angles of polygon =(n-2)*180 by themselves. Instructions: *Use the TLM carefully. *While measuring angles your vision should be perpendicular to the board. Remark: This TLM may be used to differentiate regular and irregular polygons also. Students can divide the whole polygon into no. of triangles and then find sum of interior angles also. Link |
Link | Garima Chauhan SKV Harinagar Clock Tower (1514021) |
| 30. | VIII | 3-D Shapes | Euler's Formula | Mode : Large Group Objective : To know about the relationship between number of Faces, Vertices and Edges in Polyhedrons ( 3D Shapes). or EULER'S Formula Materials Required : Wooden blocks, Charts Steps and Procedure : After discussion on different 3-D Shapes , the learners would be shown various models of wooden blocks. Introduction of Polyhedrons. Relationship between number of faces, vertices and edges of polyhedrons would be discussed. F+ V = E + 2 EULER'S FORMULA |
Link | Dinesh Kaushik GBSS E-Block Kamla Nagar (1207027) |
| 31. | VIII | Polyhedrons | Euler's formula | Mode: Individual and group both Objectives: Recognising 3D objects as polyhedrons To know about edges, vertices and faces of diff polyhedrons To verify Euler's formula for any polyhedron Material required- straws and clay Steps- 1. Cut the straws into equal parts of desired lengths and join them with the help of clay by forming vertices. 2. Make different polyhedrons by using these straws and clay. Instructions- count vertices, edges, and faces of these polyhedrons and verify Euler's formula for it. |
Link | Kavita Rani RSKV East Vinod Nagar (1002028) |
| 32. | VIII | Introduction of Graphs | Types of Some Graphs | MY TLM topic is introduction of Graphs. It is 8th class chapter. In this chapter, Students will get familiar with different types of graphs. It is an individual activity. Materials required 1. Card board 2. Colour Paper 3. Glue gun 4. Scissors 5. Black sketch pen 6. Fevicol Objectives 1. To familiar students about different types of graphs like Bar graph, Pictograph, circle graph, Line graph or histogram etc. 2. To give knowledge about graphs and tell their utility in our life. 3. To tell students that graphs are very important in our life, to consume Data in a proper way and to obtain results by unarranged data, by arranging it with help of graphs and get a proper result. |
Link | Deepak Kumar Verma GBSS Sarai Kale Khan (1924018) |
| 33. | VI | Integers | Positive Numbers, Negative Numbers, Greater Than, Less Than, Ascending Order, Descending Order, Addition, Subtraction | A Game based on Integers has been developed to enable children to comprehend the concept of negative numbers, positive numbers; identify an integer as greater than, less than; arrange integers in ascending order, descending order; add and subtract integers. Children will play the game alone, in pairs or in small groups. The cat will represent negative number and the rat will represent positive number. A thrilling experience for kids to learn while playing.
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Link | Dr. Khushboo Jain Mehta GGSSS Jhilmil Colony (1001111) |
| 34. | VI | Integers | Addition of Integers | Integers hopscotch - to understand and master the concept of addition of integers. Link of the video - Link Link of the writeup - Link |
Link | SONIA GUPTA GGSSS Vasundhara Enclave (1002185) |
| 35. | VI, VII | Fraction | Understanding Factors | It's a working TLM, made by only colourful papers and fevicol only. *Two circles are fixed smartly to attract students concern and impart knowledge joyfully and effectively. Easy to understand and handle. *A rectangle is also divided in attractive manner to improve their abstract thinking and also helps them to understand multiplication of factors. |
Link1 Link2 Link3 | Geeta Choudhary GGSSS, Ambika Vihar (1617033) |