CLASS — VI PROJECTS IN MATHEMATICS ASSIGNING PROJECTS
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CLASS — VI
PROJECTS IN MATHEMATICS
PROJECT: Set of activities in which pupils discover experiment and collect information by themselves in a natural situation to understand a concept and arrive at a conclusion may be called a PROJECT.
Project work will develop the skills in academic standards such as problem solving, logical thinking, mathematical communication, representing data in various forms in daily life situations. This approach is to encourage the pupils to participate, discuss (articulation) and take active part in class room processes.
Project work essentially involves the students in a group work and submitting a report by the students on a given topic, after they worked on it, discussed it and analyzed it from various angles and perspectives.
ASSIGNING PROJECTS – TEACHER’S ROLE
1. Teachers must have a thorough awareness on projects to be assigned to the students. 2. Teachers must give specific and accurate instructions to the students. 3. Teachers must see that all the students must take part in the projects assigned. 4. Allot the projects individually on the basis of student’s capabilities and nature of the projects. 5. Teachers must see that children with different abilities are put in each group and give oppor
tunity to select division of work according to their interesting task at the time of allotment of the project. 6. Teachers must analyze and encourage the pupil, while they work on the project. 7. Teachers should act as facilitators. 8. Proper arrangements must be made for the presentation and discussion of each student’s project, when the students must be told whom to meet to collect the information needed. 9. Allow the students to make use of the library, computer lab etc. 10. Give time and fix a date to present the project. Each project should be submitted within a week in the prescribed Proforma. 11. Each project can be allotted to more number of pupils just by changing the data available in and around the school. 12. The projects presented should be preserved for future reference and inspection. 13. Every mathematics teacher is more capable to prepare projects based on the Talent/Interest/ Capability of students. 14. Teacher also ideal to the students by adopting one difficult project from each class. 15. Procedure of the project should be expressed by the students using his own words. 16. Each student should submit 4 projects in an academic year.
Welcome your comments and suggestions. 1
PROFORMA FOR THE PROJECT
PRELIMINARY INFORMATION
Class
:
Subject
:
Name of the Lesson/Unit
:
No. of the Project
:
Allotment of work
:
(i) Identifying the shapes
(ii) Measuring the lengths of the sides
(iii) Recording the measurements
(iv) Calculating the Areas & Perimeters
(v) Presentation of the project
2
DETAILED INFORMATION OF THE PROJECT
1. Title of the Project
:
2. Objectives of the project :
3. Materials used
:
4. Tools
:
5. Procedure
:
1. Introduction
:
2. Process
:
3. Recording the data :
4. Analysis
:
5. Conclusion
:
6. Experiences of the students :
7. Doubts & Questions
:
8. Acknowledgement
:
9. Reference Books/Resources :
10. Signature of the student(s) :
3
CLASS—VI MODEL PROJECT
PROFORMA
PRELIMINARY INFORMATION
Class
: 6
Subject
: Mathematics
Name of the Lesson/Unit
: AREA AND PERIMETER
No. of the Project
: 1
Allotment of work
:
(i) Identifying the shapes  Master Krishna Vamsi
(ii) Measuring the lengths of the sides  Master Venkatesh
(iii) Recording the measurements  Master Nagoor Vali
(iv) Calculating the Areas & Perimeters  Master Rama Krishna Naidu
(v) Presentation of the project  Master Sathya Rama Jayanth
4
DETAILED INFORMATION OF THE PROJECT
1. Title of the Project : Identification of rectangle and square shapes in our daily life and find its Perimeter and
Area. 2. Objectives of the project :
(i) Identification of rectangular and square shapes in our surroundings. (ii) Finding of perimeter and area of rectangular and square shapes. 3. Materials used : Tape, twine thread, charts, Long scale, pencil, sketch pens, etc., 4. Tools : (i) Different shapes which are in rectangular, square shapes (class room, table, verandah,
game courts, note book, windows, doors etc.,) (ii) Measurements of all shapes. 5. Procedure : 1. Introduction : I want to measure the dimensions of rectangle and square shapes in our
surroundings. 2. Process : Measure the dimensions of Badminton court, Verandah, Table. 3. Recording the data of rectangular shapes
S.
Name of the
No. rectangular shape
1 Verandah
2 Table
3 Garden
4 Badminton Court
5 Volley Ball Court
Length (l)
8 m 1.8 m 6 m 24 m 18 m
Breadth (b)
2 m 1.2 m 2 m 12 m 9 m
Perimeter P = 2 ( l + b )
20 m 6 m 16 m 72 m 54 m
Area A = l x b 16 Sq.m. 2.16 Sq.m. 12 Sq.m. 288 Sq.m. 162 Sq.m.
5
Recording the data of square shapes
S.No.
Name of the square shape
1 Class room
2 Garden
3 Chess board
4 Caroms board
4. Analysis :
Side (s)
25 Ft 4 m 24 cm 75 cm
Perimeter P = 4 x s 100 Ft
16 m 96 cm 300 cm
Area A = s x s 625 Sq.Ft. 16 Sq.m. 576 Sq.cm. 5625 Sq.cm.
S.
Name of the
Perimeter
No.
shape
Length (l) Breadth (b) P = 2 ( l + b )
1
Garden
6 m
2 m
16 m
2
Garden
4 m

16 m
(i) From the above table I noticed that the area of square is more than the area of rectangular shape having the same perimeter.
Area A = l x b
12 Sq.m.
16 Sq.m.
S.
Name of the
Perimeter
Area
No.
shape
Length (l) Breadth (b) P = 2 ( l + b ) A = l x b
1
Verandah
8 m
2 m
20 m
16 Sq.m.
2
Garden
4 m

16 m
16 Sq.m.
(ii) From the above table I noticed that the perimeter of rectangle is more than the perimeter of square having the same area.
5. Conclusion :
1. The area of square is more than the area of any rectangle having the same perimeter. 2. The perimeter of rectangle is more than the perimeter of any square having the same
area.
6. Experiences of the students :
(i) I measured length in feet and breadth in cm by using a scale. (ii) I used l + b instead of l x b to finding the area. (iii) I wrote Sq.units to perimeter which is not correct. (iv) I feel very happy while measuring the dimensions and finding the areas of games
courts, carom board, chess board and garden etc.,
6
7. Doubts & Questions :
1. Whether rectangle is a regular figure? 2. How can we find out the area of closed figure other than square and rectangle? 3. How we can find out the area and perimeter of winners stand, and the following closed
figures.
8. Acknowledgement :
1. Convey my sincere thanks to our Principal to allow into our kitchen garden. 2. Convey my sincere thanks to our PET to provide games material like chess board,
carom board etc.,
9. Reference Books/Resources :
1. Class – VI Mathematics text book
10. Signature of the student(s) :
7
CLASS—VI : LESSON WISE PROJECTS
S.
Name of the
No.
Lesson
Title of the Project
1. Collect the information from your surroundings/daily life, like
population of some states/countries, food expenditure for one
Knowing our year, distance between earth and moon, planets and write
1
Numbers
them in Indian system and International system.
2. Collect the information about Indian great mathematician Sri
Srinivasa Ramanujan.
1. Collect the information about whole numbers and represent on
Whole Num number line and perform operations of addition, subtraction
2
bers
and multiplication.
2. Prepare a chart of properties of whole numbers under addition,
1. Prepare the list of prime numbers by using Sieve of Eratosthe
Playing with
nes with the help of divisibility rules.
3
Numbers
2. Establish the relationship between LCM and HCF by collecting
some daily life situations.
1. Prepare models/drawing and cutting a colour paper in the
shape of circle, and identifying/marking centre, radius, diame
ter, chord, arc and a sector.
2. Prepare a model clock and observe different timings and draw
Basic Geo
the diagrams then find the angles made by the hands of the
4
metrical Ideas clock.
3. Collect some rangoli designs and draw them in your book and
identify the geometrical shapes in them.
4. Collect information about Euclid and write his contributions to
the geometry.
1. Prepare models of different types of angles with refills, match
sticks and paste them on a chart. Draw the pictures of these
Measure of
angles and note in a tabular form.
5
Lines and An
2. Observe your surroundings and identify the parallel lines, per
gles
pendicular lines and intersecting lines and draw their diagrams
with names.
8
S.
Name of the
No.
Lesson
Title of the Project
1. Collect information about temperatures recorded in the month
of January in various places, heights of the mountains and
6
Integers
depth of sea. Write these in an ascending order.
2. Represent the addition and subtraction of integers by using
number line.
1. Note the time spent on each activity in a day. Express each
time period as a fraction of whole day. Arrange them in as
cending order also write them in simplest form and in decimal
Fractions and
7
form.
Decimals
2. Observe and write some different daily life situations using
fractions and decimals. Find the sum and difference of (i)
these fractions and (ii) these decimals.
1. Collect grades of your classmates in SA1, and organize the
data in the form of frequency distribution table using tally
marks.
8
Data Handling
2. Collect the information of monthly income and expenditure of
your family for six months/SSC results of your school for 5
years and represent the data in a bar graph.
1. Make different patterns by using sticks to from different
shapes and writing the rules that is used in the patterns.
Introduction
9
2. Collect and write the examples for algebraic expression and
to Algebra
equations from daily life situations. (Buying of vegetables,
pens, books etc.,)
1. Identify the rectangular and square shapes of class rooms/
verandah/windows/doors/tables/textbooks/games courts
etc., and measure the dimensions. Prepare table showing pe
rimeter and area of the above shapes.
Perimeter 2. Measure the dimensions of your kitchen garden/field/the
10
and Area
boundaries of your school/house plot. The cost of fencing per
meter is Rs.24. Find the total cost for fencing in each case.
3. Identify the shape of class room/verandah/dining hall and
measure the dimensions. The cost of 2 Sq.m. tile is Rs.90, how
much will it cost for flowing of the above.
9
S.
Name of the
No.
Lesson
Title of the Project
1. Collect the marks of Physics and Mathematics of your class.
Ratio and
11
Find all the possible ratios in simplest form and identify the
Proportion
proportion.
1. Collect some figures/objects/articles/English alphabets/
mathematical diagrams from your surroundings and draw its
miniatures and draw the lines of symmetry to them. What do
12
Symmetry
you observe?
2. Collect some rangoli patterns/design of dresses and draw in
your project book. Try to draw the lines of symmetry to the,
How many such lines can you draw?
1. Draw some beautiful pictures by using compass/protractor.
Practical Ge
13
2. Collect the life history of mathematicians and their contribu
ometry
tion to geometry. (Ex. Pythagoras, Bhaskaracharya)
1. Collect 2D and 3D objects in your surroundings.
Understand
2. Take any multi faced solid in your surroundings (verify the
14
ing 3D and 2D
Euler’s formula: V + F = E + 2. Find a relation between the
Shapes
number of vertices, faces and edges.
10
PROJECTS IN MATHEMATICS
PROJECT: Set of activities in which pupils discover experiment and collect information by themselves in a natural situation to understand a concept and arrive at a conclusion may be called a PROJECT.
Project work will develop the skills in academic standards such as problem solving, logical thinking, mathematical communication, representing data in various forms in daily life situations. This approach is to encourage the pupils to participate, discuss (articulation) and take active part in class room processes.
Project work essentially involves the students in a group work and submitting a report by the students on a given topic, after they worked on it, discussed it and analyzed it from various angles and perspectives.
ASSIGNING PROJECTS – TEACHER’S ROLE
1. Teachers must have a thorough awareness on projects to be assigned to the students. 2. Teachers must give specific and accurate instructions to the students. 3. Teachers must see that all the students must take part in the projects assigned. 4. Allot the projects individually on the basis of student’s capabilities and nature of the projects. 5. Teachers must see that children with different abilities are put in each group and give oppor
tunity to select division of work according to their interesting task at the time of allotment of the project. 6. Teachers must analyze and encourage the pupil, while they work on the project. 7. Teachers should act as facilitators. 8. Proper arrangements must be made for the presentation and discussion of each student’s project, when the students must be told whom to meet to collect the information needed. 9. Allow the students to make use of the library, computer lab etc. 10. Give time and fix a date to present the project. Each project should be submitted within a week in the prescribed Proforma. 11. Each project can be allotted to more number of pupils just by changing the data available in and around the school. 12. The projects presented should be preserved for future reference and inspection. 13. Every mathematics teacher is more capable to prepare projects based on the Talent/Interest/ Capability of students. 14. Teacher also ideal to the students by adopting one difficult project from each class. 15. Procedure of the project should be expressed by the students using his own words. 16. Each student should submit 4 projects in an academic year.
Welcome your comments and suggestions. 1
PROFORMA FOR THE PROJECT
PRELIMINARY INFORMATION
Class
:
Subject
:
Name of the Lesson/Unit
:
No. of the Project
:
Allotment of work
:
(i) Identifying the shapes
(ii) Measuring the lengths of the sides
(iii) Recording the measurements
(iv) Calculating the Areas & Perimeters
(v) Presentation of the project
2
DETAILED INFORMATION OF THE PROJECT
1. Title of the Project
:
2. Objectives of the project :
3. Materials used
:
4. Tools
:
5. Procedure
:
1. Introduction
:
2. Process
:
3. Recording the data :
4. Analysis
:
5. Conclusion
:
6. Experiences of the students :
7. Doubts & Questions
:
8. Acknowledgement
:
9. Reference Books/Resources :
10. Signature of the student(s) :
3
CLASS—VI MODEL PROJECT
PROFORMA
PRELIMINARY INFORMATION
Class
: 6
Subject
: Mathematics
Name of the Lesson/Unit
: AREA AND PERIMETER
No. of the Project
: 1
Allotment of work
:
(i) Identifying the shapes  Master Krishna Vamsi
(ii) Measuring the lengths of the sides  Master Venkatesh
(iii) Recording the measurements  Master Nagoor Vali
(iv) Calculating the Areas & Perimeters  Master Rama Krishna Naidu
(v) Presentation of the project  Master Sathya Rama Jayanth
4
DETAILED INFORMATION OF THE PROJECT
1. Title of the Project : Identification of rectangle and square shapes in our daily life and find its Perimeter and
Area. 2. Objectives of the project :
(i) Identification of rectangular and square shapes in our surroundings. (ii) Finding of perimeter and area of rectangular and square shapes. 3. Materials used : Tape, twine thread, charts, Long scale, pencil, sketch pens, etc., 4. Tools : (i) Different shapes which are in rectangular, square shapes (class room, table, verandah,
game courts, note book, windows, doors etc.,) (ii) Measurements of all shapes. 5. Procedure : 1. Introduction : I want to measure the dimensions of rectangle and square shapes in our
surroundings. 2. Process : Measure the dimensions of Badminton court, Verandah, Table. 3. Recording the data of rectangular shapes
S.
Name of the
No. rectangular shape
1 Verandah
2 Table
3 Garden
4 Badminton Court
5 Volley Ball Court
Length (l)
8 m 1.8 m 6 m 24 m 18 m
Breadth (b)
2 m 1.2 m 2 m 12 m 9 m
Perimeter P = 2 ( l + b )
20 m 6 m 16 m 72 m 54 m
Area A = l x b 16 Sq.m. 2.16 Sq.m. 12 Sq.m. 288 Sq.m. 162 Sq.m.
5
Recording the data of square shapes
S.No.
Name of the square shape
1 Class room
2 Garden
3 Chess board
4 Caroms board
4. Analysis :
Side (s)
25 Ft 4 m 24 cm 75 cm
Perimeter P = 4 x s 100 Ft
16 m 96 cm 300 cm
Area A = s x s 625 Sq.Ft. 16 Sq.m. 576 Sq.cm. 5625 Sq.cm.
S.
Name of the
Perimeter
No.
shape
Length (l) Breadth (b) P = 2 ( l + b )
1
Garden
6 m
2 m
16 m
2
Garden
4 m

16 m
(i) From the above table I noticed that the area of square is more than the area of rectangular shape having the same perimeter.
Area A = l x b
12 Sq.m.
16 Sq.m.
S.
Name of the
Perimeter
Area
No.
shape
Length (l) Breadth (b) P = 2 ( l + b ) A = l x b
1
Verandah
8 m
2 m
20 m
16 Sq.m.
2
Garden
4 m

16 m
16 Sq.m.
(ii) From the above table I noticed that the perimeter of rectangle is more than the perimeter of square having the same area.
5. Conclusion :
1. The area of square is more than the area of any rectangle having the same perimeter. 2. The perimeter of rectangle is more than the perimeter of any square having the same
area.
6. Experiences of the students :
(i) I measured length in feet and breadth in cm by using a scale. (ii) I used l + b instead of l x b to finding the area. (iii) I wrote Sq.units to perimeter which is not correct. (iv) I feel very happy while measuring the dimensions and finding the areas of games
courts, carom board, chess board and garden etc.,
6
7. Doubts & Questions :
1. Whether rectangle is a regular figure? 2. How can we find out the area of closed figure other than square and rectangle? 3. How we can find out the area and perimeter of winners stand, and the following closed
figures.
8. Acknowledgement :
1. Convey my sincere thanks to our Principal to allow into our kitchen garden. 2. Convey my sincere thanks to our PET to provide games material like chess board,
carom board etc.,
9. Reference Books/Resources :
1. Class – VI Mathematics text book
10. Signature of the student(s) :
7
CLASS—VI : LESSON WISE PROJECTS
S.
Name of the
No.
Lesson
Title of the Project
1. Collect the information from your surroundings/daily life, like
population of some states/countries, food expenditure for one
Knowing our year, distance between earth and moon, planets and write
1
Numbers
them in Indian system and International system.
2. Collect the information about Indian great mathematician Sri
Srinivasa Ramanujan.
1. Collect the information about whole numbers and represent on
Whole Num number line and perform operations of addition, subtraction
2
bers
and multiplication.
2. Prepare a chart of properties of whole numbers under addition,
1. Prepare the list of prime numbers by using Sieve of Eratosthe
Playing with
nes with the help of divisibility rules.
3
Numbers
2. Establish the relationship between LCM and HCF by collecting
some daily life situations.
1. Prepare models/drawing and cutting a colour paper in the
shape of circle, and identifying/marking centre, radius, diame
ter, chord, arc and a sector.
2. Prepare a model clock and observe different timings and draw
Basic Geo
the diagrams then find the angles made by the hands of the
4
metrical Ideas clock.
3. Collect some rangoli designs and draw them in your book and
identify the geometrical shapes in them.
4. Collect information about Euclid and write his contributions to
the geometry.
1. Prepare models of different types of angles with refills, match
sticks and paste them on a chart. Draw the pictures of these
Measure of
angles and note in a tabular form.
5
Lines and An
2. Observe your surroundings and identify the parallel lines, per
gles
pendicular lines and intersecting lines and draw their diagrams
with names.
8
S.
Name of the
No.
Lesson
Title of the Project
1. Collect information about temperatures recorded in the month
of January in various places, heights of the mountains and
6
Integers
depth of sea. Write these in an ascending order.
2. Represent the addition and subtraction of integers by using
number line.
1. Note the time spent on each activity in a day. Express each
time period as a fraction of whole day. Arrange them in as
cending order also write them in simplest form and in decimal
Fractions and
7
form.
Decimals
2. Observe and write some different daily life situations using
fractions and decimals. Find the sum and difference of (i)
these fractions and (ii) these decimals.
1. Collect grades of your classmates in SA1, and organize the
data in the form of frequency distribution table using tally
marks.
8
Data Handling
2. Collect the information of monthly income and expenditure of
your family for six months/SSC results of your school for 5
years and represent the data in a bar graph.
1. Make different patterns by using sticks to from different
shapes and writing the rules that is used in the patterns.
Introduction
9
2. Collect and write the examples for algebraic expression and
to Algebra
equations from daily life situations. (Buying of vegetables,
pens, books etc.,)
1. Identify the rectangular and square shapes of class rooms/
verandah/windows/doors/tables/textbooks/games courts
etc., and measure the dimensions. Prepare table showing pe
rimeter and area of the above shapes.
Perimeter 2. Measure the dimensions of your kitchen garden/field/the
10
and Area
boundaries of your school/house plot. The cost of fencing per
meter is Rs.24. Find the total cost for fencing in each case.
3. Identify the shape of class room/verandah/dining hall and
measure the dimensions. The cost of 2 Sq.m. tile is Rs.90, how
much will it cost for flowing of the above.
9
S.
Name of the
No.
Lesson
Title of the Project
1. Collect the marks of Physics and Mathematics of your class.
Ratio and
11
Find all the possible ratios in simplest form and identify the
Proportion
proportion.
1. Collect some figures/objects/articles/English alphabets/
mathematical diagrams from your surroundings and draw its
miniatures and draw the lines of symmetry to them. What do
12
Symmetry
you observe?
2. Collect some rangoli patterns/design of dresses and draw in
your project book. Try to draw the lines of symmetry to the,
How many such lines can you draw?
1. Draw some beautiful pictures by using compass/protractor.
Practical Ge
13
2. Collect the life history of mathematicians and their contribu
ometry
tion to geometry. (Ex. Pythagoras, Bhaskaracharya)
1. Collect 2D and 3D objects in your surroundings.
Understand
2. Take any multi faced solid in your surroundings (verify the
14
ing 3D and 2D
Euler’s formula: V + F = E + 2. Find a relation between the
Shapes
number of vertices, faces and edges.
10
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