Vidya & Child
Teaching Techniques
The objectives for developing an internally developed academic curriculum are as
follows:

To use tools in a creative manner, to sustain a child’s involvement in education
and to make a positive impact on the academic learning outcomes of children.
 By creating interesting work sheets,
 flash cards, puppets,
 Providing relevant good books
 Imparting lessons in an interesting manner .
 Developing Teachers’ manual to build standardized teaching.

To develop content to suit the local conditions, and realities.
 By quoting examples from the child’s surroundings
 By providing audio visual aids and visit to places for wider exposure.

To equip teachers with more ideas on the frequently asked questions by children
regarding the topic under discussion.
 Developing Teachers’ manual to build standardized teaching
 By providing frequent training to the teachers.
 By taking feedback from the teachers

To create a self-paced, non-threatening, learning environment that will enable
“slow-learning” children to learn about the topic, as well as high achievers to go
to higher levels of difficulty in any topic.
 By creating work sheets for both type of learners.
 By dividing the year’s syllabus into levels.

To provide additional information to children, beyond what is required as part of
the prescribed curriculum.
 Through audio – visual aids
 Well equipped library

To provide effective teaching strategies:
 specify clear lesson objectives
 teach directly to achieve those objectives
 to make learning as concrete and meaningful as possible
 to provide relevant guided practice
 to provide independent practice
 drill – repeated practice,
 control the difficulty- sequenced from easy to difficult
 teach in a planned step by step to accomplish goal or task (not haphazard)
 to have varied strategies according to learner needs or experiences
 to align naturally with information & knowledge (i.e. is not forced)
 to make it more interactive based

To develop content to be used at various locations for reaching out to more
children, and help them in admissions to mainstream schools where needed.
 By keeping in touch with the current changes in the curriculum of mainstream
schools and revising the content periodically.
 By training teachers of differently located centres and making the content kit
available to them.
The content would include:
1. Manual for the teachers - guidelines for making and using teaching aids
2. Training Manual
3. Feed back form- (teacher’s & PO’s feed back)
4. Assessment sheets
5. Work book for the children
As part of our plan to continuously upgrade the quality of teaching in our
classrooms trainings are conducted. Given below is our learnings from the last two
trainings in Maths and English
Workshop for 3 days on Maths conducted by Jodogyan.
The learnings of the workshop was documented by our teachers and compiled as given
below.
Dates of the Workshop: 28th, 29th and 30th September 2007
Venue: Vidya & Child Centre Sector 37, Noida
No of Participants: 26
JODO GYAN
MAKING MATHEMATICS INTERESTING AND JOYFUL
WORK SHOP: 25.09.2007
ACTIVITY - 1
9 years onwards
No. Name
Skill
Content
Theme
Listening, giving
Can be used forinstructions,
Creativity- free play
following
Recognition – shapes, geometrical concepts
instructions,
Pattern
creativity,
understanding
Subject
MATHEMATICS
No. Name
Aim of the Lesson
Time
1.
30
 To develop alertness
min.
 To develop ability add and subtract big numbers mentally
 To develop incidental learning

Material
Method
Needed
 To be played between 2 to 4 players
Kit- juggling
 Open any four card in the centre
numbers
 Distribute the remaining card to the players
(combination of  Throw the dices showing tens (0-50 & 0-90)
fives)
 For example: one dice shows 50 and the second dice shows 90
when we add 50+90 we get 140, if we subtract we get 40
so find the combination in the displayed which when added or subtracted
gives us the numbers 140 or 40
 After getting the combination correct the player takes the winning cards and
puts them aside.

Teacher’s note
ACTIVITY - 2
No. Name
Subject
No. Name
1.
Material Needed
Kit- Rangometry
Now he puts two cards from his dealt cards on the table in place of those
two.
 The player who has collected the maximum number of cards is the winner
BUILDING UNDERSTANDING IS VERY IMPORTANT
 Every child comes with some previously acquired experiences
(AnauBava).
 It is necessary to recognize that the understanding of all the children are
at different level
 Giving instructions or communicating and follow up necessary may not
be at par
 It is difficult to communicate to a child what he/she has not seen or felt
before as it becomes meaningless.
 Repeated telling does not enhance understanding and ones duty is not
over till every child has understood
Classes – KG onwards
Skill
Listening, observing,
exploring, creativity
learning
Content
Theme
Can be used forCreativity- free play
Recognition – shapes, geometrical concepts
Pattern
Understanding – concept of multiplication &
square root
MATHEMATICS
Aim of the Lesson
Time
30
 To develop listening ability
min.
 To understand shapes through experience
 To understand corners & sides of shapes through
experience
 To understand the concept of square root
 To stir imagination
 To understand the concept of straight lines
 To understand that two different or similar shapes
can/cannot make a new shape
 To understand that figures can be made from geometrical
shapes
Method
 Distribute one kit among four children
 Ask the children to make various shapes by joining different shapes
 Now ask the children to count the number of pieces they used
 Now ask the children to make various shapes by joining two different
shapes for eg.
Triangle + trapezium can be made into a bigger triangle
2 trapezium can be joined together to make a hexagon







1 square + 1 triangle does not make a triangle
Ask the children to place one triangle in front of them (1)
Now ask them to make it into a bigger triangle by using more
triangles
Ask them to count how many triangles they have used (4)
Now ask them to make it into a still bigger triangle
Ask them to count how many triangles they have used (9)
Similarly continue this 2 to three times more
In this way square roots can be introduced. Eg 1² = 1 2² = 4 3² = 9
Class – 1 onwards
Skill
Content
Theme
Listening, observing, Can be used forexploring, critical
Recognition – numbers, place values
thinking, learning
Understanding – bigger and smaller numbers
Subject
MATHEMATICS
No. Name
Aim of the Lesson
Time
1.
30
 To internalize the meaning of place value
 To understand the difference between bigger, smaller and min.
equal numbers
 To understand how numbers are made
 To experience numbers
 To develop reasoning and critical thinking
Material Needed
Method
Kit- Digit cards
 To be played between three to four players
(contains – 0-9
 Distribute equal number of cards between the players (0 to 9)
cards, total cards =
 Keep the nine (10 to 90) cards upside down in the centre
90)
 Now open the top card of the centre cards. For example 20 opens
 Each player will now try to make the biggest number he/she can make
from the cards he/she is holding. The number should be between 20 and
higher than 29
 The child who makes the highest number get 3 points (if there are three
players)
 The child who makes the second highest gets 2 points
 The child who makes the lowest gets 1 points
 The child who is not able to make any number gets zero
 If any two children have made the same numbers will get 2 each only
 Similarly it can be played for three digit numbers. (use cards with 100 to
900)
ACTIVITY - 3
No. Name
ACTIVITY - 4
No. Name
Skill
Listening, observing,
exploring, critical
thinking, learning
Class – 1 onwards
Content
Can be used forRecognition – shapes & their names
Understanding – bigger and smaller sizes,
Theme
Subject
No. Name
1.
Material Needed
Kit- Jodo base kit
straight lines, corners
MATHEMATICS
Aim of the Lesson
Time
30
 To understand closed figures and open figures
min.
 To understand straight lines and curved lines
 To understand different shapes
 To experience how shapes can or cannot be made
 To develop reasoning and critical thinking
Method
 Distribute a packet of Jodo base kit between 3 to 4 children
 Explain to the children how straws can be connected together with the
help of connectors
 Now ask the children to make what ever figure they want to
 After the children have finished ask them to tell and explain what they
have made
 Ask them how many straight lines and angles their figure has
 Now ask each group to make something together
 After the children have finished ask the children to explain what and
how they have made
 Ask the children to find out whose figure has the maximum number of
angles
Method
 Ask the children to make different triangles
 Ask them to categorize the triangles
 Ask each group on what basis they have categorized
 Now talk about different shapes, closed figures, open figures, curved
lines and straight lines
 Also explain to them that if the length of any two straws together is
less than the size of the third straw then a triangle cannot be made.
 Also explain to them that if one length of a square is less or more
than the other sides a square cannot be made.
 Do the same activity with a square, hexagon, rectangle, octagon etc.
 Ask the children to observe the number of corners, number of
straight lines these figures have.
WORK SHOP: 28.09.2007
ACTIVITY - 1
No. Name
Skill
Observing,
understanding,
thinking
Subject
Classes Nursery & upwards
Content
Can be used forRecognition of numbers
Understanding the relationship between the
dominoes and numbers
MATHEMATICS
Theme
No.
1.
Name
Material
Needed
Kit- A big dice
with dot- 0 to 5
Aim of the Lesson
Time
30
 To understand the numbers and its relation with dominoes
min.
 To recognize sense of less or more
 Enhancing thinking ability
 To build understanding
 To understand and recognize numbers
Method
 Throw the dice
 Let the children clap/jump/throw the ball for each dot seen on the dice
 Continue this activity number of times
Material
Needed
Kit- A big dice
with numbers- 0
to 5
BUILDING UNDERSTANDING IS VERY IMPORTANT
 Throw the dice
 Let the children clap/jump/throw the ball for each number seen on the dice
 Continue this activity number of times
 Now relate numbers with the body parts
ACTIVITY - 2
No. Name
Subject
No. Name
1.
Material
Needed
Kit- match the
number
Material
Needed
Kit- match the
Classes Nursery & upwards
Skill
Observing,
understanding,
thinking
Content
Theme
Can be used forRecognition of numbers
Understanding the relationship between the
dominoes and numbers
MATHEMATICS
Aim of the Lesson
Time
30
 To understand the numbers and its relation with dominoes
min.
 To recognize sense of less or more
 Enhancing thinking ability
 To build understanding
 To understand and recognize numbers
Method
 Divide the children into groups of three
 Distribute the domino cards and the digit cards equally among three players
 The first player places a domino card face up
 The second player finds a matching number card and places it besides the
domino card
 The third player places a fresh domino card
 And so on. In case a player does not have a matching number card he/she
loses his/her chance and the next child gets the chance
 The player who finishes his/her cards first will be the winner



Divide the children into groups of three
Distribute the domino cards and the digit cards equally among three players
The first player places a digit card face up
number



ACTIVITY - 3
No. Name
Subject
No. Name
1.
Material
Needed
Kit- Ganit rack
The second player finds a matching domino card and places it besides the
digit card
The third player places a fresh digit card
And so on. In case a player does not have a matching number card he/she
loses his/her chance and the next child gets the chance
 The player who finishes his/her cards first will be the winner
Classes Nursery & upwards
Skill
Content
Theme
Listening, giving
Can be used forinstructions,
Creativity- free play
following
Recognition – shapes, geometrical concepts
instructions,
Pattern
creativity,
understanding
MATHEMATICS
Aim of the Lesson
Time
30
 To understand the relation between numbers
min.
 To understand concept of counting, addition, subtraction
 To understand the concept of doubling
 To understand the concept of how many steps ahead is the
number to the previous number
Method
 Distribute a ganit rack to each child
 Shift all the bead to the left side
 Now shift one bead at a time to the right side and count 1…2….3 and so on
Material
Needed
Kit- Ganit rack

Material
Needed
Kit- Ganit rack





Material
Needed
Kit- Ganit rack





Say a number between 1 to 10 and ask the children count and move the
same number of beads to the right side of the rack
Repeat this activity number of times to make sure that all the children
have understood the concept of counting of numbers
Say a number and ask the children to move the same number of beads to
the right side of the rack
Now say another number (make sure that the total of the two numbers do
not exceed ten)
Tell the children to move those number of beads to the right side of the
rack
Ask the children to count the total number of beads moved to the right
side of the rack
Introduce the word addition to the children
Similarly introduce subtraction in the above mentioned way
Say a number and ask the children to move the same number of beads to
the right side of the rack
Now say another number which is bigger number than the said.
Ask the children to find out by counting the beads how steps ahead is the
new number.
Material
Needed
Kit- Ganit rack
(doubling)
ACTIVITY - 4
No. Name

Classes Nursery & upwards
Skill
Content
Theme
Listening, giving
Can be used forinstructions,
Creativity- free play
following
Recognition – shapes, geometrical concepts
instructions,
Pattern
creativity,
understanding
Subject
MATHEMATICS
No. Name
Aim of the Lesson
Time
1.
30
 To understand addition
min.
 To understand subtraction
 To understand what comes before
 To understand backward counting
 To understand that when we add two numbers we get a new
number
Material
Method
Needed
 Explain to the children how the game is to be played
Kit- Ghar Chalo  Divide the children in the groups of 2, 3 or 4
 Distribute a set of Ghar Chalo to each group
 Ask a child to throw the dice and place player on the number directly
 This can be played number of times
 Make sure that the children add the numbers in mind and reach the correct
number directly.
 After they have mastered this they can also play backwards where children
will have to subtract and reach the number.
Material
 Say a number between 1 to 10 and ask the children count and move the
Needed
same number of beads to the right side of the rack
Kit- Ganit rack
 Repeat this activity number of times to make sure that all the children
have understood the concept of counting of numbers
Material
 Say a number and ask the children to move the same number of beads to
Needed
the right side of the rack
Kit- Ganit rack
 Now say another number (make sure that the total of the two numbers do
not exceed ten)
 Tell the children to move those number of beads to the right side of the
rack
 Ask the children to count the total number of beads moved to the right
side of the rack
Material
Needed
Kit- Ganit rack
Material
Needed
Kit- Ganit rack
(doubling)
ACTIVITY - 5
No. Name



Introduce the word addition to the children
Similarly introduce subtraction in the above mentioned way
Say a number and ask the children to move the same number of beads to
the right side of the rack
 Now say another number which is bigger number than the said.
 Ask the children to find out by counting the beads how steps ahead is the
new number.
 With the help of the Ganit rack explain to the children that when we add
one number to the other number we get a new number
For Eg. 3+1 = 4, 5+1 = 6
 With the help of the Ganit rack explain to the children that when we add
the same number to a number we call it doubling
for eg. 4 + 4 = 8
5 + 5 = 10
Classes Nursery & upwards
Skill
Content
Theme
Listening, giving
Can be used forinstructions,
Creativity- free play
following
Recognition – shapes, geometrical concepts
instructions,
Pattern
creativity,
understanding
Subject
MATHEMATICS
No. Name
Aim of the Lesson
Time
1.
30
 To understand what comes before and what comes after
min.
 To understand addition
 To understand subtraction
 Learn to count forward & backward
Material
Method
Needed
 Explain to the children how the game is to be played
Kit- Ghar Chalo  Divide the children in the groups of 2, 3 or 4
 Distribute a set of Ghar Chalo to each group
 Ask a child to throw the dice and place player on the number directly
 This can be played number of times
 Make sure that the children add the numbers in mind and reach the correct
number directly.
 For example- if A gets 4, A will place his/her player on number four directly.
If B also gets 4, B cannot place the player on 4 but will have to place it
one number before that i.e. 3 (explain to the children that 3 comes before
4 and B cannot place the pawn on the 4 because A is already standing
there.
 Tell the children that the only place where two pawn can stand is on 5, 10,
15 or 20.
 Tell the children that the only place where two pawn can stand is on 5,

Material
Needed
Kit- Ghar Chalo
ACTIVITY - 6
No. Name
Subject
No. Name
1.
10, 15 or 20 (ii.e. multiples of fives).
Continue playing this game till all have reached home (i.e. 20)






Explain to the children how the game is to be played
Divide the children in the groups of 2, 3 or 4
Distribute a set of Ghar Chalo to each group
Ask a child to throw the dice and place pawn on the number directly
This can be played number of times
Make sure that the children add the numbers in mind and reach the correct
number directly.
 For example- if A gets 4, A will place his/her player on number four directly.
If B also gets 4, B cannot place the player on 4 but will have to place it
one number before that i.e. 3 (explain to the children that 3 comes before
4 and B cannot place the player on the 4 because A is already standing
there.
 Tell the children that the only place where two pawn can stand is on 5, 10,
15 or 20.
 Continue playing this game till all have reached home (i.e. 20)
 After they have mastered this they can play the next level i.e. backwards
where children will have to subtract and reach the number 0.
Classes Nursery & upwards
Skill
Content
Listening, giving
Can be used forinstructions,
Creativity- free play
following
Recognition – shapes, geometrical concepts
instructions,
Pattern
creativity,
understanding
MATHEMATICS
Aim of the Lesson
 To understand how numbers are formed-10’s ……..100’s
 To understand numbers from 1 to 100
 Learn to count from one to hundred
 Learn to count from hundred to one
 To help understand the location of one number with respect to
another number
 To be able to understand which numbers are closer to 0 and
which numbers are closer to 100
 Learn to count forward & backward
 To discover the ten-based structure of number system
 To develop number sense upto 100
Theme
Time
30
min.
Material
Needed
Kit- Ganit Mala
Material
Needed
Kit- Ganit Mala
clips
Material
Needed
Kit- Ganit Mala
Number cards
with clips
Material
Needed
Kit- Ganit Mala
Arrow cards
Material
Needed
Kit- Ganit Mala
Material
Needed
Kit- Ganit Mala
Method
 Introduce Ganit Mala to the children
 Explain to the children that it consists of two coloured beads
 Ask the children to count and say how many beads are there of each
colour
 Now put a clip some where on the string
 Ask the children to come and count the beads till there
 Similarly do this activity till all the children have had a chance and have
become confident in counting numbers till 100
Method
 Give a number to a child and ask him/her to count on Ganit Mala and put
a clip after that number
 Repeat this activity till all the children have had a chance
Method
 Distribute the number cards to the children
 Ask them to count and clip the number in the appropriate place
Method
 Show the arrow cards to the children
 Pick up one arrow card showing a single number and another showing
tens card
 Explain to the children how bigger numbers are formed by placing ones
card over the zero of the tens card
 Now ask the children to find the same number on their Ganit Mala
Method
 Draw a number line on the BB
 Write zero on the left side and hundred on the right side
 Now say a number and ask the children to analyze its place on the
number line. (e.g. like 15 will be nearer 0 and 87 will be nearer 100)
 Repeat this activity number of times till the concept of location of
numbers is clear to all the children
 Now say a number (nearer 0)
 Ask the children to find the number on the Ganit Mala without counting
one bead at a time.
 Now say a number (nearer 100)
 Ask the children to find the number on the Ganit Mala without counting
one bead at a time
 Repeat this activity number of times till the concept is clear to the
children
 Encourage the children to reach the numbers which are nearer 100
from the hundred side
Method
 Tell a story where you ask a child to move to a given number without
counting the beads.

Teachers’ note
ACTIVITY - 7
No. Name
Subject
No. Name
1.
Material
Needed
Kit- sau rang ki
khoj
Material
Needed
Kit- sau rang ki
khoj
Now say a number in the story which will make the child move
backwards.
 Similarly repeat this activity to help children learn backward
counting.
This activity needs to be done before teaching addition and subtraction
Classes Nursery & upwards
Skill
Content
Theme
Listening, giving
Can be used forinstructions,
Creativity- free play
following
Recognition – shapes, geometrical concepts
instructions,
Pattern
creativity,
understanding
MATHEMATICS
Aim of the Lesson
Time
 To understand how to reach from one number to another 30
min.
directly
 To further reinforce the concept of numbers
 Reinforcement of addition and subtraction

Method
 This game can be played between two to four children like snakes and
ladders
 Introduce and explain the rules of the game to the children
 Play with one dice (0-5)
 Throw the dice and place the pawn on the number the dice show (eg. 5)
 On your next chance you add and move ahead and place your pawn
straight onto the added number (if you get 3 you place your pawn on 8)
 If a children reaches the track of the butterfly, the pawn follows and
stops where the butter fly is
 Similarly if the pawn is bitten by a snake it has to come down to the
position of its tail
 Continue playing till all the children reach in nineties
 The first child who reaches nineties waits for the others to reach that
place.
 After every one has reached all will move together till they reach home
Method
 This game can be played between two to four children like snakes and
ladders
 Play with three dices (two dices of 0-5 and one dice with + & -)
 Throw the dices, add or subtract (mentally) as indicated
 Place the pawn on the number directly (eg. 5 & 2 & + so you place your
pawn on 7)
 Similarly all the players get a chance


Material
Needed
Kit- sau rang ki
khoj
Teachers’ note
Continue playing till all the children reach in nineties
The first child who reaches nineties waits for the others to reach that
place.
 After every one has reached all will move together till they reach where
they can see the butterfly
Method
 This game can be played between two to four children like snakes and
ladders
 Play with three dices (two dices of 0-5 and one dice with + & -)
 Throw the dices, add or subtract (mentally) as indicated
 Place the pawn on the number directly (eg. 5 & 2 & + so you place your
pawn on 7)
 Similarly all the players get a chance
 Continue playing till all the children reach in nineties
 The first child who reaches nineties waits for the others to reach that
place.
 After every one has reached all will move together till they reach where
they can see the butterfly
 After all the children have seen the butterfly they return home
 The game will be played the same way but in reverse order
Play the forward game till all the children have understood the concept and are
able to execute it correctly then move on to backward game.
WORK SHOP: 29.09.2007
ACTIVITY - 1
9yrs onwards
No. Name
Skill
Content
Theme
Observing,
Can be used forunderstanding,
Reinforcing addition and subtraction of bigger
thinking
numbers
Subject
MATHEMATICS
No. Name
Aim of the Lesson
Time
1.
Juggling
30
 To enhance mental ability to add and subtract big numbers
numbers
min.

Material
Method
Needed
 Shuffle , pick and put four cards from the card stack in the centre
Kit- Juggling
 Throw both the dices together
numbers (dice Add or subtract the numbers on the dice mentally
0-50 & 0-90)
 Look for the combination of either of these two numbers among any two
displayed cards
 If found take the two card and replace it by two cards from the stack of cards
 Similarly this will be played by other players
 If the combination is not spotted by that player he/she looses his/her chance
and is passed on to the next player


ACTIVITY - 2
No. Name
In case the next player spots the number the cards are taken by the player and
thus the game moves on
The player with the maximum number of cards is the winner
9yrs onwards
Skill
Content
Theme
Observing,
Can be used forunderstanding,
Understanding fractions
thinking
Subject
MATHEMATICS
No. Name
Aim of the Lesson
Time
1.
30
 To clear the concept of fractions
min.
 To understand what a fraction is
 To understand which is a bigger fraction
 To understand which is a smaller fraction
 To understand what numerators and denominators are
 To help children realize that some fractions like (1/3) quickly
make a circle while like (1/8) take longer to make a circle
Material
Method
Needed
 Distribute a bag of kit between four children
Kit- Fraction Kit  Start this activity by tell the children a storyone
There are four tables and on each table there is a cake. On the first table the cake
is divided into two equal pieces, on the second table into three equal pieces, on
the third table into four pieces and on the fourth table into six pieces. Ask the
children which table will have the biggest piece of cake? Lets look at the BB
 Draw four tables and a circle on each table a cake
 On the first table divide the cake into two equal halves
 On the second table divide the cake into four equal parts
 On the third table divide the cake into three equal parts
 On the fourth table divide the cake into six equal parts
 Write ½, 1/3, ¼ and 1/6 on the BB
 Now ask each child to take out one piece of each bearing these fractions
 Ask them to place one on top of the other and see which is the bigger piece
 Then ask them which table has the biggest pieces.
ACTIVITY
 Give a fraction board to each child
 Ask the children to make a circle using different fraction cutouts
 Ask them to count how many pieces they used to make a circle
GAME
 To be played between four players
 Now distribute a card (of fractions) to each player (1/3, ¼, 1/6, 1/8)
 Each player in turn throws the dice




ACTIVITY - 3
No. Name
If the fraction on the dice and the card tallies the children will pick up that
piece and place it on the circle board
If the fractions do no tally he loses his chance
Similarly it is played by all
Who ever completes the circle first is the winner
9yrs onwards
Skill
Content
Theme
Observing,
Can be used forunderstanding,
Understanding fractions
thinking
Subject
MATHEMATICS
No. Name
Aim of the Lesson
Time
1.
30
 To consolidate the understanding of equivalent fractions
min.
 To understand which is a bigger fraction
 To understand which is a smaller fraction
 To understand what numerators and denominators are
Material
Method
Needed
 Distribute one ½ piece to each child
Kit- Fraction Kit  Ask the children to place bearing ¼ number pieces on the ½
two
 Ask the children to count and tell how many ¼ pieces were required to fill
the ½ piece.
 Similarly repeat this activity with 1/6 & 1/8 fraction pieces
 If any of the above fraction pieces did not fit into the half fraction pieces it
was because they were not equivalent fractions with the ½
 Repeat this activity by taking ¼ & 1/3 as the base
ACTIVITY - 4
9yrs onwards
No. Name
Skill
Content
Theme
Observing,
Can be used forunderstanding,
Understanding fractions
thinking
Subject
MATHEMATICS
No. Name
Aim of the Lesson
Time
2
30
 To consolidate the understanding of mixed fractions.
min.
 To understand which is a bigger fraction
 To understand which is a smaller fraction
 To understand what numerators and denominators are
Material
Method
Needed
 Give one fraction card to each child.
Kit- Fraction Kit  Ask them to cover it with other fraction numbers e.g.( to cover ¾ one would
two
require three ¼ cards.
 Ask the children what fraction cards and how many were required to cover to
count and tell how many ¼ pieces were required to fill the ¾ piece
completely.
No.
3
Name
Material
Needed
Kit- Fraction Kit
two
ACTIVITY - 5
No. Name
 Similarly repeat this activity with other fractions.

Aim of the Lesson
Time
30
 To consolidate the understanding of mixed fractions.
min.
 To understand which is a bigger fraction
 To understand which is a smaller fraction
 To understand what numerators and denominators are
Method
 Give one fraction card to each child.
 Ask them to cover it with other fraction numbers e.g.( to cover ¾ one would
require three ¼ cards.
 Ask the children what fraction cards and how many were required to cover to
count and tell how many ¼ pieces were required to fill the ¾ piece
completely.
 Similarly repeat this activity with other fractions.

9yrs onwards
Skill
Content
Theme
Observing,
Can be used forunderstanding,
Understanding multiplication and tables.
thinking
Subject
MATHEMATICS
No. Name
Aim of the Lesson
Time
1
30
 To understand the need of multiplication.
min.
 To understand the meaning and formation of tables.
 To understand that any number multiplied with 0 will give a 0.
Material
Method
Needed
 This game is to be played by four players.
Kit- Jodo 2 Cube  Each set of partners will be given the same colour of cubes.( A&C—B&D )
2 sets of
 Player Athrows the number dice and for example gets 4.
coloured cubes
 Player B throws the times dice and for example gets 3
2 dices.
 Player C arranges 4X 3 i.e. 12 on the cube board.
 Again player B now throws the number dice.
 Again player C now throws the times dice.
 Player D makes ___ X ___=___ on the cube .
 Any player getting a 0 on the dice will not get any number as 0X any
number makes a zero. The next player will take her chance and the game will
move on.
 The partners making 75 blocks first will be the winners.
ACTIVITY - 6
No. Name
Subject
No. Name
1
His number
Material
Needed
Kit- Jodo 2 Cube
. one dice
a set of cards
Material
Needed
Kit- Jodo 2 Cube
. one dice
a set of cards
9yrs onwards
Skill
Content
Observing,
Can be used forunderstanding,
Understanding multiplication and tables.
thinking
MATHEMATICS
Aim of the Lesson
 Reinforcement of tables 2-5.
 To understand the meaning and formation of tables.
 To understand that any number multiplied with 0 will give a 0.
Theme
Time
30
min.
Method
 This game is to be played by four players.(A&C__B&D) are partners.
 Distribute the given cards among the 4 players equally.
 Player A will play two cards face up in the play space as example 2 and 3.
 Player B will now throw the times dice and for example gets no. 4
 Player C will multiply both the open cards with the number on the dice e.g.
 4X2=8; 4X3=12.
 Then place them side by side e.g. 812 which means A&C have made 812
points.
 All calculations are to be done mentally.
 The player will make this number with the cards in hand and incase the
player
 Does not have the required cards loses the chance. If the number can be
made then the player gets the points.
 Play will continue till all cards are exhausted.
 Partners getting higher points are the winners.

Method
 To be introduced after the children have learnt and understood the table of
ten.

23 )782 ( 10+10+10+4=34

-230

552

-230

322

-230

92

-92


ACTIVITY - 7
No.
Name
x
this means that 23X34=782.
9yrs onwards
Content
Can be used forUnderstanding multiplication
and tables.
Skill
Theme
Observing,
understanding,
thinking
Subject
MATHEMATICS
No.
Name
Aim of the Lesson
Time
1
30
 Reinforcement of tables 2-10.
min.
 To understand the meaning of L.C.M..
 To understand that any number multiplied
with 0 will give a 0.

This is the story.
Story
Two friends Swami and Ram who had studied at Jodogyan
decided to go to Chennai to meet their friend Hari. They
packed two bags. Swami filled his bag with all the eatables,
their mothers insisted them to carry. Ram kept in his bag their
clothes and other necessary things. They were already late
and on reaching the station found two trains standing on
opposite platforms both going to Chennai departing at the
same time. In the crowd both the boys got separated and
boarded different trains. As the trains started they both
realized this but remained calm and started to think of some
plan. They both found out that one train stopped on every
second station and the other on every third station. Both
started calculating with the Jodogyan cubes each carried to
pass time with.
Material Needed
Method
Kit- Jodo 2 Cube
 A bag of cubes of one colour to be given to a group
. (two colours)
of four children and another bag of cubes of a
story of two friends
different colour to be given to another group of four
black-board chalk duster
children
 For the train which stopped on every second station
-----------------------------------------two cubes will be kept for the first stop and a set of
-another two cubes for every consecutive stop.
 For the train which stopped on every third station
three cubes will be kept for the first stop and a set of
another three cubes for every consecutive stop.
 When do both sets have the same number? The
common number is 6 i.e. when the first train stops at

Material
Needed
story of two
friends
black-board
chalk duster
the third stop and the second train at the second
station.
Keep moving till again the cubes reach a similar number.
It will be number 12. and so on.
Method
 Write 0 to 18 horizontally on the black board as in a number line..
 Write no:1 above the numbers representing train 1 and no:2 below the
numbers representing train 2.
1
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
2

Ask the children to move by making loops according to the stops of the
first train i.e.0 to 2 then 4, 6 and so on. Again they will move likewise for
the second train i.e. 0 to 3 then 6, 9 and so on.
 Ask the children which are the common stations for the two trains.
 Tell the children that the common numbers are called L.C.M.
ACTIVITY - 8
No. Name
Subject
No. Name
1
Story
Material
9yrs onwards
Skill
Content
Theme
Observing,
Can be used forunderstanding,
Understanding multiplication and tables.
thinking
MATHEMATICS
Aim of the Lesson
Time
30
 Reinforcement of tables 2-10.
min.
 To understand the meaning of H.C.F

This is the story.
One miser wanted to put tiles in a room of his house the size of which was 16’
X12’.He thought of buying tiles 1’X1’ for which he would require 1X12’and
1X16’ tiles. When he went to the market he found that bigger size tiles were
cheaper. He also did not want any tile to be cut to avoid wastage. So he thought of
buying 2’X2’ tiles and calculated that he would require 2’X8’ and 2’X6’ tiles to
cover the room. Then he thought that if he could get still bigger tiles his cost will
further decrease. He then thought of buying 4’X4’ tiles for which he would
require 4’X4 and 4’X3’ tiles. Now we see that the highest common factor
between the numbers is 4 which can completely divide both 16 and 12. It is
called the H.C.F.
Method
required
Black board,
chalk,duster






Explain the following sum on the B.B.
Find the H.C.F of 28 and 21.
Factorsof 28: 1, 2, 4, 7, 14, 28,
Factots of 21: 1, 3, 7, 21
Common factors of 28 and 21: 1, 7
H.C.F of 28 and 21 : 7
Photographs of the Workshop
Workshops on English Language conducted by Learning Inq and facilitated by
Youthreach.The Programme was started in July and will finish in February
The learnings of the workshop was documented by our teachers and compiled as given
below.
Venue: Vidya & Child Centre Sector 37, Noida
No of Participants: 12
YOUTH REACH LANGUAGE BUILDING PROGRAM
Vidya and Child: English
Youth Reach Program
Level 4 upwards
Lesson
1
Page:
No. Name
Skill
Objective of the lesson
Theme
Associating
To bridge the gap between English
sounds with the and their mother tongue
name of the
Vocabulary building, identifying
objects
sounds
No.
1.
Activity
Vocabulary
labeling
activity
Aim of the activity
Time reqd.
30 minutes
 To enhance the child’s thinking ability.
 To have a better understanding of phonic
sounds and associate words with it.
 Visual display of the labels will help the
child read and learn new words.
Material Needed
Method
Paper sheet for each
 The activity starts with the KG class children
child, crayon or
 Stick sheets of paper on or near the objects in the class room
pencil
or corridor.
 Ask the children in groups to go around the class & corridor
and write the alphabet sound the object begins with (the
name of the objects they are familiar with)
 Those children who knows the spelling (without bothering
about the correct spelling) write the name of the object
 Now Class I children will (on the same sheet of paper) write
more words beginning with same alphabet sound.
 The children of Class II and III will add more words to it
 Class IV children will be asked to put adjectives before the
nouns.
Note:
1. Since mother tongue (Hindi, Urdu, etc.) is the first language of a
child, he should be able to identify the name of the object in his
mother tongue.
2. Slowly with the display in the school the child will start picking up
the names in other languages.
Vidya and Child:
Lesson
1
No.
Name
No.
2.
English
1.
2.
3.
4.
Level 1. upwards
Page:
Theme
Skill
Objective of the lesson
Associating
 Vocabulary building,
sounds with
identifying sounds
the name of the  To understand the word
objects
formation
Activity
Phonic sounds
& Vocabulary
enhancing
activity
Material Needed
On two opposite walls
of the class have – 1.
English consonants
(both written in upper
and lower case) and
vowels (written
separately)
2. Hindi consonants
(vyanjan) and vowels
on the second
(opposite) wall.
Suggestions:
Youth Reach Program
Aim of the activity
 Association of letter and sound
 Vocabulary enhancement
Time reqd.
20 minutes
Method
 The activity starts with the KG class children
 Ask one child to stand near the English consonants, ask
another child to stand near the Hindi consonants and ask
the third child to stand near the BB
 Facilitate by asking the children to name an alphabet
 Write the alphabet on the BB.
 Ask the children to say the sound of the alphabet.
 Write down the sound in both English and Hindi on the
BB
 The children standing near the walls will point to the
corresponding alphabet (English & Hindi).
 Now the children will be asked to think and say words
where the similar sound could be heard.
 All the words spoken by the children would be written
down on the BB (both English & Hindi words- but should
have the same sound).
 Similarly this activity is carried on with other alphabet
This activity with consonants should continue till phonic sounds of all
the consonants are clear to the children.
Similarly we do with the vowels. It is necessary to teach all the
sounds of a vowel together so that children are able to identify the
different sounds.
To remove the difficulty of communication - speak more in English –
when required speak in Hindi and then translate in English.
Read/Speak aloud slowly and ask the children to catch words
beginning with a particular sound- incidental learning will take place.
Vidya and Child:
Lesson
1
No.
Name
No.
3.
English
Youth Reach Program
Skill
Sentences &
dialogue
Level 4 upwards
Page:
Objective of the lesson
Theme
Vocabulary building, identifying
sounds
Activity
Iconograph
Aim of the activity
Time reqd.
20 minutes
 Learning to conceptualize & speak in
sentences.
 To understand what is being spoken
 To learn to express themselves
 Sentence formation
 Dialogue – learning communicate
Material Needed
Method
 The activity starts with the KG class children
 Initiate a topic, for example – Me - maOM
 Start a sentence as –
maOM kaOna hUÐÆ - Who am I?
maOM [nsaana hUÐ. I am a human being, and so on
 Each week a different topic can be chosen such as –
Relationship, parts of the body, anything the children have
seen/heard.
 While talking all the parts of the speech will be covered
without attributing any specific names
 All the key words will be noted by the teacher
 The literate parents or children having older siblings will
be given the list of the key words to be used and discussed
at home.
Suggestions: 1. Each class should have a mirror in class to enable the children to see
their faces in it, to find out how clean/dirty the face is on that day.
2. The children should be taught all the phonic sounds as c – k & sa g ga & ja all different sounds of the vowels.
Vidya and Child:
Lesson
1
No.
Name
No.
Activity
English
Youth Reach Program
Level 1 upwards
Page:
Skill
Objective of the lesson
Theme
Associating
 Effective learning through
sounds with the
stories
name of the
objects
Aim of the activity
Time reqd.
4.
Material Needed
Suggestions:
Association of letter and sound
Vocabulary enhancement
20 minutes
Method
 Settle the children in the class
 Tell them that you are going to tell them a story
 While relating the story keep asking small question from
the children, for eg. ‘The thirsty crow’- How and with
what did the crow fly? Par
 Draw a crow on the BB with feathers
..... and it flew with its WINGS – pK
 The formation of lips has to be bold for the children to
understand.
 Write a letter on the BB but write it wrong, like write p as
b.
 Now ask the children to correct it. (children enjoy
correcting it)
 Also choose words from the story and translate them into
English.
 Similarly relate a story in other classes.
 Children can also be asked to relate a story.
 Ask the children to find the English equivalents.
 In higher classes you can ask the children to find
conjunctions, as lion, monkey- children tell ‘and’
 Write lion and read it phonetically like- la +Aa[ + A + na
 Ask the children to find out the new words from the story.
 Ask the children to find new words from the text book
also.
 Discuss the phonic break-up of the words to help children
to understand the spellings through phonic sounds
1. It was suggested to teach English through Hindi + translation and
it is not necessary to adhere to teach English through English.
2. Class IV children should read a book every week and look out for
various alphabet sounds.
Vidya and Child:
Lesson
1
No.
Name
No.
4.


Story telling
English
Activity
Phonic sounds
Youth Reach Program
Level 5 upwards
Page:
Skill
Objective of the lesson
Theme
Associating
 Effective learning through
sounds with the
stories
name of the
 Effective learning of
objects
grammar through stories
Aim of the activity
 Association of letter and sound
Time reqd.
20 minutes


Material Needed
Suggestions:
1.
2.
3.
4.
Vocabulary enhancement
Understanding and making of double
consonant sounds
Method
 Divide the BB in two halves
 On one half write all the English alphabet
 On the other half write all the Hindi alphabet
 Ask the children to match the English alphabet sounds to
the Hindi alphabet sounds
 Ask them to identify those Hindi alphabet sounds which
are not there in English alphabet
 Teach them how those sounds can be made, likedh - Qa ph- f ch- ca bh- Ba
It is necessary to teach with the pace of the children
Speak clearly and slowly so that the children are able to
understand (incidental learning)
It is necessary to stress on the correct pronunciation of each word.
It is necessary to inculcate in the children, the habit of reading
with the help of phonic sounds of a word.
The teaching plan of every teacher is Documented as per the following format for all
subjects and all classes.
SUBJECT:
Day
Lesson:
Alphabet recognition
No. Name
Skill
No.
Activity Name
Material needed
Wrap up:
LEVEL :
Content:
Objective of the lesson
Aim of the activity
Method
Theme
Time