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Objective of the Learning Engagement: To enhance students' understanding of volume of prisms through differentiated, independent, and collaborative learning. Details of the Learning Engagement: In this lesson, students engaged in a differentiated learning experience designed to enhance their understanding of the surface area and volume of rectangular and triangular prisms. Prior to the class, they were assigned an Edpuzzle video on surface area, allowing them to explore the concept at their own pace. Based on their learning and confidence levels, the teacher provided three levels of worksheets: Easy Level – Focused on basic calculations and identifying faces of prisms. Medium Level – Involved multi-step problems requiring measurements and application of formulas. Hard Level – Challenged students to derive general formulas and solve real-world application problems. Students were given 15 minutes to complete the worksheets based on their understanding. Following this, they were given...

Objective of the Learning Engagement: The Parallel Path: Discovering Triangle Similarity! Identify and apply the AA, SSS, and SAS similarity postulates to determine triangle similarity using angle and side relationships, enhancing reasoning, observation, and problem-solving skills Details of the Learning Engagement: MYP 3 students explored the postulates of similar triangles through hands-on activities. Each group received three pairs of triangles: one to identify AA similarity, another for SSS similarity, and a third for SAS similarity. Using the given indicators for angles and sides, students analyzed and matched the three pairs of similar triangles from a set of six. Students were able to identify similarity quickly by comparing corresponding angles and proportional sides. Those who finished early were challenged to articulate their observations by forming similarity statements in their own words. This activity enhanced critical thinking as students justified their reasoning based o...

Objective of the Learning Engagement Block Builders: The Area Challenge! Understand the concept of area by constructing grids, applying multiplication to calculate area, and refining problem-solving skills through hands-on activities and collaboration. Details of the Learning Engagement: Students were provided with blocks to create a grid of their chosen dimensions by selecting the number of blocks they wished to use. They were then tasked with determining the total area covered by their grid. Beginners counted individual blocks to find the area, while those familiar with the area formula applied it and verified their answers by counting. This approach allowed students to develop a conceptual understanding of area, bridging the gap between concrete and abstract methods. Those who completed the task quickly were given cards with specific area values and challenged to rearrange their blocks to match the given area. This encouraged them to explore different length and width combinations, ...

Objective of the Learning Engagement:   To develop students’ understanding of perimeter through real-world applications, problem-solving, and hands-on activities that foster spatial reasoning, critical thinking, and collaboration. Details of the Learning Engagement: As part of a hands-on mathematics and design project, students were tasked with creating a rectangular garden for their school, intended for growing vegetables and flowers. The primary goal was to determine the amount of fencing needed to enclose the garden for plant protection. Students carefully measured the dimensions of their proposed garden and calculated the perimeter using the appropriate mathematical formula. This real-world application allowed them to develop their skills in measurement, multiplication, and perimeter calculation while reinforcing the importance of precision in mathematical problem-solving. For students who completed the task quickly, an additional challenge was introduced to extend their learni...

Objective of the Learning Engagement:   Investigating Angles formed by a Transversal and Parallel Lines Details of the Learning Engagement:  The class was divided into four groups, with four stations set up around the room. Two stations featured parallel lines cut by a transversal, while the other two presented non-parallel lines. At each station, students used protractors to measure angles and analyzed the relationships they observed. The objective of this activity was to explore the relationships between angles formed when a transversal cuts through parallel and non-parallel lines. The hands-on nature of the activity encouraged collaboration, critical thinking, and student-led inquiry. Impact of the engagement on students and reflection as a teacher:  Students were highly engaged and curious as they investigated the differences between angle relationships in parallel and non-parallel setups. This active exploration helped reinforce theoretical knowledge and built confid...

Objective of the Learning Engagement: Enhance problem solving and collaborative skills through a robbery investigation task involving Proportions and Percentage Details of the Learning Engagement: Students investigated a staged robbery case , with each station containing hidden clues in the form of proportion and percentage-based questions. They took on roles such as venom vets, cash trackers, space wizards, and chrono sleuths, strategizing in teams to analyze clues, eliminate suspects, and eventually solve the case. This dynamic setup also promoted differentiation in terms of process, environment and content. Impact of the engagement on students and reflection as a teacher: The activity fostered teamwork and problem solving skills with a deeper understanding of Proportions and Percentages. The differentiated roles allowed students to engage with the task as per their preferences. As a teacher, I observed that children were contributing to the task and were engaged as they took owners...

Objective of the Learning Engagement: To promote critical thinking and communicating information in a logical way which helps in forming conjectures. Details of the Learning Engagement: Students have engaged in a practical application of both measurement and geometry concepts to determine the distances between each runner on the race track. The students used a measuring tape to measure the radius of the track and also the width of each lane. Then students applied perimeter of the circle, arc formulae to check whether the race track is exactly 200 metres or not. In a relay race, the second runner always stands ahead than the first runner (runner in the inner most lane) and the third person stands ahead than the second person and so on.. Students have identified the reason for the same mathematically and they found how much each runner should stand ahead than the first runner. They organised this information logically and formed a conjecture in finding the distances between the nth runn...

Objective of Learning Engagement:  Understanding of Key words in Algebra - Variables, Terms, Algebraic Expressions, Like Terms and Combining the Like Terms. Details of Learning Engagement: Students were given cutouts of 2 -3 different colours and asked to group them as per their colours. While grouping in different colours they were explained the key word - variables. They then counted the number of cutouts of each colour to understand how to write an Algebraic Expression as a combination of numerical numbers and variables. (Eg 3b + 5r where b and r represent blue and red respectively) This led them to the keyword Terms - Like Terms and Unlike Terms. Followed by Combining of the like terms. Impact of the engagement on students and reflection as a teacher: This hands-on activity with their shoulder partner helped them get introduced to the Keywords of Algebra. It was easy for them to relate to and understand the need for studying algebra. They were engaged while collaborating and to...

Objective of the Learning Engagement: Application of Percentages through collaboration and self assessment Details of the Learning Engagement: Station Activity was designed to help the students apply the learning of tax and discount percentages in various real-l ife situations. Through these interactive scenarios, participants practiced computing discounts, taxes, and percentage change. This dynamic approach encouraged critical thinking and mathematical skills as learners tackled varying discount scenarios. They also collaborated and self-assessed their work. Impact of the engagement on students and my reflection as a teacher: The students were engaged and participated actively. This helps them to collaborate and self assess for better learning. - Deepika Gupta

MYP4 extended group had two student engagement activities recently.   Activity 1:   Treasure Hunt   Objective: To revise the concepts of simplification of surds.   Activity: the students were sitting in pairs, and they were given twenty cards with one question and one answer (not matching each other). They could start from any card number. Solve the question and find the card that had the answer and then solve the question on that card. They had to do this repeatedly till they exhaust all the questions and all the cards.   They were racing against each other and only correct answers would lead them to complete the treasure hunt.   Activity 2:   Objective: To revise laws of exponents   Activity: the students were given A4 size sheets with exponential number written on it. For example 2 10   The objective was to frame 3 questions using three different laws of exponents to arrive at this number.   On the back side of the sheet was a variabl...

L earning experience for MYP Year 1 that we did in class today to identify and visualize composite numbers as a product of prime factors. Students made a number trail using building blocks through which they were able to identify the prime factors of numbers up to 20.   The composite numbers will have the same colors as their prime factors. Students were able to visually see that prime numbers are only divisible by themselves (each being a lone cube) and that composite numbers are simply composed of primes (multiple cubes). Each child in the class was engaged and participative.  Extended question: Why is 1 neither prime nor composite.

On 21 st   July 2023, I conducted the learning activity titled " Unlocking the Power of Exponents - Tarsia Puzzle Challenge " to reinforce students' understanding of the Laws of Exponents and Surds . The activity aimed to promote critical thinking, collaboration, and problem-solving skills among our students.   Objective:   The primary objective of this activity was to strengthen students' grasp of the Laws of Exponents and Surds through an engaging and interactive Tarsia puzzle challenge.  And also , for me, it is to get to know the students and their working styles in the classroom environment.    By using pre-made Tarsia puzzle pieces, students were encouraged to work collaboratively to match questions with their corresponding answers, thereby solidifying their understanding of the topic.   Activity Overview:   Group Formation: Students were divided into small groups of 5 members each. As I am not aware of the abilities of the students, I rando...

MYP 5 students made a clinometer as part of their trigonometry unit and then used it to measure the heights of things around school. They first started with the height of the door (known to be 7ft) to get an idea about how heights are calculated. They then moved around the building and calculated the heights of objects (like the wooden horse) and the swings in Primary park. The actual heights were then measured using a tape and then the error calculated. The students reflected on the activity. I am enclosing some pictures and student work with this mail. ___________________________________________________________________________________ - Ms Reena Narang