PEDAGOGICAL ANALYSIS (FRACTION) PPT.pptx

The analysis of given content material in the subject of mathematics is carried out well in the spirit of the science of teaching (pedagogy) is known by the term pedagogical analysis of the content in mathematics.

Pedagogical Analysis:

Pedagogy + Analysis
(the science of teaching) (Separate, process of breaking of something)

1. PEDAGOGICAL CONSIDERATIONS

2. PEDAGOGY The analysis of given content material in the subject of mathematics is carried out well in the spirit of the science of teaching (pedagogy) is known by the term pedagogical analysis of the content in mathematics. Pedagogical Analysis: Pedagogy + Analysis (the science of teaching) (Separate, process of breaking of something)

3. COMPONENTS AND OPERATIONS INVOLVED IN TASK OF PEDAGOGICAL ANALYSIS:

4. PEDAGOGICAL ANALYSIS OF THE TOPIC OF “ARITHMETIC FRACTION”

5. CONTENT ANALYSIS OF THE TOPIC “FRACTION” : Meaning and definition of the fraction. 1.1 Fraction is an expression for parts or piece 1.2 Define the term fraction 1.3 Numerator and Denominator of the fraction 2. Addition of the fraction – 2.1 Addition of the simple fraction having the same denominator. 2.2 Addition of the simple fraction having the same or different denominator. 2.3 Addition of the simple fraction having a different denominator. 2.4 Deriving formula for addition of the fraction 3. Subtraction of fraction – 3.1 Subtraction of the simple fraction having the same denominator. 3.2 Subtraction of the simple fraction having a different denominator. 3.3 Subtraction of the simple fraction having the same or different denominator. 3.4 Deriving formula for the subtraction of the fraction 4. Multiplication of fraction – 4.1 Multiplication of fraction with the whole number 4.2 Multiplication of fraction with another fraction 4.3 Deriving formula for the multiplication of the fraction

6. 5. Division of fraction – 5.1 Process of division is just the reverse of multiplication 5.2 Division of fraction with another fraction 5.3 Deriving formula for the division of the fraction 6. Comparisons of fractions – 6.1 Among two fractions with the same denominators, the one with the greater numerator is greater of the two 6.2 Among two fractions with the same numerators, the one with the smaller denominator is greater 6.3 In the case of two fractions a/b & c/d – If ad > bc then, a/b > c/d If ad < bc then, a/b < c/d If ad = bc then, a/b = c/d 7. Like or unlike fractions 8. Word problems – 8.1 Word problems related to, 8.1.1 Addition 8.1.2 Subtraction 8.1.3 Multiplication 8.1.4 Division 8.1.5 Comparison of fraction CONTENT ANALYSIS OF THE TOPIC “FRACTION” :

7. SETTING OF TEACHING OR INSTRUCTIONAL OBJECTIVE OF THE CONTENT MATERIAL OF TOPIC INSTRUCTIONAL : * STUDENTS WILL BE ABLE TO… Knowledge Objectives: . Define term fraction . Recognize the numerator and denominator of the given fraction . Recall the formula for adding, subtracting, multiplying, and dividing the simple fraction . State the three rules for making a comparison of simple fractions. Understanding Objectives: . Cite examples of fractions . Explain the term fraction . Explain the process of adding, subtracting, multiplying, and dividing the simple fraction . Explain the three rules for making a comparison of simple fraction Application Objectives: . Apply the concept of fractions in their day-to-day life. . Solve the problem related to addition, subtraction, multiplication, and division of fractions . Compare the fraction and tell which one is bigger? Skill Objectives: . Solve the problem related to addition, subtraction, multiplication, and division of fractions accurately and quickly . Develop the skill of comparing fractions

8. Teaching Methods/Techniques/Strategies, Materials, and Learning Experiences Teaching methods/Techniques/Strategies . Lecture cum demonstration method, inductive method, deductive method. . Techniques & devices like an explanation, narration, activity-based learning, drill work, homework, supervising the study Learning experiences and materials (a) Real-life experiences of the students like halves and fourths of the bread or apple will be exploited for initiating to learning of fractions. They will be helped to understand that things are not always used as a whole. For many practical purposes, they are Often broken into parts or pieces and the fraction is used to express these parts or pieces. The concept of fraction as a part of the collection will be further demonstrated with the The help of the chart as illustrated/given below: (b) The students will be told the definition of *fraction* with the help of a chalkboard. They will be introduced to the meaning of technical terms numerator and denominator and their positions in reading and writing the fractions.

9. Learning experiences and materials (c) The students will be made familiar with the addition of fractions having the same denominators through charts and concrete objects as illustrated below: . An apple is cut into four equal parts. Two parts are given to Ram and one to Shyam . Tell me how many apples have been distributed? RAM ( 2/4) + SHYAM (1/4) = TOTAL (3/4) (d) The need of converting different denominators into some common denominator showed to be properly emphasized in solving problems like 1/2 + 1/3 + 2/7 + 3/14 etc. After solving the same problems students will be given practice in converting fractions with different denominators into fractions with the same denominator. (e) Inductively, students will be made to generalize that: Addition of fractions with the same denominator = Addition of numerators / Denominator They will also be helped to deduce that the value of a fraction is unaltered by dividing numerator and denominator both by the same number.

10. Learning experiences and materials : (f) In teaching subtraction of fractions, the same procedure mentioned above for the addition of fractions will be followed. First, the students will be made to generalize that Subtraction of fractions with the same denominator = Difference between numerators / Denominator After that, they will be made to learn subtraction of fractions with different denominators but meaning the values of the fractions as explained earlier in the case of addition of fractions. (g) Through concrete examples like1/2 of bread, 1/3 of a plot, 1/4 of an apple, etc., students’ previous knowledge will be utilized to understand the meaning of 1/2 of 4, 1/3 of 6, 1/4 of 8, etc. Using the chart, they will be acquainted with the fact that the word ‘of ‘ may be replaced with the symbol ‘ x ‘. For the multiplication of a fraction by a whole number, they should be made to learn that the denominator of one fraction may be canceled with the numerator of the other. (h) The students will be helped to understand the problems like 1/2 x 1/3 and 2/3 x 4/5 using verbal and non-verbal illustrations as given below: . To illustrate 1/2 x 1/3, a rectangular figure can be divided as under: 1/2 x 1/3 means 1/2 of the part of 1/3 or 1/3 of the 1/2 part

11. Learning experiences and materials : ( i ) With the help of similar examples, the students will be helped to generalize inductively that, Multiplication of fraction = Multiplication of numerators / Multiplication of denominators (j) With the help of activity, students will be made to understand that “if we try to distribute 4 apples by giving 1/2 apple to a student then we would require 8 students for the distribution of all the 4 apples”. Then with help of the chart, students will be made clear that the process of division is just the reverse of multiplication i.e., 4 x 1/2 means depositing 1/2 four times 4 ÷ 1/2 means drawing 1/2 four times (k) Students will be presented will the problems like 2/3 ÷ 3/4 and 2/3 x 4/3, 4 ÷ 1/2 and 4 x ½, etc. After making observations of such problems, they can be made to generalize the following rule for the division of the fractions : “ Invert the divisor ( by interchanging the position of its numerator and denominator) and multiply”. (l) Students will be explained three rules for mainly comparison of fractions taking up suitable examples: They would be provided sufficient practice in solving related problems. Techniques and devices like drill work, homework, and supervised study will be used for this purpose.

12. EVALUATION PROCEDURE / DEVICES The following questions will be used for evaluating the teaching-learning outcomes of the concept of fractions : Short answer type: Find the sum : 4/9 + 2/9 (ii) 5/6 +3/8 (b) Find the difference: ( i ) 5/9 – 2/9 (ii) 7/8 – 5/12 (c) Solve the following : ( i ) 5/9 x 2/9 (ii) 10/21 x 3/7 Objective type: Write a fraction for each of the following: ( i ) three–fourths (ii) two–fifths (iii) three–tenths (b) Write down the fraction in which : N = 4 D = 9, (ii) N = 8 D = 15 Essay type: Of 5/7 and 9/14 which is greater and by how much? Of 3/4 and 5/7 which is greater and by how much?

13. Title Lorem Ipsum Dolor