Mathematics Quiz

Report

          A quiz is a form of game or mind sport in which the players (as individuals or in teams) attempt to answer questions correctly.  In some countries, a quiz is also a brief assessment used in education and similar fields to measure growth in knowledge, abilities and/or skills.

            Quizzes are usually scored in points and many are designed to determine a winner from a group of participants – usually the participant with the highest score.   Quizzes may be held on a variety of subjects or subject-specific.  The format of the quiz can also vary widely.

As the part of the suggested activities the mathematics club of our college organized a quiz contest on 18^th April, 2016 at 12.00 noon. which took place at the Educational Technology lab.

            The student teachers of Mathematics Department were the participants.  Dr. S. K. Bernet, Principal of Holy Trinity College of Education was the chief guest.  Our chief guest delivered the inaugural address. The event began by invoking the blessings of the almighty. Our head of the department, Mrs. N.V. Manjusha, welcomed the gathering.

            The contest started by reading out the rules and regulations to all the participants. The competition is organised in such a way that there were four teams namely Team Aryabhatta, Team Bhaskaracharya, Team Srinivasa Ramanujan, Team Pythagoras with two participants in each team. 

The quiz began with a lot of anticipation and excitement.  There were 5 rounds in the quiz –

First Round:

Reasoning:

This round consisted four questions and each team has only one question.  The marks allotted for each questions were 10 and if any questions is passed, that team will get 5 marks.

Second Round:

Tricky Maths:

This round consisted four questions and each team has only one question.  The marks allotted for each questions were 10 and if any questions is passed the team will get 5 marks.

Third Round:

Odd man out:

This round consisted four questions and each team has only one question.  The marks allotted for each questions were 10 and if any questions is passed the team will get 5 marks.

Fourth Round:

Important Years:

This round consisted four questions and each team has only one question.  The marks allotted for each questions were 10 and if any questions is passed the team will get 5 marks.

Fifth Round:

General Knowledge:

This round consisted eight questions and each team has two questions.  The marks allotted for each questions were 10 and if any questions is passed the team that will get 5 marks.

Miss. Ancy A. G., B. Ed. Student of Mathematics Department who acted as the quiz master, conducted the quiz contest very systematically.  Team Bhaskaracharya was the winner of the competition and Team Srinivasa Ramanujan was the runner.

            At the end of the session prizes were distributed to the winners.                        Mrs. N. V. Manjusha, Asst. Prof. of Mathematics and Dr. S. K. Bernet, Principal, Holy Trinity College of Education was pleasant to wish the winner.

Our principal Dr. S. K. Bernet distributed prizes to the winner and consolidation prize was given to all team.  Miss. Ancy delivered the vote of thanks.  The programme ended at about 1.00 p.m.

Year plan and Unit plan

PLANNING

Planning is very essential for the successful completion of any activity. Planning for instruction involves planning at three levels.

·        Planning the instruction for the whole year – Year plan.

·        Planning the instruction of a unit – Unit plan.

·        Planning the instruction of a topic or lesson – Lesson plan.

YEAR PLAN

Need and Significance

Year planning is done by the teacher in the beginning of the year for the entire course.

For example,

A teacher who teaches a course in mathematics for a particular class plans the curricular and co-curricular activities as per the syllabus for the entire academic year.

The teacher has to prepare the year plan keeping in mind the following points.

•      The objectives to be achieved.

•      The number of units to be covered as per the syllabus during the academic year.

•      The number of periods required to cover each unit, the number of periods allotted for mathematics per week.

•      The number of working days per term and for the year.

•      The number of days allotted for projects, revision tests and examinations.

•      The number of holidays during the academic year.

•      The resources available.

•      The potential of the students.

•      The social and psychological needs of the students.

•      The number of periods to be allotted for each unit depends upon

                                                        i.            the scope and the extent of the content to be covered.

                                                     ii.            the extent of the objectives to be realized.

                                                   iii.            the time and other resources necessary for the realization of the objectives.

Advantages of Year Plan

•      Year planning keeps the teacher on the right track.

•      It helps the teacher in planning for the entire course for the whole academic year well in advance.

•      It enables the teacher to cover the syllabus within the allotted time, as planning saves waste of time and energy.

•      It helps the teacher in orderly and systematic teaching.

•      It enhances the self-confidence of the teacher as she is sure of what is expected of her during each period/week/month/term etc.

•      It helps the teacher in making optimum utilization of the available resources.

•      It enables the teacher to analyse the depth and extent of the content to be covered in each unit.

Format of a Year plan

The following format may be helpful in preparing the year plan.

Name of the teacher           :

Name of the School             :

Class and Section                :

Subject                                  :

Academic Year                    :

Sl. No.	Unit	Objectives to be achieved				Brief outline of the content	Periods			Calendar Months
		Knowledge	Understand	Application	Skill		Instruction	Activity	Evaluation

UNIT PLAN

MEANINGS

•      The lesson for the day.

•      It is a block of work.

•      As a chapter in a text book, a project work.

•      As a method of instruction rather than a method of organization of instructional materials.

•      A unit is a large segment of subject matter having a common theme or idea.

•      A unit can be split up into smaller sub-units called topics.

•      For example the unit ‘Sets’ contains many topics such as

                                  i.           Sets – Definition, representation and notation.

                               ii.          Different types of sets

                             iii.           Sets operations

                             iv.           Ven diagrams

                                v.           Properties of set operations

                             vi.          De’Margans Laws etc.

DEFINITIONS

“A unit is a large block of related subject matter as can be overviewed by a learner”.

                                                                                                                        - Preston

“A unit is an outline of carefully selected subject matter, which has been isolated because of its relationships to pupil’s needs and interests”.

                                                                                                               - Samford

CHARACTERISTICS OF A GOOD UNIT

•      A unit should be meaningful segments of well-organized subject matter.

•      A unit can be broken up into interrelated sub – units or topics.

•      A unit should not be too lengthy or too short.

•      The length of the unit should be such as to retain the interest of the students.

•      A good unit should be part of a unit that permits growth from year to year.

STEPS IN UNIT PLANNING

•      Content Analysis

•      Stating the general and specific objectives

•      Planning the learning activities

•      Evaluation procedure

Types of Unit plans

     The two most common types of unit plan are:

            (i) the learning unit and

            (ii) the resource unit.

USES OF A UNIT PLAN

•      It breaks up a lengthy unit into smaller sub – units or topics so that pupils can easily grasp the scope of these during a brief overview.

•      It helps the teacher to present the various principles and concepts constituting the unit in an orderly and systematic manner, without losing their continuity.

•      It provides frequent opportunities for the students to review and reorganize their learning.

•      It helps the teacher to plan definite outcomes of learning so that they are clear not only to the teacher, but also to the students.

•      The study outline of the unit plan provides the students with directions as to what to study, and how to do it most effectively.

•      It enables the pupils to see clearly the relationship between the various facts, processes and principles that make up the unit.

Format of a Unit Plan

Name of the Teacher                      :

Subject                                              :           Mathematics

Unit                                                    :

Class and Section                            :

Total Number of Periods               :

Sl. No.	Sub-Units	Content Analysis	Objectives & Specifications	Teaching & Learning Activities	Teaching-Learning Materials Required	Evaluation
		Terms, Concepts, Facts, Principles, Rules, Theorems				Unit Test or Assignment or Seminar etc.