A model to derive the volume formula height × base area for prisms to details on making and using the model.

The topic of Perimeter and Area provides rich ground for teachers to examine the truth values of statements and then introduce the crucial ‘What-If ’ which can change a situation around completely.

Since they are introduced together, one frequently finds children mixing up the two concepts. Also formulae for arriving at these measures are brought in too quickly - well before the concepts are fully understood. One can avoid this problem by spacing out these two concepts. Area could be explored in the first stage as it occurs frequently in a child's everyday experiences.

In the previous article we showed the graphing power of Desmos and had described how Desmos helped to bring out the creativity of my students as they explored the concept of ‘Domain and Range of a Function’.

In my search for suitable projects which encompassed a wide spectrum of arithmetic, geometric and algebraic components with a focus on mensuration, I naturally turned to tangrams. This topic is a favourite for both teachers and project designers...writes Sneha Titus.

"Assessment needs to provide answers for two questions:ƒ How is the student evolving as a learner? ƒ What can I do to facilitate that learning? With the encouragement of a supportive principal, I re-worked the model for formative assessment..."

For part 1 of the article, click here.

Though as a teacher I wanted to use assessment to improve overall learning, it is taking me time to learn how to assess without inducing stress and fear. With CCE becoming mandatory, I resolved not to reduce the activity to mere tallying and book-keeping but to deeply integrate assessment with everyday classroom activities and to use it to plan my next steps. 
There is enough body of research evidences across the world to show that continuous assessment leads to drastic improvement in students’ learning levels.
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