1. ACTION PLAN The CitySchool GULSHAN BOYS CAMPUS SENIOR SECTION
MATHEMATICS
Ashar Ali

2. LONG TERM GOALS
Developing critical thinking skills and grooming the slow learners to secure good grades with the help of 21st century methods and make learning Mathematics fun.

3. SHORT TERM GOALS
Modifying my questioning strategy and encouraging independent and collaborative work through group discussions that will enhance their skills and improve their concepts by the aid of the 21st century technology.

4. INSTRUCTIONAL STRATEGIES AND TASKS
21st Century Mission NCLB
“ No Child Left Behind “
Instructions / Strategies will comprise of:
Quizzes .
Questions involving higher order thinking.
Use of Information technology
Group activities to build a team work spirit
Presentations to lift their confidence level
Posting of the assigned tasks on wiki & CLMS

5. Strategies Approach Mode
Multimedia
Presentations
Observation Skills
Instructional
lessons
Questions involving higher order thinking
Thinking Skills
Questioning skills
Worksheets and Questionnaires.
Independent and
Group work
Explanatory Skills
Reviewing .
Practical Application
Team work

6. Task to promote research work by using internet
Arrange topics on individual and group level basis to improve Interpersonal
skills
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
Modifying
questioning
strategy to promote higher order thinking
An opportunity to work in groups and present work in front of the class

7. Bloom's Taxonomy is a hierarchy of skills that reflects growing complexity and ability to use higher-order thinking skills (HOTS).

8. Competence Skills Demonstrated Question Cues: Knowledge Comprehension
observation and recall of information
knowledge of dates, events, places
knowledge of major ideas
mastery of subject matter
list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension
understanding information
grasp meaning
translate knowledge into new context
interpret facts, compare, contrast
order, group, infer causes
predict consequences
summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application
use information
use methods, concepts, theories in new situations
solve problems using required skills or knowledge
apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Analysis
seeing pattern
organization of parts
recognition of hidden meanings
identification of components
analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
Synthesis
use old ideas to create new ones
generalize from given facts
relate knowledge from several areas
predict, draw conclusions
combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite
Evaluation
compare and discriminate between ideas
assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
recognize subjectivity
assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

9. Types of Questions
Within the context of open-ended mathematical tasks, it is useful to group questions into four main categories.
1. Starter questions These take the form of open-ended questions which focus the children's thinking in a general direction and give them a starting point. Examples: How could you sort these ? How many ways can you find to ?
2. Questions to stimulate mathematical thinking These questions assist children to focus on particular strategies and help them to see patterns and relationships. This aids the formation of a strong conceptual network. Examples: What is the same? What is different?
3. Assessment questions Questions such as these ask children to explain what they are doing or how they arrived at a solution. They allow the teacher to see how the children are thinking, what they understand and what level they are operating at. Examples: What have you discovered? How did you find that out? 4. Final discussion questions These questions draw together the efforts of the class and prompt sharing and comparison of strategies and solutions. Examples: Who has the same answer/ pattern/ grouping as this? Why/why not? Have you thought of another way this could be done?

10. SOLUTIONS TO ANTICIPATED CHALLENGES
Uncomfortable in
group work.
Might feel shy in giving presentation.
Students might not have computers at home.
No access to internet at home.
Difficulty in attempting high order thinking questions
Motivation.
Counseling.
Encouragement.
Marking on Individual Efforts.
Use of Internet at school.
Support sessions.

11. is do we understand what the term literate means in the 21st century?
Modifying the Aids of Teaching.
CHALLENGES
Students might not have computers at home.
No access to internet at home.
The question
is do we understand what the term literate means in the 21st century?
“ A person who has
his/her personal
address “
---WE NEED A DIFFERENT PERSPECTIVE ---
Every single child in our country might not have a computer nor an internet connection at home but most of
them do own a cell phone.
Power point is a very useful tool, it can be used to create graphics which can then be utilized to create videos because the data can be stored in phones memory and reviewed anytime to recall the concepts.

12. Search “ O level math – Educating Pakistan “ on youtube

13. Search “ Educating Pakistan “ on Facebook

14. Centre Of Enlargement E (0,0)
Scale Factor = +2
Centre Of Enlargement E (0,0)
The Distance of the Image will be Twice the Distance between Object and E for k = 2.
k = +ve  the Image and the Object are on the same side of the E.
Area of Image = k ² x Area of Object

15. Search “ O level math – Educating Pakistan “ on youtube
or “ Educating Pakistan “ on Facebook

16. Modifying the traditional methods of teaching.

17. MY LONG TERM GOAL: Developing critical thinking skills and grooming the slow learners to secure good grades with the help of 21st century methods and make learning Mathematics fun. WAS I REALLY ABLE TO MAKE LEARNING MATHS FUN???

18. As kids we used to construct a few shapes as a
part of a game not knowing that they are
enhancing our thinking and analyzing skills.
Can you Sketch a similar figure without lifting the pen???
The aim was to sketch the figure without lifting the pen.

20. HIGH ORDER THINKING
x 1
x 4
Construct a SQUARE with the four Irregular ( unequal lengths ) QUADRILATERALS

22. HIGHER ORDER THINKING x 1 x 4
Construct a Bigger Square with the four irregular Quadrilaterals and the SQUARE.

25. VERY HIGH ORDER THINKING
edieval mathematician and businessman
Fibonacci (Leonardo Pisano) posed the
following problem in his treatise
Liber Abaci (pub. 1202):
Do u really think the last ice breaker was high order ??? TRY THIS.
VERY HIGH ORDER THINKING
How many pairs of rabbits will be produced
in a year, beginning with a single pair, if in
every month each pair bears a new pair which
becomes productive from the second month on?

26. The expansion would carry forward, with
each new pair coming to maturity and starting their own little Fibonacci Series to be added to the whole.
Over the months, with no deaths, the rabbit pair expansion would look like this:
1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89,

27. Anyone can see that by December the poor owner would be inundated with rabbits.

29. the QUESTION is how did we find this Answer?1 1 2 3 5 8 13
the QUESTION is how did we find this Answer? 21 34
610
377
233
144 89 55

30. Five plus eight makes thirteen.
Each new number in the sequence is the combination of the two numbers before it.
Five plus eight makes thirteen.
Eight plus thirteen makes twenty-one.
and so on. 5 + 8 = 13 8 + 13 = 21

31. Fibonacci for Fun:
The Fibonacci Series has a whole lot of strange and interesting patterns. For example,
The sum of any 10 consecutive numbers in the Fibonacci Series is divisible by 11.
The square of a Fibonacci number, minus the square the Fibonacci number two terms before it, will yield another Fibonacci number.
Piano keys in an octave are made up of Fibonacci Numbers; eight white, five black, and thirteen in all.

32. The Fibonacci sequence makes its appearance
in other ways within mathematics as well.
For example, it appears as sums of oblique
diagonals in Pascal’s triangle:

33. Fibonacci Goes Gold in Art and Architecture
Each number in the series is divided by the previous number.
One divided by one is one
Two divided by one is two
Three divided by two is 1.5
Five divided by three is 1.666
Eight divided by five is 1.600
Thirteen divided by eight is 1.625
Twenty-one divided by thirteen is 1.615
The Golden Mean or The Divine Proportion is 1.618
and it seems to be everywhere in art and architecture.

35. what about curves?

37. is found at position number 7, the lucky number!
13, the unlucky number,
is found at position number 7,
the lucky number!
1, 1, 2, 3, 5, 8, 13, 21, 34, 55,

38. PREPARING OUR YOUTH TO HELP THOSE WHO CAN’T
EDUCATING PAKISTAN
PREPARING OUR YOUTH TO HELP THOSE WHO CAN’T
AFFORD EDUCATION
STUDENTS OF THE CITY SCHOOL GULSHAN CAMPUS

39. Discussion with Teachers www Word Processing Multimedia
RESOURCES
Discussion with Teachers
www
Word Processing
Multimedia
Spreadsheet applications
Intel® Teach Program
Getting Started Course Manual
Intel Trainers

40. The Student-Centered Teaching Methodology
CONCLUSION
Implementing
The Student-Centered Teaching Methodology
Interactive lessons
Working
Independently
Group Work
Questions of High Order Thinking

41. The Intel Teach Program was of great help and surely I’d like to apply what I learnt to my teaching methodology and strategies.
Thank You.