1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

2. Table of Contents SECTION SLIDE # 5 13 15 ABOUT TEACHER 3
OUT-OF-CLASS SEGMENT 5
IN-CLASS SEGMENT 13
EVALUATION 15
COMMUNITY BUILDING

3. About Teacher
I am R. SRIDEVI working as a Assistant Professor of Mathematics, Sri S.R.N.M.College, Sattur. I have completed my UG degree at Devanga Arts College, Aruppukottai, PG Course at VHNSN College, Virudhunagar, M.Phil Course at VHNSN College, Virudhunagar and Ph.D at M.S.University, Thirunelvalli.

4. SRI SRNM COLLEGE, SATTUR
Dr. R. SRIDEVI
VEDIC MATHEMATICS
GENERAL MATHS
MATHEMATICS
I B.Sc Maths
SRI SRNM COLLEGE, SATTUR

5. Out-of-class Activity Design -1
Learning Objective(s) of Out-of-Class Activity
To perceive the concept of Mathematical Skills
To enhance the Mathematical Skills
To empower the learning activities of the Mathematical Skills
Key Concept(s) to be covered
Vedic Maths – Definition
2. Kinds of Vedic Mathematics
3. Vedic Mathematical - Methods

6. Out-of-class Activity Design - 2
Main Video Source URL
License of Video
Standard YouTube License
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Vedic Mathematics - Origin
00:01 – 10:01
10:01
TOTAL DURATION
10:01
* It is recommended to provide customized shortened URLs, as they are easier to remember for future use.
** It is recommended that total duration of video watching and activity should not be more than 1Lecture duration.

7. Out-of-class Activity Design – 2.1
Main Video Source URL
License of Video
Standard YouTube License
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Vedic Mathematics – Technique 1
00:01 – 04:55
04:55
TOTAL DURATION
04:55
* It is recommended to provide customized shortened URLs, as they are easier to remember for future use.
** It is recommended that total duration of video watching and activity should not be more than 1Lecture duration.

8. Out-of-class Activity Design – 2.2
Main Video Source URL
License of Video
Standard YouTube License
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Vedic Mathematics – Technique 2
00:01 – 05:14
05:14
TOTAL DURATION
05:14
* It is recommended to provide customized shortened URLs, as they are easier to remember for future use.
** It is recommended that total duration of video watching and activity should not be more than 1Lecture duration.

9. Out-of-class Activity Design – 2.3
Main Video Source URL
License of Video
Standard YouTube License
Mapping Concept to Video Source
CONCEPT
VIDEO SEGMENT
DURATION
(in min)
Vedic Mathematics – Technique 3
00:01 – 05:20
05:20
TOTAL DURATION
05:20
* It is recommended to provide customized shortened URLs, as they are easier to remember for future use.
** It is recommended that total duration of video watching and activity should not be more than 1Lecture duration.

10. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Vedic Mathematics
What is Vedic Mathematics?
5 minutes
Watch video in Out-of-class Activity Design - 2
Expected activity duration
5 Minutes
** It is recommended that total duration of activity and video should not be greater than one lecture duration.

11. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Vedic Mathematics - Techniques
What are the different techniques applied in Vedic Mathematics?
10 minutes
Watch video in Out-of-class Activity Design – 2.1
Expected activity duration
10 Minutes
** It is recommended that total duration of activity and video should not be greater than one lecture duration.

12. Out-of-class Activity Design - 3
Aligning Assessment with Learning Objective
Learning
Objective
Assessment Strategy
Expected duration
(in min)
Additional Instructions (if any)
Vedic Mathematics
How can we improve the calculation speed and numerical skills with the help of Vedic Mathematics?
15 minutes
Watch video in Out-of-class Activity Design – 2.2
Expected activity duration
15 Minutes
** It is recommended that total duration of activity and video should not be greater than one lecture duration.

13. In-class Activity Design -1
Learning Objective(s) of In - Class Activity
To make sure that the students understand the meaning of Vedic Mathematics
To make them aware of the different types of mathematical methods
To make them analyse the ways to improve mathematical ability
Key Concept(s) to be covered
Prime intention is to enhance the understanding of the mathematical skills, its types and methods to improve
To empower their mathematical logic

14. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Think-Pair-Share
Explain the strategy by giving details of
The teacher will check the understanding of the students by asking questions related to the topic and encourage discussion or debate
The students will share their understanding and learn by discussing or interpreting with their peer group or with their teacher
Justify why the above is an active learning strategy
Think-Pair-Share and practice will enhance the learning-teaching activity

15. In-class Activity Design -2
Active Learning activity(ies) that you plan to do
Think-Pair-Share
Students are asked to express their understanding of the Mathematical skills after they have watched the video (30 minutes)
They are encouraged to check their learning with the peer group by discussing among them (30 minutes)
They are asked to share their learning strategy or the things which they have learnt new in the Out-Class Activity of watching videos (30 minutes)

16. In-class Activity Design -2
Teachers - Role
Teachers will ask questions related to the topic and the questions will be based on the videos provided.
Give a definition of Vedic maths. (Time: 5 Minutes & Mark: 5)
What are the different shortcut methods? (Time: 5 Minutes & Mark: 5)
How can you improve your Mathematical skills? (Time: 5 Minutes & Mark: 5)

17. In-class Activity Design -2
Students - Role
In Think-Pair-Share
The students ponder over their learning of out-class activity video
They start to discuss it with their peer students
They share their learning as well as clarify their doubts.
In Assessment – Teacher’s Role
The students show their understanding individually by providing answers to the questions given by the teacher

18. In-class Activity Design -2
Justifying the Strategy
Think-Pair-Share activity enable and give scope for more learning and sharing knowledge
The assessment of the teacher will enable him/her to know the level of the understanding of the students
The students’ involvement in TPS activity and assessment encourage his learning and enhance it too