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From Japanies TG
Read and Learn.
Processes of learning and the teacher’s words to students 
Activities
and reactions of students 
Things
to keep in mind, evaluation and measures (à) 

Read the problem 3 , understand what it means, and
think of an expression. Ÿ
What is
the expression for this? Ÿ
Why
should this be addition? 
Ÿ
Find an expression. “The expression is 7 + 5.” Ÿ
Give the reason for the expression. “This should be addition as it is about combining
numbers.” 
Ÿ
Clarify what students understand and make sure
that they understand what they are asked to do. Skill: Whether the student is able to find a
wellgrounded expression. à Help students
to understand what the problem statement means by showing them the picture,
presenting the statement sentence by sentence, and so on. 

Consider how to do the
calculation through manipulating arithmetic building blocks and describing
the processes in words. Ÿ
Move
your blocks as you read the problem statement. Ÿ
Explain
aloud how you are doing the calculation. 
Ÿ
Obtain an answer to 7 + 5 by manipulating
arithmetic building blocks. Ÿ
Explain how to do the calculation 7 + 5
in words. Ÿ
Summarize the calculation. 
Ÿ
Help students to deepen understanding of the
addition procedure by getting them to manipulate arithmetic building blocks
while reading out the problem statement. Thinking: Whether the student thinks of using ten’s
complement to do the calculation 7 + 5. (Observation) à Help students
to think of using ten’s complement by reminding them of what they have
learned in the previous period. Ÿ
Make students aware that they can break down
one addend to make the other addend 10 by getting them to describe what they
are doing in words. Skill: Whether the student is able to explain how
to do addition involving carrying by the calculation method using ten’s
complement. (Observation) à Present students
with the words of a girl on Page 80 of the textbook and review the
calculation method using ten’s complement. 

Consider other addition problems
involving carrying while describing the processes in words. Ÿ
Explain
aloud how you will do the calculation 6 + 7. Ÿ
Read
the statement of the problem 5 and do the calculation while
explaining it aloud. Ÿ
Let’s
do the exercise 
Ÿ
Confirm the answer by describing how the
calculation 6 + 7 has been done in words. Ÿ
Confirm the answer by describing how the
calculation 9 + 3 has been done in words. “9 and 1 make 10, and 10 and 2 make 12.” Ÿ
Do the exercise while describing the
calculation processes in words. 
Ÿ
Help students who do not have adequate
understanding with their thinking by getting them to look at and manipulate
their arithmetic building blocks. Knowledge: Whether the student understands the
calculation method in which one addend is broken down and a ten’s complement
is formed. à Help students
who have difficulty understanding the method by writing on the blackboard, “Add
o to 6 to make 10. 10 and r make ¡,”
and getting them to consider what numbers should be put in the blanks. Ÿ
Have students consider how to do the
calculation in many different problems to allow them to achieve mastery of
this method. 