Author: Shveta Uppal
Foreword/Introduction: Director,National Council of Educational Research
ISBN/UPC (if available): 8174506691
In the mathematics class it is important to help children read with understanding textbook and other references. The reading of materials is not normally considered to be related to learning of mathematics but learning mathematics any further would require the child to comprehend the text.
The text in mathematics uses a language that has brevity. It requires the ability to deal with terseness and with symbols, to follow logical arguments and appreciate the need for keeping certain factors and constraints. Children need practice in translating mathematical statements into normal statements expressing ideas in words and also being able to communicate through mathematical statements.
Mathematics at the upper primary stage is a challenge and has to perform the dual role of being both close to the experience and environment of the child and being abstract. Children often are not able to work in terms of ideas alone. They need the comfort of context and/or models linked to their experience to find meaning.
This stage presents before us the challenge of engaging the children while using the contexts but gradually moving them away from such dependence. So while children should be able to identify the principles to be used in a contextual situation, they should not be dependent or be limited to contexts. As we progress further in the middle school there would be greater requirement from the child to be able to do this.
Chapter 1 Integers
Chapter 2 Fractions and Decimals
Chapter 3 Data Handling
Chapter 4 Simple Equations
Chapter 5 Lines and Angles
Chapter 6 The Triangle and its Properties
Chapter 7 Congruence of Triangles
Chapter 8 Comparing Quantities
Chapter 9 Rational Numbers
Chapter 10 Practical Geometry
Chapter 11 Perimeter and Area
Chapter 12 Algebraic Expressions
Chapter 13 Exponents and Powers
Chapter 14 Symmetry
Chapter 15 Visualising Solid Shapes