Self-Instructional Materials · The king of the jungle in the story is the lion. 2. The mouse was...

Self-Instructional Materials

Key-stage I and II Introduction.

The Self-Instructional Materials (SIMs) with the theme ‘Reaching the Unreached’ are developed primarily to facilitate education of the students living in remote places with either limited or no access to BBS and Internet for e-learning lessons. The learning activities in the SIMs packages are developed considering the class-levels and learning potentials of the students. The designs of the learning activities are intended technically to promote self-engagement and independent learning of the students at homes. Supporting Students in Using the Self-Instructional Materials

It is also acknowledged that the students of Primary Schools, especially students of classes Pre-Primary to III, and IV to VI may face certain challenges in using the SIMs. It is possible that certain instructions, content, and the activities may be difficult to understand due to the student’s limited acquaintance with the medium of instructions and certain concepts covered in the learning activities. Therefore, it is imperative for family members and teachers staying in localities to provide necessary guidance to students at homes. The support from the following individuals can be of great help in student’s self-engagement and learning through the use of SIMs. • Parent: can at least spare time to be with the child to monitor and motivate, if possible, help

with the lessons. • Siblings: elder siblings in higher classes may help younger ones. • Teachers: individual teachers in and around the same vicinity may help students in their

learning. • NFE Instructors: may assist parents and students staying nearby. • Family friends: educated family friends may help students living close to their houses. • Student’s friends: the student’s friends in close neighbours can work together.

Our collaborations and joint efforts can make a difference in educating our children.

Published by

Ministry of Education in collaboration with Royal Education Council, Paro

Copyright © Ministry of Education, Bhutan

Advisors

1. Karma Tshering, Officiating Secretary, Ministry of Education 2. Kinga Dakpa, Director General, Royal Education Council, Paro 3. Phuntsho Lhamo, Education Specialist, Advisor to the Department of School Education,

Ministry of Education

SIM Developers

Education Specialist, Advisor to the Department of School Education, MoE (English)

2. Pema Wangchuk, Deputy Chief Programme Officer, School Planning and Coordination Division, DSE, MoE (English)

3. Pelden, Deputy Chief Programme Officer, Non-Formal and Continuing Education Division, DAHE, MoE (English)

4. Pem Dema, Teacher, Jigme Namgyel Lower Secondary School, Thimphu (English) 5. Kinley Dema, Teacher, Rinchen Kuenphen Primary School, Thimphu (Dzongkha) 6. Kinley Wangmo, Teacher, Samtengang Primary School, Wangdiphodrang (Mathematics) 7. Norbu Zam, Teacher, Khuruthang Middle Secondary School, Punakha (Mathematics)

Content Editor 1. Sonam Zangmo, Teacher, Sonamgang Middle Secondary School, Phuentsholing Thromde

(Dzongkha) 2. Tsheringla, Principal, Daga Central School, Dagana ( English) 3. Anthony Joshy, Teacher, Yangchenphug Higher Secondary School (Mathematics)

Layout and Design Chokey Dorji, Teacher, Bjishong Central School, Gasa

Cover DesignSamdrup Tshering, Teacher Lamgong MSS

Content Editors

Self-Instructional Material

1 English- Class III

SelfKEY STAGE-I

Lesson No: 1 Subject: English Class level: III Time: 25 minutes

Learning Area: Writing

Topic: Matching and fill in the blanks

Activity 1

Instruction: Match the sentence with the picture.

The dog is in front of the kennel.

The girl is sweeping.

The dog is under the table.

This is a ball.

✓ Match the sentence with the picture. ✓ Read the sentence and fill in the spaces with correct word(s).



SelfKEY STAGE-I

Activity 2

Fill in the blanks.

Self-check for learning

Instruction: Look at the picture and fill in the missing letters.

f _ _ w _ r

e _ e _ _ p _ _ n _

Instruction: Look at the picture and fill in the blanks with the correct word from the box.

boy tin cat pencil

1. This is a boy.

2. The __________ is on the mat 3. The pencils are in the________.

4. I write with the .



SelfKEY STAGE-I



Topic: Myself

About Myself

My name is Choki.

I am from Paro.

I study in Lango Primary School in class III.

I have one brother. His name is Kinley Dorji,

I have two sisters. My elder sister’s name is Deki and my younger sister’s name is Kelzang Choden.

I like reading story books.

✓ Write about yourself in six or more sentences. ✓ Write about your friend in six or more sentences.



SelfKEY STAGE-I

Activity 1

Instructions: Write about yourself in six or more sentences.



KEY STAGE-I


Instructions: Write about your friend in six or more sentences.



SelfKEY STAGE-I


Instructions: Write about your friend in six or more sentences.



SelfKEY STAGE-I



Topic: Letter sound /ch/

Introduction

Read the following /ch/ sounds to yourself and practice as much as you can.

✓ Read the poem with words having /ch/ sounds. ✓ List the words with /ch/ sounds from the poem.

ch

branchch

ch

couch

bench



SelfKEY STAGE-I

Activity 1

Instruction: Read the poem given below and look for /ch/ sounds.

Charlie’s Chickens- By Babs Bell Hajdusiewicz

Charlie Chip was hungry

For some chicken soup

So, he went to choose a chicken

From his champion chicken coop

But Charlie’s champion chickens

Charmed poor Charlie with a chant

“You can’t make champion into chunks

You can’t!

You can’t!

You can’t!

So, Charlie serves chitlins

With chilled chunks of cheddar cheese

While his charming champion chickens chant,

“Charlie, pass the peas!”



SelfKEY STAGE-I

Self -check for learning

Instruction: List all the words from the poem that has /ch/ sound.

Self-check for learning CharlieChirpChooseChickenChampionCharmedChunksChilledCheddarChant



SelfKEY STAGE-I


Learning Area: Reading

Topic: Read Aloud

Introduction

Reading aloud will help you read and enjoy reading.

Instruction: Read the story aloud.

The Lion and the Mouse

Once when a lion, the king of the jungle, was asleep, a little mouse began running up and down on him. This soon awakened the lion, who placed his huge paw on the mouse, and opened his big jaws to swallow him.

"Pardon, O King!" cried the little mouse. "Forgive me this time. I shall never repeat it and I shall never forget your kindness. And who knows, I may be able to do you a good turn one of these days!”

The lion was so tickled by the idea of the mouse being able to help him that he lifted his paw and let him go.

Sometime later, a few hunters captured the lion, and tied him to a tree. After that they went in search of a wagon, to take him to the zoo.

✓ Read the story aloud. ✓ Answer the questions based on the story. ✓ Draw the favourite part of the story.



SelfKEY STAGE-I

Just then the little mouse happened to pass by. On seeing the lion’s plight, he ran up to him and gnawed away the ropes that bound him, the king of the jungle.

"Was I not right?" said the little mouse, very happy to help the lion.

MORAL: Small acts of kindness will be rewarded greatly.

Adapted from: www.kidsworldfun.com/shortstories_theantandthedove

Activity 1

Instruction: Answer the following questions. 1. Who is the “king of the jungle” in the story?

Answer:______________________________________________________________________

2. Where was the mouse running up and down?

Answer:______________________________________________________________________

3. Why did the lion let the mouse go?

Answer:______________________________________________________________________

4. If you were the lion in the story, would you let the mouse go? Why? Give TWO reasons.

Answer:______________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



SelfKEY STAGE-I

5. Write any THREE differences between the lion and the mouse in the table given below:

Lion

Mouse

1.

2.

3.


Instruction: Write about your favourite character from the story.



SelfKEY STAGE-I

Activity 1

1.The king of the jungle in the story is the lion. 2.The mouse was running up and down on the sleeping lion. 3.The lion let the mouse go because the mouse promised to help him one day. 4.Write the answer yourself.

5.

Lion Mouse 1.Lion is big. 1.Mouse is very small.

2.Lion lives in the den. 2.Mouse lives in the hole.

3.Lion eats other animals for food.

3.It eats grain.


1 Mathematics- Class III

KEY STAGE-I

Lesson No: 1 Subject: Mathematics Class level: III Time: 30 minutes

Learning Area: Numbers and Operations

Topic: Representing 3-digit and 4-digit numbers using base-ten block models

Introduction Representing a number in different ways increases the understanding of numbers. Relating numbers like 100, 200 ... help us understand and compare them easily. So, today we will learn a new base ten block, the Thousands block.

Thousand = 1000

Hundred = 100

Ten = 10

One = 1

❖ Represent 3-digit number using base-ten block models.

❖ Represent4-digit numbers using Base-ten block models.

=

10 hundreds = 1 thousand



KEY STAGE-I



Topic: Representing 3-digit and 4-digit numbers using base-ten block models

Introduction Representing a number in different ways increases the understanding of numbers. Relating numbers like 100, 200 ... help us understand and compare them easily. So, today we will learn a new base ten block, the Thousands block.

Thousand = 1000

Hundred = 100

Ten = 10

One = 1

❖ Represent 3-digit number using base-ten block models.

❖ Represent4-digit numbers using Base-ten block models.

=

10 hundreds = 1 thousand



KEY STAGE-I

Activity 1

What number does the base-ten blocks represent in each of the following?

Example:

327

a)

a)

_____

Example:

2154

b)

3 hundreds 2 tens 7 ones

3 thousands 1 hundred 6 tens 3 ones



KEY STAGE-I

Activity 2

Represent each number using base-ten blocks.

Example:

248

a)

425

Example:

3426

b)

1253



KEY STAGE-I


1. Represent 3675 using base ten block models.

Answer:

2. What number does the model below show?

Activity 1

a) 452 b) 4276

Activity 2

a) b)


a)

b)2116



KEY STAGE-I



Topic: Representing 3-digit and 4-digit Numbers using a Place Value Chart

Introduction Representing a number in different ways increases the understanding of numbers. Today, we will use Place Value charts to represent numbers and also to rename 4-digit numbers.

Activity 1

Place the following numbers in a place value chart as given in the examples.

Example: 436

Hundreds Tens Ones

4 3 6

a) 589

❖ Represent 3-digit and 4-digit numbers in Place Value Chart.

❖ Rename 3-digit and 4-digit numbers using Place Value

Chart.



KEY STAGE-I



Topic: Representing 3-digit and 4-digit Numbers using a Place Value Chart

Introduction Representing a number in different ways increases the understanding of numbers. Today, we will use Place Value charts to represent numbers and also to rename 4-digit numbers.

Activity 1

Place the following numbers in a place value chart as given in the examples.

Example: 436

Hundreds Tens Ones

4 3 6

a) 589

❖ Represent 3-digit and 4-digit numbers in Place Value Chart.

❖ Rename 3-digit and 4-digit numbers using Place Value

Chart.



KEY STAGE-I

Activity 2

Rewrite each of the following numbers in expanded form.

Example: 2358

Thousands Hundreds Tens Ones

2 3 5 8

b) 3647

Example: 436

4 hundreds + 3 tens + 6 ones. 400 + 30 + 6

a) 589

Example: 2358

Thousands Hundreds Tens Ones

2 3 5 8

2 Thousands + 3 hundreds + 5 tens + 8 ones. 2000 + 300 + 50 + 8

a) 3647



KEY STAGE-I


Rename 4853 using a place value chart.

Answer:

Activity 1 Activity 2

a) b) a) b)




KEY STAGE-I



Topic: Addition

Introduction Remember using base-ten block models and place value chart to represent numbers? Let us add 3-digit numbers using base-ten blocks and place value chart.

Activity 1

Add the following 3-digit numbers using Base-ten block models as given in the example below. Example: 263 + 132

263 + 132 = 392

a) 154 + 213

Answer:

❖ Add 3-digit numbers using base-ten block models.

❖ Add 3-digit numbers using place value chart.



KEY STAGE-I

Activity 2

Add the following numbers using Place Value Chart. Example: 453 + 139

Hundreds Tens Ones 4 5 3

1 3 9 5 8 + 1 12

5 9 2

a) 568 + 216

Answer:

Regroup 10 ones = 1 tens The answer



KEY STAGE-I

Activity 2

Add the following numbers using Place Value Chart. Example: 453 + 139

Hundreds Tens Ones 4 5 3

1 3 9 5 8 + 1 12

5 9 2

a) 568 + 216

Answer:

Regroup 10 ones = 1 tens The answer



KEY STAGE-I


Add 256 + 327 using any ONE of the methods given above.

Answer:

Activity 1

a

Activity 2

a)




KEY STAGE-I



Topic: Subtraction

Introduction Let us use base-ten block models and place value chart to subtract 3-digit numbers.

Activity 1

Subtract the following 3-digit numbers using base-ten block models. Example: 465 - 124

465 - 124 = 321

a) 864 – 621

Answer:

❖ Subtract 3-digit numbers using base-ten block models.

❖ Subtract 3-digit numbers using place value chart.



KEY STAGE-I

Activity 2

Subtract the following numbers using Place Value Chart. Example: 342 – 137

Hundreds Tens Ones

3

3

4

10

2 1 3 7 2 0 5

2 0 5

a) 654 – 328

Answer:

Regroup 1 ten to 10 ones

The answer



KEY STAGE-I


Subtract 735 - 318 using any ONE of the methods given above.

Answer:

Activity 1 Activity 2


OR

རང་ཉིད་སློབ་སློན་མཁོ་ཆས།

1 རློང་ཁ- སློབ་རིམ་གསུམ་པ།

གནས་རིམ་ - ༡་པ།

འཆར་གཞི་ཨང་ ༡ ཆོས་ཚན་ རློང་ཁ། སློབ་རིམ་ གསུམ་པ། དུས་ཚློད་ སྐར་མ་༣༠ དློན་ཚན་ གསལ་བྱེད། དློན་ཚན་ནང་གསེས་ གསལ་བྱེད་ལས་ མིང་ཚིག་སྒྲུབ་ཚུལ།

སློབ་སློན་ངོ་སློད།

➢ གསལ་བྱེད་༣༠ ཡློད། ➢ གསལ་བྱེད་རེ་རེ་གི་རྗོད་སྒྲ་ དག་ཏློག་ཏློ་འབད་ལྷག་དགོ།

སློང་ལཱ་༡ པ། ➢ འློག་གི་གསལ་བྱེད་ཚུ་ བསློམས་ཏེ་མིང་ཚིག་བཟློ།

དཔེར་ན་་་་

➢ གང་། ཕློརཔ་ནང་ཨོམ་གང་ནུག།

➢ ཁག། སྡེ་ཚན་ཁག་ལེ་ཤ་འདུག། ➢ ཁང་། ལྷ་ཁང་ནང་སྐུ་ཡློད།

➢ གསལ་བྱེད་ཚུ་གཅིག་ཁར་བསློམས་ཏེ་ མིང་ཚིག་བཟློ་ཚུགས། ➢ པར་ལུ་བལྟ་སྟེ་ རྗོད་ཚིག་གསུམ་དེ་ཅིག་ བཟློ་ཚུགས།

ལས་དློན།

ཀ་ཁ་ག་ང་།




➢

➢

➢

བཅུད་བསྡུས། ➢ གསལ་བྱེད་ཚུ་འབྲི་བའི་སྐབས་ལུ་ གྱལ་ཐིག་ཕྲང་སྟེ་བྲི་ནི་དང་ ཡི་གུ་གི་ སློམ་ཆུང་རན་ཏློག་ཏློ་སྦེ་ བྲི་དགོ།

རང་ཉིད་དབྱེ་ཞིབ། ➢ འློག་གི་པར་ལུ་བལྟ་སྟེ་བརྗོད་ཚིག་བཟློ།

ཏ་ ཐ་ ད་ ན། པ་ ཕ་ བ་ མ།




ལན་གསལ་དཔེ།

སློང་ལཱ་༡ པ། ནདཔ། སྨན་ཁ་ནང་ནདཔ་ཡློད། ཕམ། ཕམ་ལུ་གུས་ཞབས་འབད་དགོ། ཕབ། ཅ་ལ་གོང་ཕབ་གནང་། ཐབ། ཐབ་ཁར་རམ་ འདུག། ཏམ་ ཏམ་ཁུ་མ་འཐུང་། དམ་ ཧམ་ཆུང་ཀུ་ཨིནམ་་ལས་རྐངམ་དམ་མས། བ་ བ་ལས་ཨོམ་ཞློཝ་ཨིན། ཏ

Self-Instructional Materials · The king of the jungle in the story is the lion. 2. The mouse was...

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