The Ganit Mala comprises a string of 100 large beads, with number markers which can hang from it. Children learn how the numbers to 100 fit on to this and can use it for finding which are greater and smaller. It is also useful for addition, subtraction. The Ganit mala is used in the primary classes as well.
Doing structured counting by using patterns of tens
- Extending patterns in sequence of numbers
- For patterns in different ways of splitting a number
- Mental Arithmetic
- Addition and Subtraction of 2-digit numbers mentally
- Number sense and operations from 0-100
- Hands-on experience of counting on the mala (Intuitively understanding before/after)
- Hands-on experience of grouping objects into tens and ones
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SESSION 1:
- Give them the beads and thread and ask them to make mala how long they want.
- Later ask each of them how many beads are there in their mala.
- Next give them the Braille number chits and ask them to pick a chit and choose those many beads and make mala.
- Then can have a discussion about whose mala is longer and shorter.
- Once they are done in making mala, ask them if everybody has 25 beads in it. Whoever says they have more build a discussion that they subtract few beads to reach the target and similarly whoever says they have less will add to it to reach the target.
- After knowing the sequence and counting in the same ganithmala children can also do back counting.
SESSION 2:
- Now provide them the two different textured beads and ask them to make mala using those two types, such that without counting one by one they should be able to tell how many beads are there in total in the mala.
- Ask them who will count and tell the total number of beads with less time. At the beginning ask them to count by grouping two beads at a time then continue in the same way.
- Similarly, ask them if there is a possibility that they take much less time than this and can count the total number of beads and how will we do it.
- Ask them to create mala of any pattern using the two different textured beads.
SESSION 3:
- Once they have the mala, give a particular number and ask them how many beads they need to cross to reach the desired bead from the first bead in the ganit mala. Then explain to them how far or near is that number from number 1. Also ask them to show the previous and next numbers. Then explain to them that the previous number is before and the next number is after.
- Later, ask them to make ornaments like necklace, bangle, bracelet, anklets with the beads and count how many beads each requires to make each ornament.
SESSION 4:
Elephant and tiger game: two children will play this game with ganithmala by holding it from both ends; children can be named with any funny names (animal, flower, cartoon, etc). Each of them will be asked to count and fix the number card with a number given to them on the ganithmala.
Usually children tend to start counting from where they are holding their beads. This activity is for number representation and to tell them that we always start counting from left to right.
Then as an activity, ask the children to show 15th beads and observe or ask from where they will start counting to go to 15th bead.
Similarly, ask to show numbers greater than 50 and closer to 100, ask them how they will find them. hence, whichever number is closer to 100 will count down from 100 to locate the desired number.
Which also shows the estimation.
SESSION 5 (KLI – DNR.1A)
- Tie Ganitmala having beads from 1 to 100 and take Braille dice.
- Make a group of two children and ask one of them to roll a dice. Whatever number they get on dice, they have to place a clip on Ganit Mala after so many beads.
- The other child will note down the number on Taylor frame by looking at Ganit Mala . This will be their score.
- Next when they get their turn to roll a dice for the second time and place a clip on Ganit Mala, they need to start from the previous number which they have to remember. And the other child will note down the present number as well as the total score by adding the first and second number.
- Similarly, the rest of the groups will do the same when their turn comes.
- Whichever group reaches 100 first will win the game.
SESSION 6 (KLI – SA3.2A)
- Teacher will give the numbers to be multiplied and ask students how they are going to multiply 2 numbers with the help of Ganitmala and number catchers.
- Example: 2 times 3, and if they are using number catcher 2 which holds only 2 beads in it and they have to measure 3 times each time holding 2 beads. At the end they will reach the 6th bead which will be the answer.
- They can also do it mentally.
- Set up a time to answer the question asked by the teacher, so that students have to answer within the fixed time. Whoever is able to give the answer within the time, ask them to verify it through Ganitmala with the help of a catcher. And the one who was not able to answer within the fixed time, build a discussion among them and see are there any other methods which take less time than doing repeated addition to multiply the numbers.
SESSION 7: (KLI – SA2.3C, SA2.3D)
- Teacher /facilitator will roll 4 Braille dice. Students can pair numbers however they want and should multiply them and give the answers.
Example: numbers on dice are 1, 4, 6, 3
- Student 1 will multiply 14 and 63, student 2 will multiply 31 and 46 and student 3 will multiply 43 and 16 and so on.
- Ask each one of the students how they multiply and discuss with the whole group.
- Then the facilitator can also ask them to multiply the smallest two digit numbers and greatest two digit numbers for the digits once after the facilitator rolls the dice.
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