The module "curriculum in Mathematics for value education and RTE" was developed at RIE,Bhubaneswar for Primary teachers of India .

1. Mathematics Curriculum
for Value Education & RTE-2009
(Primary section)
Introduction:
In the primary school years, the aim of school Mathematics is to develop
“useful” capabilities and also to develop the ability to think and reason
mathematically.
Mathematics should be visualized as the vehicle to train a child to think,
reason, analyze and to articulate logically. ( National Policy on Education
1986)
The main goal of mathematics education in schools is the
mathematisation of the child’s thinking. (NCF-2005).
Mathematics being a compulsory subject of study, access to quality
mathematics education is every child’s right. There is a stereotype
thinking that boys are better at mathematics than girls.

2. We want mathematics education that is affordable to every child, and at
the same time, enjoyable. Mathematics education at the elementary
stage and there after Class VIII should help children prepare for the
challenges they face further in life.
Source : NCERT Source Book on Assessment for Classes I-V
Objectives:
On completion of this module you would
1. locate the constitutional values inculcated in to the texts.
2. able to relate additional values related to life.

3. 3. create avenues for all round development to child through text.
4. Provide scope and design activities for expression of child’s
potentialities.
5. Plan curriculum inputs for fullest development of child’s physical
and mental activities.
6. Understand curriculum as a whole some initiative for holistic
development of child.
3. Concepts/theme:
The following areas have been identified for intensive discussion in order
to understand the scope and in depth implications of the text in
conformity with NCF 2005 and RTE act-2009.Each area is being dealt
separately though all the areas are interlinked. Attempt has been made
to go into the text taking each thrust area and examine the existing
scope therein.
Focused theme (3.1) Value Education:
Focused
theme(1)
Strategy Discussion Consolidation
Value
Education
Divide the
participants in small

4. A good
education
system is a
value –based
process.
What remains
at the end of
education are a
set of values
that control and
guide a person’s
thought and
action. So,
every subject is
learnt and
taught with
some values to
be achieved at
the end.
(R.P makes a
brief
presentation of
groups.
Each group is asked
to report on one
aspect after
analyzing the text
materials of
mentioned topic.
The Resource
persons initiate
discussion with the
help of questions.
Each group
presents (
2X4=8minutes)
Resource
person takes
the lead in
discussion to
consolidate.
Q1.Which are the
values that have
been enriched in
the constitution?
Ans1.
Liberty
Equality,
Fraternity,
Justice, respect
for individual,
2. What are the
values that have
been recommended
in NPE 86?
Ans.2
Understanding
freedom struggle,
Patriotism,

5. 3 minutes) Secularism,
Tolerance,
Protection of
Environment,
Conservation of
resources, small
family norms
3. What is the
provision of values
in NCF 2005?
Q3. Nationalism,
Love ,Sympathy,
Empathy and
concern,
Punctuality,
Sincerity
Cleanliness
Q4.What are the
concerns in respect
of value education
in CCE?
Q4.
Identificati
on of values ,
sequence of
values, assessment
of values

6. Specific to subject (Mathematics):
Focused
theme(3.1)
Strategy Discussion Consolidation
Value
Education
(Specific)
Related to
content
Class V
Different
Geometrical
Shapes
>Two
dimensional
shapes
Triangle,
rectangle,
Square,
The participants will
locate and identify
the values of
teaching geometrical
shapes.
Questions can be
group wise
Q1 Group-1
What are the values
students can develop
while drawing
different objects
with the shapes?
Q2. Group-2
What are the values
Resource person
will initiate
discussion after
10 minutes times
of internal
discussion.
Example :
Drawing of flags
of different
countries.
Drawing of
Flags of
different
countries will
develop the
values such as
accuracy
Liberty
Patience

7. Trapezium,
Parallelogram.
students can develop
while identifying
different shapes in
daily life? ( at least
10 objects)
Group-3
Plan an activity for
the students in group
to find symmetry in
nature?
What are the values
you can inculcate in
the students?
Examples:
Different
objects
Such as clock,
Flag, top of
table, Roti,
Plates.
Symmetry in
alphabets, Leaves
Sincerity
Ans.
Aesthetic
value
Sincerity,
Peace,
Freedom,
conservation of
environment
Ans.3Working
in group will
develop
leadership,
team work and
tolerance.
Basic
operations
Class II & III
Q1. 7 children picked
mango and agreed to
share equally. They
picked 127mangoes.
How many they will
get each?
Equality
Discipline
Sacrifice
creativity

8. What will happen to
extra one?
Which value can be
developed through
this question?
Sum up:
Different values such as liberty, discipline can be inculcated through the
text material. Through drawing of different shapes the aesthetic value
can be developed.
End exercise:
Q1. Make a question to develop value of respect in the students.
(Expected answer:
Nick helps his elderly neighbour for 1/4 of an hour every week night and
for 1/2 an hour at the weekend. How much time does he spend helping
her in 1 week?
What value is emphasized in the above question?
Q2.Mention some values which are not mentioned in the discussion but
can be inculcated through teaching Mathematics)
Suggested reading:
Tangram: http://en.wikipedia.org/wiki/Tangram

9. Focused theme (3.2) All round development
Focused
theme(3.2)
Strategy Discussio
n
Consolidation
All round
development
R.P should discuss
the meaning and
need of all round
development of an
individual.
He may
emphasize its’
importance in
NCF-2005
( 5 minutes)
Content
Class V
Divide the
participants in
small groups.
The Resource
persons will initiate
following
discussion.
Group
activity
Resource
person
takes
the lead
in
discussio
n to
consolida
te.
WHO defines all round
development of a child
is child's complete
personality consists of
the Intellectual ,
Social,
Personal ,Educational
and Emotional
components.
Mathematics play an
1. Identify the
text book questions
which develop all
round development.
At least 8

10. >Surfaces
Plane surfaces
Curved surfaces
>Three
dimensional
shapes Cuboids,
Cube,Prizm,Pyrami
d
Cylinder,
Cone,
Sphere.
questions can be
identified by each
group.(2 by each
group)
2. Plan an activity
for identification
of surfaces of
different objects
in daily life.
3. Plan an activity
the students will
make a solid by
paper cutting or
wood.
Focused theme (3.3)
Building up Child’s potentiality, knowledge and talent
Focused
theme(3)
Strategy Discussion Consolidation
Building up Divide the Group The ability to

11. Child’s
potentiality,
knowledge and
talent
Content
Class III,
IV & V
Geometry
Line, angles,
triangles and
properties
related to the
concepts.
participants in small
groups.
The groups can be
assigned lines, angles
and triangle
respectively.
The Resource
persons initiate
discussion with the
help of questions.
activity compute, related to
the power of
technology and to the
ability of social
organisation, and the
geometrical
understanding of
space-time, that is
the physical world
and its natural
patterns, show the
scientific and
cultural role of
Mathematics in the
history of Civilisation
and in the future
development.
Q1.Suggest some
activity to teach
angles in Geometry.
How does it help in
developing
knowledge?

12. How does it help in
developing
potentiality?
Q2. Suggest some
activity to develop
the concept that sum
of angles of a
triangle is 180o
.
How does it develop
their talent?
Ans1.
This will develop
>computational skills,
>capacity of
identifying
> estimation
>and approximation in
solving problems
> making connections
>Reasoning
Q3.Suggest some
ICT tools for
developing the
concepts of
geometry.
Ans.2
Software “GeoGebra”
GeoGebra is an
offline software can
be freely downloaded
from
www.geogebra.org
R.P should show some
concept using the
software
Using software the
students will develop
skill of technology.

13. Sum up: Introduction of operations on fractions coincides with the
beginnings of fear of mathematics. The content in these areas needs
careful reconsideration.
Mathematical games, puzzles and stories are useful to enable children to
make these connections and to build upon their everyday understandings.
End Exercises:
Q1. Develop an ICT tool in “GeoGebra” to construct
 Line segment
 Triangle
 Circle.
Suggested reading:
GeoGebra tutorial
http://wiki.geogebra.org/en/Tutorial:Main_Page
Focused theme (3.4) Developing Physical and mental activity
Focused
theme(3.4)
Strategy Discussion Consolidation
Developing
Physical and
mental
activity
Divide the
participants
in small
groups.
Resource
person takes
the lead in
discussion to
The activity will
allow

14. Content
Class VI
Data Handling
Collection of
data
Arrangement
of data
Drawing bar
graph
Getting
average
The
Resource
persons
initiate
discussion
with the help
of questions.
General
questions:
Identify the
text book
questions
which involve
physical and
mental
activity.
consolidate in
groups.
(At least 8
questions can
be identified
by each
group.)
General
questions
(20 +10 =30
minutes.)
Or time can
vary from
group to
group.
independent
thinking, and to
think divergently.
encourage It will
develop self
discipline
in learners.
Q1
Plan a group
activity in
which the
students will
collect data
Ans1.
Collection of
birthdays
Collection of marks.
It develops their
social skills such as

15. taking class
room
situation
communication,
empathy. It develops
their thinking skills
such as problem
solving, creativity,
creative thinking.
Q2. Plan a
group
activity the
students will
collect data
related to
community
Ans.2
Collection of number
of vehicles
Collection of number
of schools.
Q3.Plan a
group
activity the
students will
collect data
from
Newspaper
Q3.
Collection of
temperature for a
weak
Collection of
population
Q4.Plan a
group
Q4.
Collection of number
of man and woman

16. activity the
students will
collect data
about their
daily life.
Collection of
numbers of a family
How set of
data can be
compared?
Tabulation
Graph
Average
Class II
Numbers
Odd numbers
Even numbers
Division and
multiples
Divide the
participants
(students in
Class) in
unequal
numbers.
Ask them to
send 2(two)
at a time.
The
participants
will be paired
.If no
member is
left then the
number is
even.
If one is left
then odd.
Similarly
three at a
time, four at
a time and so
This will develop
their analytical
thinking. Discipline in
movement.

17. on….
To identify
angle. Class- V
This is a
group
activity.
RP will ask
the
participants
by using
body
postures
An angle less
than a right
angle and an
angle more
than a right
angle
This will develop
both physical as well
as mental ability
Sum up:
The students will explore community and develop different social skills as
well as values such as concern for environment. The activity must leave
scope for the students to explore some major concern such as sex ratio
and related to environment. The concepts such as data handling leave
scope for the students as well as teachers to use technology in teaching
& learning. “MS.Excel” and “geogebra” should be used for tabulation,
representation, graph plotting and interpretation of data.
End exercise:
Q1. Suggest some more activity which involves physical activity.

18. Q2.Find the average of your students’ marks using “MS.Excel” or
“GeoGebra”.
Q3.Draw one pie chat using MS Excel.
Suggested reading:
NCERT Source Book on Assessment for Classes I – V.
The scope and in depth implications of the text in conformity with NCF
2005 and RTE act-2009 developed at RIE,Bhubaneswar.
Mrs. Pratima Nayak,Kendriya Vidyalaya,Fort William,
pnpratima@gmail.com