1. TEACHING MANUAL
{CONCEPT ATTAINMENT MODEL}
Name of the teacher : Viswajith . B
Subject : Mathematics
Standard : VIII A
Unit : Ratio and Proportion
Topic : Direct Proportion
CONTENT OUTLINE
RATIO AND PROPORTON- DIRECT PROPORTION
Curricular Statement : The pupil understands the concept of Direct Proportion.
Elements of the concept
1) Name of the concept : Direct proportion
2) Examples of concept
i) positive examples : Side and Perimeter of a square
Workers and total wages
ii) negative examples : Speed and time
Workers and workload
3) Attributes
i) Essential : If one quantity increases, the other quantity also increases, then they
are said to be in Direct proportion
ii) Non essential : Its not necessary that quantities which are not inversely proportional is
Directly proportional
4) Rule : If two quantities x and y change according to the rule y= kx , where k
doesn’t change with x and y, then they are said to be in direct Proportion
Learning Outcomes : Enable the students in
i)
2. i) Classifying the examples of direct proportion as +ve and –ve
ii) Generating new examples of Direct proportion
Previous Knowledge
The pupil knows about
Ratio
Interpretation of ratio, its applications and proportion
Process Skills
Observing
Formulating the hypothesis
Experimenting
Classification
Inferring
Making operational definition
Communication
Reference : Mathematics, Std VIII, Part I
SYNTAX TEACHER ACTIVITY PUPIL ACTIVITY
PHASE I
Presentation of data and
identification of the concept
Today, we are going to learn in a
totally different and new way. I’ve
a concept in my mind. But, I’ll not
tell you what it is. I’ll show you
some +ve and -ve examples
related to my concept. Right
examples will be agreeable to my
concept and wrong examples will
be dis agreeable to my concept.
You’ve to closely observe each and
notice the characteristics of both
+ve and –ve examples. You may
compare them in terms of these
characteristics. Through these,
you’ve to find out the concept in
my mind.
a)Teacher presents labeled
examples
Tr : Side and perimeter of
square.
It’s a +ve example
3. (Example I)
Tr : Force due to gravity and mass
of a body
It’s a –ve example
(Example 2)
Tr : Speed and time
It’s –ve example
(Example 3)
Tr : Workers and workload
It’s a –ve example
(Example 4)
Tr : Circumference and diameter of
a circle
It’s a +ve example
(Example 5)
Tr : Volume and density
It’s a –ve example
(Example 6)
4. PHASE II
Testing the attainment of the
concept
b) Compare attributes in the +ve
and –ve examples.
c) Generates and test hypothesis.
Tr : Circumference and radius of a
circle.
It’s a +ve example
(Example 7)
Tr : Length and breadth of a
rectangle
Is it a +ve example?
Tr : By relating the characteristics
of
+ve examples, can you tell about
the concept in my mind?
a)Identify unlabelled examples as
yes/no
Tr : > Area and radius of a circle
>Perimeter and length of a
rectangle
>Velocity and time
>No of workers and time of work
b) Teacher confirms the
hypothesis, names the concept
and restates the definition.
After getting the inputs from the
students, teacher define the
concept as “ If two quantities x and
y changes according to the rule y=
kx where k doesn’t change with x
and y, then they are said to be in
direct proportion”.
5. PHASE III
Analysis of thinking strategies
Teacher shows a chart containing
the definition of direct proportion
and restates the definition on the
basis of essential attributes.
CHART
DIRECT PROPORTION
If two quantities x and y
change according to the rule
y=kx ; where k doesn’t change
with x and y. Then they are
said to be in Direct
Proportion.
Eg : Area and radius of a circle
Tr : Now , can you recollect what
we have done to attain the
concept of Direct proportion?
SOCIAL SYSTEM
Teacher carefully prepares in advance a list of positive and negative examples and label them and
sequences them. At this stage, the teacher controls the action and act such that the social system is
highly structured, but gradually it become moderately and also low structured.
PRINCIPLES OF REACTION
6. The teacher acts as a guide , motivator, facilitator etc. He supports the pupil’s hypothesis and creates
an atmosphere of meaningful dialogue.
SUPPORT SYSTEM
The success of lesson for Concept Attainment Model depends upon presentation of appropriate
positive and negative examples.
Chart containing the definition of direct proportion and its examples
INSTRUCTIONAL AND NURTURANT EFFECTS
1) Instructional effects .
i) Gets clear notion about the concept of direct proportion
ii) Attains the specific concept Direct proportion
iii) Develops skill in inductive meaning
2) Nurturant effects.
i) Sensitivity to logical reasoning
ii) Tolerance to ambiguity and initial errors
