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Learning Objectives To convert Roman numbers to Hindu-Arabic numbers What are the big ideas that students have to learn? 1) Memorizing these Roman Symbols with their respective Hindu-Arabic value 2) When to do addition and when to do subtraction based upon the position of  Roman Symbols 1) Memorizing these Roman Symbols with their respective Hindu-Arabic value Without memorizing the mapping of Roman Symbols to its respective Hindu-Arabic value, students can't reach their learning outcomes. The mapping is very hard to memorize. So it's critical to provide them memory tricks for it. Kids usually know 1) I means 1 2) V means 5 3) X means 10 But what about other symbols, here are the memory tricks that students have to imagine. 4) L means 50 So tell them L means (L)ake, and Lake is half filled (50%) 5) C means 100 Tell them C means see and see is a full (100%) eye 6) D means 500 Choose a student whose name starts with D and give him/her a Rs 500 7) M means 1000 The child gave Rs 10...

Learning Objectives To convert Roman numbers to Hindu-Arabic numbers What are the big ideas that students have to learn? 1) Memorizing these Roman Symbols with their respective Hindu-Arabic value 2) When to do addition and when to do subtraction based upon the position of  Roman Symbols 1) Memorizing these Roman Symbols with their respective Hindu-Arabic value Without memorizing the mapping of Roman Symbols to its respective Hindu-Arabic value, students can't reach their learning outcomes. The mapping is very hard to memorize. So it's critical to provide them memory tricks for it. Kids usually know 1) I means 1 2) V means 5 3) X means 10 But what about other symbols, here are the memory tricks that students have to imagine. 4) L means 50 So tell them L means (L)ake, and Lake is half filled (50%) 5) C means 100 Tell them C means see and see is a full (100%) eye 6) D means 500 Choose a student whose name starts with D and give him/her a Rs 500 7) M means ...

Universal Basic Income is a welfare regime in which all citizens (or permanent residents) of a country receive a regular, liveable and unconditional sum of money, from the government. The central claim that UBI tries to solve is the end of poverty and financial insecurity by the indsicriminatory supply of free money which can be exchanged to buy your basic need requirements. But the problem lies with execution and design that nullify the damaging possibilities speculated by the critics. Speculation: It disincentivizes people to work, so can create an adverse condition for wealth creation. A proposed elaborative solution: Morally, the basic required need for survival such as food, clothing, shelter are not incentives. Its a fundamental right of the people. But biologically, these are the incentives to pacify our hunger or appetite. Food, clothing, shelter are basic needs for survival, but we need lot more for thriving. One of the essentials to thrive is education that nourishes our memo...

Let's start with a Twitter Joke: Conversation over breakfast. ME: Whoa, you lost another tooth? A: Yes! ME: Why didn't you tell me? A: I'm conducting an experiment. If I lose a tooth and don't tell anyone, will the tooth fairy still come? If not, then I know the tooth fairy isn't real. ME: ... HUSBAND: 😮 A small introduction to true experiments True experiments involve changing one variable and then measuring another. A variable is any factor, trait, or condition that can exist in differing amounts or types. The two main variables in an experiment are the independent and dependent variable. An independent variable is a variable that is changed or controlled in a scientific experiment to test the effects on the dependent variable. A dependent variable is a variable being tested and measured in a scientific experiment. Independent variable: Cause Dependent variable: Effect The researcher is looking for the possible effect on the dependent variable that might be cause...

Inviting suggestions on rationalising curriculum/ syllabus/ subject contents for class I to class XII with the objective of all round development of students "It has been envisioned that in order to develop a fairer and more egalitarian society comprising of well-balanced human beings, in addition to cognitive and analytical skills,adequate attention on activities like life skills, experiential learning,health and physical education, sports, visual and performing arts,literary & creative skills, and work based education are indispensable. Though the existing curriculum does incorporate these skills, however, the load of curriculum in cognitive and analytical area seems to be so heavy that students practically do not get much time to develop skills in other areas. In order to balance the curriculum for cognitive and analytical areas with curriculum in other life skills including creativity and sports, specific suggestions are invited from teachers, academics, students, parents ...

Inviting suggestions on rationalising curriculum/ syllabus/ subject contents for class I to class XII with the objective of all round development of students "It has been envisioned that in order to develop a fairer and more egalitarian society comprising of well-balanced human beings, in addition to cognitive and analytical skills,adequate attention on activities like life skills, experiential learning,health and physical education, sports, visual and performing arts,literary & creative skills, and work based education are indispensable. Though the existing curriculum does incorporate these skills, however, the load of curriculum in cognitive and analytical area seems to be so heavy that students practically do not get much time to develop skills in other areas. In order to balance the curriculum for cognitive and analytical areas with curriculum in other life skills including creativity and sports, specific suggestions are invited from teachers, academics, students, pare...