 Good evening everybody. I am Natasha from the Project Mathematics Playground and I will introduce you to my team. We have Pranjali, Manjusha, Pooja and Rahul. Well, we all know that there are many schemes to increase the literacy rate in our country. But do we actually know whether those schemes are very effective or are the children actually getting benefit from these schemes? The answer to these questions is obviously no because in a country with like so many students, it is next to impossible to monitor these facts. So, this is where Ek Shikshah steps in. Ek Shikshah being a very noble initiative taken by IIT Bombay. Ek Shikshah aims at providing equal and quality education to each and every child in this country. Well, as its name suggests its motto, it is one nation, one education. At Ek Shikshah, we have interactive applets for subjects like maths, physics, chemistry, biology and many more are yet to come. Well, starting with our part of the project, we have created applets for mathematics. We have actually covered all the elementary level concepts. Now, we basically had two objectives in our internship project. The objectives, the first one was we had to create HTML pages for the doc files of the chapters that were given to us and the next was we had to make interactive flash activities. Well, making interactive flash activities was actually difficult because we had to think like a teacher and but it was really difficult in the first but our mentor was, our mentor Mr. Avinash Shavite was constantly there to guide us throughout our work. Now, starting with the first objective, those were the HTML pages. We have created around 80 HTML pages for chapters of classes 3, 4, 5, 7 and 9 and these HTML pages have been made interactive by linking them to the JavaScript files. That is, we have answer box for each and every question and the child can put the answer there in the box and he can verify whether his answer is correct or not. Now, moving to the next important part, those with the flash activities which we had to create, we have covered basically two most important topics of mathematics, the numerical portion and the geometry portion. Now, I would like to call Rahul to continue with the numerical portion of our project. As we all know, to make progress in any activity, one requires to have a clear understanding of the foundations and the basics. For example, one cannot proceed with the addition without learning how to count and similarly, one cannot learn multiplication without learning how to add. So, at the elementary level, the problem basically is anything other than the visually appealing illustrations are useless because the students do not have that much developed minds to grasp them through text. So, we have tried to avoid text in order activities. We have basically divided our work into five modules that is digit value, addition, multiplication, division and decimal system. The first module that we have is digit value. Digit value basically introduces the concept of place value in mathematics. We have made several illustrative activities with the use of bundles and sticks and coins and money. Teaching through coins and notes is a particularly very innovative method because every student today, even at the elementary level recognizes what a 1 rupee coin is or what a 10 rupee note is and he also knows that a 10 rupee note is equivalent to 10 1 rupee coins. We have made several activities. We have made the 10s place with money, then 10s place with bundles and sticks. Then we also have two test modes wherein the student can test his level of understanding. Each test mode has four levels. Now, we will demonstrate a test mode. As you can see, this is a test mode. This has four levels. Level 1 is for numbers from 1 to 19. Level 2 is for numbers from 11 to 99 and level 3 and level 4 are subsequent higher levels. Click level 1. In this activity, on pressing the next button, a number appears on the screen. In this case, it is 7. Now, the student is expected to make 7. He can drag seven coins. See, this is the wrong answer. The student has actually made 6 and he select the done button but he was expected to make 7 and secondly, click the exit button. Press level 4. This is the highest level. This is up to numbers up to 9,999. In this activity, on clicking the next button, similar is the procedure. The student has to make 4, 8, 2, 3 in this case. Next module. The next module is the addition. In addition, we have basically done four activities and each activity had at least two sub-activities. We have done two-digit addition using money and also with bundles and sticks with and without carry again. Then we have done three-digit addition using money. Finally, we have demonstrated the conventional addition procedure using the colored columns and this activity had basically three modes. One was the demonstration interactive in the test mode. In the demonstration mode, two numbers appeared on the screen and the student was the answer of the question shown to the student. In the interactive mode, the student was expected to input two numbers and the sum was shown to the student. And finally, in the test mode, two numbers randomly would appear on the screen and the student was expected to write the answer. Now, we will show you a demonstration. This is two-digit addition using money with carry. As you can see, there are two numbers, 6 and 84. Now, how can the two numbers be made? That has also been shown. 6 is equivalent to 6 coins and 84 is equivalent to 8, 10 rupee notes and 4 coins. There are two buttons, basically learn steps and get answer. On pressing the learn steps, the entire procedure for solving the question would be shown to the student. As you can see, the addition procedure has started from the coins because from the unit's place. So, the coins are being added first. As soon as 10 coins appear on the screen, they will be replaced by 10 rupee note. Similarly, in the case when 10 rupee notes would appear, 100 rupee note will appear. A student can also press get answer to get the answer directly. Next module. As per the statistical record, many students find multiplication a hard nut to crack. That is primarily because the schools today focus mainly on road learning rather than practical implementation. So, we have tried to do away with this limitation. We have started by demonstrating that multiplication is nothing but a repetitive addition through our activity signal digit multiplication. Then, we have demonstrated signal digit tables using money. Then, we have also shown 2 x 2, 3 x 2 and 4 x 3, the conventional multiplication procedure using colored columns. We have also shown the steps. And finally, we have incorporated the geometrical concept of area of rectangle that is length into breadth to demonstrate multiplication. We will demonstrate this activity now. In this, 2 numbers are being generated and the numbers are being represented in expanded form then. Then, the rectangles have been shown and the area of each rectangle is being represented. And finally, we have the answer. On clicking the next button, 2 new numbers will be generated. Next module. This is the division activity. We have basically shown division by distribution of money. In this activity, there are basically 2 random number generators. One corresponds to the amount of money that appears on the screen and the second corresponds to the number of users. That is the number of students. Upon division, the amount of money that each student would be getting is displayed in front of that student. Next module. Next we have is the decimal system. We have made 4 activities in this. We started off by demonstrating how 1 by 10 can be represented as a decimal fraction. In this, we have used 2 scales. One is the millimeter scale and the other is the centimeter scale. In the millimeter scale, the student is expected to write to input the number and the answer would be shown in the centimeter scale and also in the number line. Secondly, we have how 1 by 100 can be represented as a decimal fraction. In this, we have used very old 1 paisa coins because 1 paisa is 1 by 100 of a rupee. So, in this case also, we have 2 scales. One is the student is expected to write in paisa, the amount in paisa and the amount in rupee would be displayed to him. And also, the amount of money in notes and coins would also be displayed. Finally, we have shown decimal to fraction conversion. In this, we have made a table in which there is the 100th column, the 10th column, the unit column and the 1 by 10th of a column and 1 by 100th of a column. The student is expected to input the decimal number and the placement of the digits would be appropriately in the table. And finally, the fraction representation would also be shown. Finally, we have made comparison of decimal numbers using the conventional symbols, the less than, greater than or equal to. Now, I request Pooja to please take over and continue with geometry. Thank you, Rahul. Good evening, everyone. Today, I am going to talk about the major subtopic of mathematics, that is, geometry. Gemmetry, as we all know, is basically concerned with the properties and relationship between points, lines, planes and figures. Here, we have covered some of the topics like the basic shape, perimeter, area and volume, basic concepts, angles and construction. We all know that many of the students seem to have difficulty in grasping the idea of perimeter and area. We have found the best way to help them learn the difference between the two, while we have illustrated some activities for them. Next piece. First, we have the basic shapes. The basic building block of geometry is the knowledge of shapes. Now, we have several activities here. First is matching of shapes of different objects, then with different sizes and then with different angle of rotations. We have the activity here, demonstration. Now, here we have different shapes and different holes to match the shapes. First, we match the shape correctly. The child has to match each and every shape. Then also, he matches a shape correctly. Now, if he matches the shape incorrectly, then that shape will go back to its original position and will not fit into the hole. We also have a hint button. If the child gets confused in between, he may click on the hint button and all the shapes will be matched correctly. We have an X button that will generate another number of shapes and if the child matches all the shapes correctly, then he will get this task to encourage him that he has answered all the things correctly. Next module is the perimeter. Perimeter, as we all know, is basically defined as the length of the boundaries. Now, here we have covered several activities to determine the perimeter of regular and irregular polygons. We have the activities. We have also used the fields and fences. We have measured the length of the fences to calculate the perimeter of irregular polygons. Now, here we have the activity. You can see we have different regular polygons. When we click on the regular polygon, it will come in the drawing area. Now, that side number of sides in the polygon are mentioned and the length is randomly generated. Perimeter is calculated using the formula side into length. Then we get, we can also click on the polygon to resize it and length will be changed accordingly. Next, similarly, we can click on any other polygon and we will get the perimeter. Next piece. Now, we have the area and the volume. Area is defined as the amount of surface space that an object has and volume is basically the measure of space taken up by the solid object. Now, we have illustrated several activities here to measure the area and volume of regular irregular polygons and spherical solids. First, we have the area of irregular shape using graph vapor. Next, we have area of circle using graph and then at last volume of spherical solids. We have illustrated the activity here, demonstration please. Here, we have the graph vapor. When we click on the next button an irregular shape is randomly generated. Now, what we do is area by counting. We calculate the number of full squares that are covered by the figure. Then the number of squares which are covered greater than half and then which are covered exactly half. We calculate the area by counting. We add the number of full squares they are considered as full. Now, the square which are covered greater than half they are also considered as full and finally, the number of half squares they are divided by 2 to get the area and thus we get the area by counting. Now, over to Natasha for further concepts. Now, I will proceed with the next sub module. It is the basic concepts. Well, these concepts are the most important concepts because these are the building blocks of geometry. So, we have started with differentiation between what a line segment and array is. Then we proceeded to measuring and comparing lines. We have illustrated different types of triangles, different types of quadrilaterals along with their properties. Then finally, we have regular polygons and 3D shapes along with their properties. We will demonstrate the classification of quadrilaterals. First, we will demonstrate measuring and comparing lines. Well, in this we can see that there are two lines. The length of these two lines are randomly generated. We have a tool measuring tape to help the child get to know the length of these lines. We will place it accordingly, we will place it at the starting point of first line, measure it and then input the value in the box that has been given. Then again place it in the appropriate position for the second line. We again note this reading and put it in the place. Well, we can see that there are three options which have been which have been given there. One is greater than A B is greater, C D is greater or both are equal. We can click on the appropriate option, click on the submit button and he will know whether his answer is correct or not. And suppose in by the next meeting he will get the next question, but suppose he is stuck somewhere he can click on the hint button and he will know the length and the relation between both the lines. Now, the next demonstration. We have classification of quadrilaterals. We have demonstrated the properties of different quadrilaterals here. Suppose we want to know the property parallelogram. Well, the point D that is draggable that is we can resize the parallelogram according to us, but its properties would not be changed that is it will still be a parallelogram. We can know the internal angles and by clicking on the diagonal button we will know the diagonals of these quadrilaterals. Similarly, if we click it again it will disappear. Similarly, we have the properties for all other quadrilaterals. Well, the next one is angles. Well, in this we have demonstrated different types of angles that is obtuse acute or right angle. We try to make it more appealing using the math sticks and for a test mode we have comparison of angles. In comparison of angles we have implemented the protractor tool which can be resized according to our needs. We will demonstrate the comparison of angles here. So, we have two random figures that has been randomly generated. We will place the protractor accordingly and we have a plus and minus sign option that is we can resize it by plus it will become large. We will place it we will measure the angle put it on the second figure and we will enter the relation between these two angles click on the summit button and we will know whether this answer is right or wrong. Similarly, random set of questions are generated once we click the next button. Now, this was the most important and difficult part of our project. We had to show construction of triangles. We have implemented side angle side construction and side side side construction. We have made the use of tools like protractor in side angle side and measuring tape or we have we have made a tool for drawing arc. We will demonstrate the side side side construction here. Here we can see that the length of the three sides have been randomly generated. First we make the base line with some appropriate length like we make the base line with length 14 centimeters. Place it accordingly. Now, for creating the arc we first need to get a radius for that arc. So, for getting the radius we click on the arc button. We place it accordingly to the position where we want it. By clicking on the draw arc it will start drawing the arc now. Now, for the arc of the next side we again need to resize the radius of that line. It is it is 7 it is 11 centimeters now. Then again we will place it accordingly. We draw the arc for the second side and then finally, drawing the line of these two sides we will click on the draw line and these two lines will intersect at the point where these two arcs are intersecting. So, this is how the child can create his triangle and keep practicing for the construction here. And by clicking next we get another set of random questions. Well, these were some of the some of the activities which we had created. Now, coming to the challenges of our project. Well, initially placing the objects appropriately according to the display coordinates was difficult, but after doing some of it we started learning how to actually place them. Adding grab, drag and drop listener to these objects were a challenge for us in the initial stage. Then construction as I already said it is tools implementing them it was really difficult, but we somewhat tried to do it. And we had to generate random questions at the click of each next button, but these questions were they were though they were random, but they had to be appropriate so that the child can learn the steps properly of solving a particular question. So, this was another issue for us. Now, the learnings that we did in this project we learned object oriented programming. We learned how to create industry standard codes. We learned to work as a team and time management as it is important for all cases we learned time management too. Now, we the team of mathematics playground we went to two schools here at the campus itself that was the KVIIT and the campus school present in the campus. So, the feedback that we got from the teachers and the students were like they were very enthusiastic with what what we did and we can we can see some of the happy users. This was the certificate that we got from the schools there and these are some of the picks that we clicked during our visit. So, some of the references for creating of our project and thank you everybody. I would like to I would now like to demonstrate some of the activities on the tablet to the mentors present here and queries are welcome if anybody wants to ask anything.