Digital text

Link: https://online.fliphtml5.com/enxca/dbdm/#p=2

E- content 

Link :  https://youtu.be/5-N4IEbN1WE?feature=shared

In the present digital era, the integration of technology in teaching–learning processes has become inevitable. E-content plays a crucial role in making abstract mathematical concepts more concrete, interesting, and learner-friendly. With this aim, e-content was created on the topic Curved Surface Area of a Cylinder, a fundamental concept from the geometry syllabus at the secondary school level.

Need and Significance of the Topic

The concept of the curved surface area of a cylinder is closely related to real-life objects such as water tanks, gas cylinders, cans, pipes, and drums. However, students often find difficulty in visualizing the curved surface and understanding how the formula is derived. Hence, this topic was selected for e-content creation to enhance conceptual clarity through visualization and activity-based explanations.

Objectives of the E-Content

The e-content was designed with the following objectives:

To help students understand the concept of a cylinder and its curved surface.

To enable learners to derive and apply the formula for curved surface area of a cylinder.

To promote conceptual understanding rather than rote memorization.

To increase students’ interest and motivation in learning geometry through digital resources.

Description of the E-Content

The e-content begins with an introduction to a cylinder, highlighting its parts such as radius, height, curved surface, and circular bases. Real-life examples are used to connect the concept with students’ everyday experiences.

Visual aids such as animations, diagrams, and images are included to show how the curved surface of a cylinder can be unfolded into a rectangle. This visual representation helps students clearly understand that the curved surface area depends on the circumference of the base and the height of the cylinder.

The derivation of the formula

Curved Surface Area of a Cylinder = 2πrh

is explained step by step in a simple and logical manner. Short pauses and guiding questions are included to encourage active thinking among learners.

Worked examples are provided to demonstrate the application of the formula, followed by practice questions for self-assessment. The content is explained in simple language to suit the level of secondary school students.

• Pedagogical Value
• The e-content supports:
• Activity-based learning
• Self-paced learning
• Visual and auditory learning styles

It caters to diverse learners and helps slow learners revisit the content multiple times. The digital format also allows teachers to use the content effectively in both online and offline classrooms.

Conclusion

The e-content created on the Curved Surface Area of a Cylinder serves as an effective teaching–learning resource that enhances students’ conceptual understanding and problem-solving skills. By integrating real-life examples, visuals, and step-by-step explanations, the abstract concept of surface area becomes meaningful and interesting. Thus, e-content proves to be a powerful tool in making mathematics learning more engaging, effective, and learner-centered.

 Teaching practice-phase 2-week - 5

DAY - 19

1 December 2025

December 1, 2025, marked the 19th day of my teaching practice at NGPM Venchempu, and it was a day that truly highlighted the quiet beauty of the classroom. I arrived at the school by 9:15 am, just as the morning energy was starting to build. There is something uniquely grounding about the way the school day begins here; from 9:35 to 9:40, the air was filled with a beautiful prayer song performed by the students, setting a peaceful and focused tone for the hours ahead.

My first instructional session took place during the second period at 10:30 am. We continued our journey through the chapter on Decimal Forms, specifically diving into the section on "Some Other Fractions." It was one of those rewarding sessions where everything clicked. The students were not just present; they were attentive and actively participating in every step of the lesson. To keep the momentum going, I moved away from the standard lecture format and presented problems through a mix of activity cards and a PPT. This variety seemed to spark their interest, creating a classroom atmosphere that felt genuinely positive, engaging, and collaborative.

The rest of my day was relatively quiet, as I didn't have any further classes or substitution duties. I took advantage of this window of time to focus on future lesson planning, ensuring that the upcoming days remain as productive as this one. As the final bell rang at 3:40 pm, I signed out and left the school feeling a deep sense of satisfaction. Teaching is as much about these steady, successful days of connection as it is about the big milestones.

DAY - 20

2 December 2025

December 2, 2025, marked the 20th day of my teaching practice at NGPM, Vanchiyoor, and it was a day that truly highlighted the importance of preparation and student engagement. I arrived at the school by 9:10 AM, just in time to settle in before the morning prayer, which was led by the students from 9:35 to 9:40 AM. This quiet start to the day set a focused tone for the hours ahead.

Since I didn't have any scheduled classes or substitutions during the first five periods, I took the opportunity to be as productive as possible. I dedicated this block of time to preparing teaching aids and visual materials for my upcoming lessons. Having those uninterrupted hours allowed me to ensure my materials were high-quality and ready to support my teaching goals.

My primary instructional time began during the 6th period at 2:05 PM. I taught a lesson on "New Forms" from the chapter on Decimal Forms. It was incredibly rewarding to see the students dive into the material with such energy. They were actively engaged in group discussions and participated wholeheartedly in the activities I had planned. Seeing their enthusiasm and genuine interest in problem-solving made the morning's preparation feel entirely worth it.

After the lesson, I spent the final period of the day in self-reflection, thinking over what went well and how I could continue to improve my approach. When the final bell rang at 3:40 PM, I signed out and left the school, feeling a deep sense of accomplishment about the day's progress and the connections made with my students.

DAY - 21

3 December 2025

December 3, 2025, marked the 31st day of my teaching practice at NGPM Venchempu, and it was a day that perfectly balanced quiet preparation with active engagement. I arrived at the school by 9:15 am, just in time to witness the day begin with a beautiful prayer led by the students from 9:35 to 9:40 am. There is something incredibly grounding about starting the morning with that collective sense of calm before the busy energy of the school day takes over.

The first five periods of the day were free for me, which proved to be an invaluable window of time. I dedicated these hours to fine-tuning my lesson plans and ensuring everything was ready for my upcoming sessions. Having that extra space to breathe and prepare allowed me to approach my afternoon with a much higher level of confidence and focus.

My actual teaching began during the 6th period at 2:05 pm. I introduced the topic "New Forms" from the Decimal Forms chapter. It was rewarding to see the students dive into the material; they were incredibly active, participating enthusiastically in both the classroom discussion and the hands-on activities. Their energy made the lesson fly by. Once the teaching session concluded, I used the final period for some quiet self-reflection, evaluating what went well and where I could improve for the next day. As the final bell rang at 3:40 pm, I signed out and left the school, feeling a deep sense of accomplishment for another productive day in the classroom.

DAY - 22

4 December 2025

December 4, 2025, marked the 22nd day of my teaching practice at NGPM, Venchempu, and it was a day that perfectly captured the rhythmic flow of school life. I arrived at the campus by 9:15 am, just in time to settle in before the day officially commenced. There is a specific kind of serenity that settles over a school during the morning prayer, and today was no exception; the students led a beautiful session from 9:35 to 9:40 am that set a peaceful tone for the hours ahead.

While the first period was a quiet start for me with no scheduled classes, the energy picked up during the second period when I met with class 8C. We delved into the topic of "New Forms," and it was incredibly rewarding to watch the classroom transform into a hub of collaboration. The students jumped into group activities and discussions with genuine enthusiasm, bringing the lesson to life through their own interactions.

The remainder of my day was free of further classes or substitutions, which provided a valuable window of productivity. Rather than letting the time slip away, I focused on preparing teaching aids for my upcoming lessons, ensuring that I’m ready for the challenges of the days to follow. When the final bell rang at 3:40 pm, I signed out and left the school, feeling a quiet sense of accomplishment for another day spent growing alongside my students.

DAY - 23

5 December 2025

December 5, 2025, marked the 23rd day of my teaching practice at NGPM, Venchempu, and it proved to be a day of steady progress and meaningful engagement. The morning began at 9:15 am, just in time to witness the school day open with a beautiful prayer song performed by the students. There is something uniquely grounding about starting the workday with such a collective moment of harmony; it sets a calm, purposeful tone for the hours ahead.

Almost immediately after the morning assembly, I was called in for a substitution during the first period at 9:40 am with class 8C. It was a productive session where we dove back into the "Decimal Forms" chapter, specifically focusing on the continuation of "New Forms." I was genuinely impressed by the students' energy; they were eager to dive into the math, actively solving problems and keeping the classroom environment vibrant and positive throughout the session.

Following that busy start, I had two free periods which allowed for some necessary preparation before my scheduled 4th-period class at 12:05 pm. Returning to class 8C for our regular session, we picked up exactly where we left off, spending the hour working through the problem-solving portion of our current topic. Since I had no further classes or substitutions for the remainder of the day, I dedicated my afternoon to self-reflection and lesson planning. Using that quiet time to look back on my teaching methods and prepare for future sessions is always a highlight, as it helps me grow alongside my students. It was a day well spent in the pursuit of becoming a more effective educator.