Teacher(s) Palak Patel Subject group and Mathematics

discipline

Unit title Numerical and Abstract Reasoning MYP year 3 Unit duration 20 Hrs

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Logic and Approximation Simplification, Systems Globalization and sustainability:

Exploration: Interconnectedness
The students will have an inquiry into the
interconnectedness of human-made systems and
communities[CEP Chapter 5]

Statement of inquiry

Logical approach simplifies the interconnectedness of human made systems and communities.
"The unit builds logical reasoning around number systems and economic decisions, encouraging learners to explore
interconnected systems—just as CEP promotes systems thinking and holistic learning."— CEP Chapter 1.4, Pedagogy for Middle
Years

Inquiry questions

Factual— What is the role of logic in interconnectedness of human made systems and communities?
What determines logic for planning discounts which appear independent?

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 What is the impact of interest rates on promoting the investment?
Conceptual— How does a system help to simplify problems?
How does logic help in developing systems?
Debatable— To what extent logic helps in simplifying the interconnectedness of human made systems and communities
[CEP: chapter 1.4 Creating space for more holistic, inquiry-based, discovery-based, discussion-based, and analysis- based
learning]

Objectives Summative assessment

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 Outline of summative Relationship between summative
assessment task(s) assessment task(s) and statement of
Objective A: Knowing and
including assessment inquiry:
Understanding
criteria:
The summative task ( regarding terms taught
i. select appropriate mathematics when
Criterion A through word problems and solving the linear
solving problems in both familiar and
equations ) is designed in such a way that
unfamiliar situations A summative class test will be
students will have ample opportunity to simplify
conducted by the end of the
ii. apply the selected mathematics real life problems with the use of their knowledge,
unit. The topics covered will be
successfully when solving problems understanding of the concept and mathematical
Number facts, ratio and
logic.
iii. Solve problems correctly in a variety of proportion, percentages and
contexts. their applications.Through Through this assessment the students will
this test, the students would logically justify and verify the inter connection
get the opportunity to select between quantity and the cost of the fuel and to
Objective B: Investigating Patterns appropriate mathematics simplify the system of transport of daily use.
i. Select and apply mathematical when solving problems in both
Students have addressed the following strands
problem-solving techniques to discover familiar and unfamiliar
related with criterion B
complex patterns situations, apply the selected
mathematics successfully [CEP: Chapter 1: Assessments designed are
ii. describe patterns as relationships and/or when solving problems,and such that they are
general rules consistent with findings solve problems correctly in a • Not a burden on the students
iii. verify and justify relationships and/or variety of contexts. • Stress free.
general rules. Criteria B,C and D • Continuous assessment identifying the areas
altogether will be a home task. of applications.
The task will include preparing • Reviewing after analysing the performance
Objective C: Communication of the students.
a budget on the monthly fuel
i. use appropriate mathematical language expenses and hence figuring • Assessment for learning and assessment of
(notation, symbols and terminology) in both out how much fuel can be learning (Formative and Summative
oral and written explanations saved if we use alternate assessments)]
ii. use appropriate forms of mathematical methods for commuting.
representation to present information Learners will understand how
iii. move between different forms of to select, apply and describe
mathematical representation patterns of economy and to

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iv. communicate complete, coherent and make a formula which may
concise mathematical lines of reasoning later be verified and justified.
v. organize information using a logical Learners will also be given the
structure. opportunity to use appropriate
terminology of auto mechanics
in order to represent the
Objective D: Applying Mathematics to information and thus
the real life context communicate coherent and
concise reasoning to make the
i. identify relevant elements of authentic
organise structure.
real-life situations
Learners will be assessed on
ii. select appropriate mathematical strategies
the basis of how to bring the
when solving authentic real-life situations
utility of this task in
iii. apply the selected mathematical strategies application of real life
successfully to reach a solution context.by identifying relevant
iv. justify the degree of accuracy of a solution use with selection of
appropriate strategy
v. justify whether a solution makes sense in successfully to reach the
the context of the authentic real-life solution also to justify it at
situation. large ( Real life context).

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Approaches to learning (ATL)

IB ATL Category MYP ATL Cluster Specific skill indicators Learning experiences

Week 1: Week 1 Week 1 Session will start with the

Thinking Creative Use brainstorming and visual introduction of new students. ​
diagrams to generate new ideas Discussion on previous knowledge of
and inquiries Number system, types of Numbers,
Use appropriate forms of writing Properties of Natural, Whole,
Communication How can students for different purposes. Integers (brief discussion on their
communicate through previous Knowledge and
interaction? Share ideas with multiple understanding).
audiences using a variety of
digital environments and media Students will prepare a KWL (Know,
https://www.youtube.com/watc what to know, what I learned) chart
h?v=h8ipv0r3xOk on their knowledge of Number. ​
Open-ended questions related to the
●​ worksheet of notations number system will be asked in class
and symbols was given room to test their previous
●​ CUBES method was knowledge.
taught ​
●​ digital environments and Key concept, related concept and
media Global context: will be discussed.​
●​ worksheet of notations Inquiry questions will be discussed
and symbols was given with students on unit numbers.​
Explanation of Rational Numbers will
[CEP: Sharing resources 15.3 be done and simultaneously terms,

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 digital resources] properties and Basic operations
(addition, subtraction, Multiplication
and Division) will be explained in
traditional ways (chalk & board).
​
Worksheet on Rational Numbers
basic operations for Concept building
will be posted on google class or
mailed to each student.

Explanation of Rational Numbers will

be done and simultaneously terms,
properties and Basic operations
(addition, subtraction, Multiplication
and Division) will be explained
through modern methodologies and
digital tools.
​
Worksheet on Rational Numbers
basic operations for Concept building
will be posted on google class or
mailed to each student.

Chapter 1 will be completed by this

time.

Week 2 Week 2 Week 2 Class activity: Standing as per your

rational height.
Thinking Critical Draw reasonable conclusions Learning Objective: Students will
and generalizations learn to compare the rational
numbers.
​
Communication Rational Numbers: Comparison of

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 How can students Negotiate ideas and knowledge rational Numbers (conditions for
communicate through with peers and teachers. smaller, greater and equal),
interaction?
Negotiate ideas and knowledge Practice problems in unfamiliar
with peers and teachers. situation will be given in the class to
consolidate the concept for
application of basic operation of
rational numbers.
​
Classroom activity: Number line
game, students will solve the
problems from textbook exercises and
provided worksheets.

Patterns and general formula: PPT

will be sent on google class for
learning at your own pace for
conceptual understanding.
​
Practice worksheet on patterns home
assignment.

Chapter 4,8 and 11 will be

completed.​

Week 3 Week 3 Week 3 Worksheets on rational numbers

Thinking How can students Practise observing carefully in and their algebra.
demonstrate communication order to recognize problems
through language? Patterns.​
Social Skills Squares- properties of a perfect
Collaborative learning Understand and use square number.
mathematical notation ​
Communication Application to identify the perfect
square number.

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 How can students Delegate and share ​
communicate through responsibility for Pythagorean triplets, examples and
interaction? decision-making. explanations.

To find the cubes of a number using

properties​
Cubes of a negative numbers,
decimals​

Classroom activity: (problem

solving)​
To find the cube root of a number
using the prime factorization
method and their digits individually.
Learners will be given opportunities
to do different questions from the
i-book and then they will check
mutually which will finally be
verified by the teacher.

Chapter 14 and 17 will be completed

by this time.

Week 4 Week 4 Week 4 The laws of exponents and order of

Thinking Critical Thinking Practise observing carefully in operations will be done with the help
order to recognize problems of an interactive and pattern
Social Skills recognising activity.
How can students Negotiate ideas and knowledge
demonstrate communication with peers and teachers. More practice sums will be given to
Communication through language? the students in the form of online
Understand and use
quiz and worksheets.
mathematical notation.
Read a variety of Multiplying and dividing the
sources[different videos and numbers with the powers 10

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 How can students reference books] for information Standard form of exponents and
communicate through and to understand the real world Scientific notation of exponents.
interaction? application of the concepts.
Application of exponents in real life.
Creative thinking PPT will be shared to explain the
Negotiate ideas and knowledge same.
Collaboration with peers and teachers. Learners will be told to read the
language of constants with power 10
Example: speed of light is 3x108 metre
Make inferences and draw the per seconds in vaccum
conclusions. (communication through language)

Classroom activity: Problem solving

on exponents & Patterns based on it.
[CEP: Chapter 1.4: The whole
process is student and learner
cantered which incorporates the
interdisciplinary and
multidisciplinary approach at each
level]

Simple and compound interest:

Activity 1 ( inside the classroom)
Activity 2 ( outside the classroom)

The feedback on the reflection taken

from the learners will be considered
and doubts or the difficulty they feel
would be explained with the ATL’s
addressed above.

Chapter 18 and 21 will be completed

by this time.

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Action: Teaching and learning through inquiry

Content Learning process

Knowledge: Week 1
Number facts (Rational and Irrational The session will start with the introduction of new students.
numbers) and sequences (only sequences
Discussion on previous knowledge of Number system, types of Numbers,
with constant common difference and
Properties of Natural, Whole, Integers (brief discussion on their previous
exponential sequences) Approximation,
Knowledge and understanding). Students will prepare a KWL chart on
estimation, Exponents, Standard forms,
their knowledge of Number.
Ratio and proportion, Percentages, Profit
and loss, simple and compound interest, Open-ended questions related to the number system will be asked in class
application of simple and compound room to test their previous knowledge.
interest.Patterns.
Key concept, related concept and Global context: will be discussed .
Students will prepare SOI’s
Concepts:
Inquiry questions will be discussed in mathematical context with
Using number facts and sequences in real examples from real life
life. How sequences are used in real-life,
Factual : What is the role of logic in interconnectedness of human made
Expressing Fractions, decimals as quantities,
systems and communities? (sample;Reading of fuel metres in petrol
Expressing integers as directed numbers,
pumps and weighing machines in general merchant’s shop )
Estimating a number/quantity as per the
degree of accuracy, Dividing a number in a
given ratio, Using ratio and proportion as Conceptual— How does a system help to simplify problems?(
under the concept of Direct and inverse importance of least counts in the machines, thermometers etc)
variation, understanding the concepts of
percentage increase or decrease. Debatable— To what extent logic helps in simplifying the
interconnectedness of human made systems and communities
will explain different examples other than above.
Skills:
Explanation of Rational Numbers will be done and simultaneously terms,
Identifying and using natural numbers, properties and Basic operations (addition, subtraction, Multiplication
integers (positive, negative and zero), prime and Division) will be explained in traditional ways (chalk & board). ​
numbers, square numbers, common factors Worksheet on Rational Numbers basic operations for Concept building
and common multiples, Understanding the

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meaning and differences between rational will be posted on google class or mailed to each student.​
and irrational numbers, Identifying a given
sequence and deducing the general rule, Week 2
expressing one quantity as a percentage of
Class activity:Students were asked to stand as per your height. Learning Objective:
another, using given data to solve problems
Students will learn to understand the use of the rational numbers.Thinking skills:
on personal and household finance involving
Gather and organise the information to formulate an argument. also students’
Simple and compound interest, profit and
ownership in planning with collaboration.
loss, discounts, taxes, etc., Identifying perfect
square and perfect cube numbers,
Calculating square roots and cube roots,
Rational Numbers: Comparison of rational Numbers (conditions for smaller, greater
Applying the rules of indices.
and equal), Practice problems unfamiliar situation will be given in the class to
consolidate the concept for application of basic operation of rational numbers
Classroom activity: students will solve the problems from textbook (ibook) exercise
whereby they understand all the strands of criterion A. It is also assessed in the
task later on.
Patterns and sequence will be discussed and explained .( for the assessment of
criterion B point of view)
Identify, select, apply, justify and then verify with complex patterns(strands of
criterion B). with examples will be explained. Students will make a general formula of
patterns.Critical thinking: reasonable conclusion and generalisation.
Patterns and general formula: PPT will be sent on google class for learning at their
own pace for conceptual understanding.
Week 3
Practice worksheet on patterns( home assignment. criterion B covering all the
strands like select, describe verify and justify with clarification of levels)
All above worksheets( home work) and classroom tasks are tangible with all the
strands of criterion C also.
Worksheet on Rational Numbers basic operations for Concept building will be posted
on google class or mailed to each student.
Squares and square roots- properties of a perfect square number. Cubes and cube
roots. and their properties.

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 Inquiry questions( factual): what is the logic behind the interconnectedness of
the side and area of a square?
( conceptual) How does the identification of the perfect square number make
calculation simple?​
(Debatable) To what extent the Pythagorean triplets work in defining the algebraic
properties of triangles?

To find the cubes of a number using properties​

Cubes of a negative numbers, decimals​
Classroom activity: problem solving.​
To find the cube root of a number using the prime factorization method and their
digits individually.
Learners will be given opportunities to do different questions from the ibook and
then they will check mutually which will finally be verified by the teacher.
Students will be given classroom assessment in groups ( Social skills through
collaborative learning as to delegate and share responsibility for
decision-making)
The students will be given an opportunity to use their thinking skills in summative
assessment Criterion A (Knowing and understanding) pen paper test.
A worksheet on notation (Communication skills::Understand and use
mathematical notation) will be given.
The students will be given the opportunity to research and think over examples and
facts in order to discuss the topics.(Critical Thinking:Gather and organize relevant
information to formulate an argument,Recognize unstated assumptions and bias.)
The laws of exponents and order of operations will be done with the help of an
interactive session{.Communication skills:1.Negotiate ideas and knowledge
with peers and teachers. 2.Understand and use mathematical notation
3.Read a variety of sources[ different videos and reference books] for
information and for pleasure.} More practice sums will be given to the students
in the form of online quiz and worksheets.
Practice worksheet will help the students to become fluent and confident in
multiplying and dividing the numbers with the powers 10 FA on criterion B
following all the stands.

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 Week 4
Standard form of exponents (IDL: constants values in physics) and Scientific
notation of exponents.( Thinking Skills: application of exponents in familiar
and unfamiliar situations)
Application of exponents in real life. PPT will be shared to explain the same.
Classroom activity: Problem solving on exponents and patterns based on it.
Ratio and proportion, Percentages, Profit and loss, Students were divided in a group
of four each and a classroom task ( based on two deals- different percentage but same
profit and asked to choose one) was given and a group discussion for conversion and
transfer of thoughts (Social skills: collaboration- Delegate and share
responsibility for decision-making).
Students will solve the problems from the text book and raise inquiry and clear
doubts.

Compound interest, application of simple and compound interest. Activity 1 (

inside the classroom): Same sum of amount at same rate of interest for the same
period but one was on simple interest and other on compound interst, which is
beneficial and why?(Practise observing carefully in order to recognize problems
Activity 2 ( outside the classroom): Students will explain the benefits of
depositing the money with the bank to the blue collar workers. It is the part of
service and IDL with economics/ business also.
and thus, the students understand the real life application of this topic.
The feedback on the reflection taken from the learners will be considered and doubts
or the difficulty they feel would be explained with the ATL’s addressed above.

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 Formative assessment (Objective; strand)
Week 1 - Recap of previous knowledge. Discussion through the KWL chart.
Feedback will be provided to the students on their performances and SOI’s
Prepare a chart on Number system on a plane chart paper and colour pens.(Creative
skills and communication skills.
Observation and checking of notebooks of students and performance of each
student during the class activity. Feedback will be provided accordingly.(Thinking
and communication skills)
Week 2 - Observation and checking of notebooks of students and performance of
each student during the class activity. Feedback will be provided
accordingly(Thinking, communication and social skills) Criteria A and B were also
assessed through FA.
Observation and checking of notebooks of students and performance of each student
during the class activity. Feedback will be provided accordingly.(Thinking and
communication skills)
Week 3 - Class test on criterion A style questions.(Thinking, communication skills
and social skills)
Observation and checking of notebooks of students and performance of each
student during the class activity. Feedback will be provided accordingly.
Observing and correcting the activity document based on service and IDL(Thinking,
communication skills and social skills) Feedback will be provided accordingly.
Week 4 - Class test topic wise and to point out the students for differential learning
Observation and checking answer sheets of students. Feedback will be provided
accordingly.
Class test on criterion B will be given based on patterns in exponent way and they will
be tested for knowledge of all strands of criterion B
Classroom observation via collaborative learning and answering their inquiries along
with doubt clearing group discussions.
To involve the learners in activities and to judge the learning objectives achieved by
them.

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 Differentiation: on the basis of language, content and process.
Content: Each topic is equipped with different difficulty levels in respect of the
gifted students, prior to starting a topic, level of understanding is assessed,according
to which a sequence is designed in order to have involvement of all the learners to
their maximum ability.
Week 1 - Peer support, extra help to the students in need.
One to one support to take care of slow learners. In and out of class room for better
understanding of concepts. Mother-tongue texts and pre-reading suggested. Tiered
worksheets given for practice as per their understanding level (worksheets of
different difficulty level will be given on Rational numbers)
Week 2 - One to one support to take care of slow learners. In and out of class room
for better understanding of concepts. Mother-tongue texts and pre-reading
suggested. Tiered worksheets given for practice as per their understanding level. (
worksheets on One to one support to take care of weak/slow learners.
In and out of class room for better understanding of concepts. Mother-tongue texts
and pre-reading suggested. Worksheets given for practice as per their understanding
level. different difficulty level (Worksheet will be given on algebra of rational
numbers of different difficulty level will be given on patterns)
Week 3 - One to one support to take care of slow learners. In and out of class room
for better understanding of concepts. Mother-tongue texts and pre-reading
suggested. Tiered worksheets given for practice as per their understanding level.
(worksheets of different difficulty levels will be given on squares and square
roots,cubes and cube roots, laws of exponents).
Week 4- One to one support to take care of slow learners. In and out of class room
for better understanding of concepts. Mother-tongue texts and pre-reading
suggested. Tiered worksheets given for practice as per their understanding level. (
worksheets of different difficulty levels will be given on exponents related patterns,
ratios and proportions; simple and compound interest).

Please provide brief description of the following aspects-

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International Mindedness Learner Profiles Interdisciplinary Learning Language Learning

History of Number System: Inquirer In computer applications, ​ ​ ​ ​ ​

where binary numbers are Mathematical symbols
Communicator
represented by only two symbols and notations
The “bundle-of-sticks” Method Knowledgeable or digits, i.e. 0 (zero) and 1(one)
Mathematical
Body Counting, Tally Sticks Thinker In Banking command terms. ​ ​
applications,where the amount
​ ​ ​
is given as loan and placed as
deposit with different types of ​ ​ ​ ​
rate of interests ( simple or
​ ​
Compound)
​
[Vision statement: Fostering
intellectual curiosity through
learning experience].
[CEP: Chapter 1 Page no.13:
Interdisciplinary learning thread
across the classes and subjects
and interdisciplinary units]

Resources Service

Book: IBMYP 3 (HAESE and HARRIS Publications) It will be done in week 9 of activity 2
I-BOOK, MYP by Concepts (Hodder Publication) Students will explain the benefits of depositing the money
with the bank to the blue collar workers.
Book:Bateson and Amlin - (Hodder Publications)
Following learning objectives will be addressed:-
Book: David Weber and Talei Kunkel-.(Oxford publications).
1. Become more aware of their own strengths and areas for
Book : Mathematic for international students: Michaej and Haese and
growth.
Sundra Haese
www.studies.com, www.youtube.com (free educational).

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Online tool: quizziz.com, go formative. 2. Undertake challenges that develop new skills of
convincing the other..
[CEP:Chapter 15.5:
Sharing of well- structured learning resources (ACP, lesson plans) 3. Discuss, evaluate and plan student-initiated activities ..
so that all stakeholders have a clear picture of what is to be 4. Work collaboratively with others.
taught, how (process) it is to be taught and most importantly why
is the concept being taught] 5. Develop international-mindedness through global
Engagement.
6. Multilingualism and intercultural understanding.
7. Consider the ethical implications of their actions through
developing the habits of savings in blue co;llar workers.

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Reflection: Considering the planning, process and impact of the inquiry

After Teaching
During teaching
Prior to teaching
​ ​ ​ ​
Students having some or more previous
​ ​ ​
knowledge will show more interest in
the topic. ​ ​
​
●​ Number system
●​ types of Numbers
●​ Properties of Natural Numbers
●​ Properties of Whole Numbers ​ ​ ​ ​ ​
●​ Integers ​ ​ ​ ​
●​ Ratio and proportions.
Most of the students understand the ​ ​ ​
concept, reflect upon it and display good ​ ​
knowledge of the concepts whereas
many of them are average learners and ​
few take time to comprehend the
concepts.
The topic will be very interesting if the
importance of real-life problems will be
transferred to them.
This unit offered students to develop
their inquiry and communicating skills.
I tried my best to connect this unit
within the subject and other disciples
also. So that students get the big idea of
the unit and also understand the
importance of other disciples.

Group work, student-initiated learning,

class interaction, presentations.

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 MYP Unit Planner Checklist
Dear Colleagues,
Planning is essential for the effective teaching and learning process. Teachers’ efforts facilitate informed and holistic
development of learners. This checklist is prepared considering the desired expectation of MYP Unit Planners and helps the
school in maintaining consistent quality of practices in accordance with IB philosophy.
The checklist is to be filled by the subject teacher, HOD and Coordinators.
Please note the key to checkboxes- Y: Yes N: No U: Uncertain
Put ✓ in the relevant box.

Teacher/s: Ms. Palak Patel Class: MYP 3​ ​ Duration: 20 Hrs

Subject: Mathematics​ ​ ​ ​ ​ Unit Title and topic: Numerical and Abstract Reasoning

Inquiry: Establishing the purpose of the unit

Concepts Teacher HOD COD

Y N U Y N U Y N U

1. The key concept provides scope for exploration of big ideas related to the unit. ✓

2. Related concept/s further the exploration of Key Concept. They are related to Key Concept. ✓

3. Conceptual statements are framed to generate concept based student inquiry. ✓

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 4. Global context and exploration provide scope for real life application of conceptual ✓
learning.

5. Statement of inquiry reflects connection among Concepts and GC exploration. ✓

6. Statement of inquiry sets scope for real life contextual application of conceptual learning. ✓

7. Statement of inquiry is transferable, broad and open in its application. ✓

8. Statement of inquiry has direct connection to Summative assessment. ✓

9. Statement of inquiry reflects what and why of learning over the course of the unit. ✓

10. Factual questions provide scope for generating inquiry based on knowledge of content. ✓

11. Factual questions focus on recall. ✓

12. Conceptual questions reflect transferability of knowledge and understanding. ✓

13. Conceptual questions provide scope for analysis and synthesis. ✓

14. Debatable questions generate multiple perspectives. ✓

15. Debatable questions promote critical and creative thinking. ✓

16. Relevant assessment objectives and strands are listed. ✓

17. Summative task/s is/are outlined with reference to assessment objectives and SOI. ✓

18. Summative task/s is/are open ended. ✓

19. Optimum ATL skills, clusters and indicators are identified. ✓

20. Relevant learning experiences to develop ATL skills are provided. ✓

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Action: Teaching and Learning through inquiry

Teacher HOD COD

Y N U Y N U Y N U

1. Content is stated under the divisions of Knowledge, Skills and Concepts ✓

2. Content meets the requirements of curriculum standards and objectives ✓

3. Learning experiences and teaching strategies align with the unit’s purpose. ✓

4. Learning experiences and teaching strategies are planned to meet targeted objectives. ✓

5. Learning experiences and teaching strategies support inquiry based learning. ✓

6. Learning experiences and teaching strategies provide scope for student ownership. ✓

7. Learning experiences and teaching strategies support conceptual learning. ✓

8. Learning experiences and teaching strategies provide scope for collaborative learning. ✓

9. Learning experiences and teaching strategies provide scope to explore and develop ✓
personal and cultural identities.

10. Learning experiences and teaching strategies encourage student choice in appropriate ✓
places in the curriculum (framing curricular choices, teaching strategies, learning
engagements tools)

11. Learning experiences and teaching strategies provide opportunities in the curriculum to ✓
reflect on the growth and demonstration of their learner profile attributes

12. There is scope for student involvement in planning. ✓

13. Learning experiences and teaching strategies provide scope to affirm individual student ✓
identity.

14. Multiple FAs create scope for providing quality feedback. ✓

15. FAs are planned to facilitate learning for SA. ✓

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16. Variety of assessment tools and methods are adopted. ✓

17 There opportunities for self and peer assessments. ✓

18. Learning experiences and teaching strategies are informed by learners’ needs and styles. ✓
Teacher facilitates student exploration of their personal interests and ideas.

19. Planner has scope for differentiation in terms of language, content, process and ✓
assessments.

20. There is explicit scope for developing international mindedness (multilingualism, inter ✓
cultural awareness, global citizenship, human commonality, differences and multiple
perspectives)

21. Learning experiences provide students with opportunities in the curriculum to reflect on the ✓
growth and demonstration of their learner profile attributes. ✓

22. Interdisciplinary learning thread is evident in the planner. ✓

23. The Planner demonstrates scope for developing students’ language profile. ✓

24. There is use of variety of resources- human, natural, built and virtual ✓

25. Variety of digital tools are used. ✓

26. Possibility of Service mentioned ✓

Comments Signature with date

Teacher

HOD

COD

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