The children wrote down how far their guess was compared to a Km, and took other nine checkpoints of other children, when they went back to class they decided to convert each checkpoint to meters, decameters, and hectometers.

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]]>**Praveen**: I learned to measure width of 5 trees and compared which tree is big, small etc.. We measured the perimeter of the first building.

**Guru**: I learned to measure length and breadth of the kitchen using thread.

**Monika**: I learned to measure the width of the tree.

**Sharani**: I learned how to measure the length and breadth of Anitha’s house and learned to measure the width of the tree in cms

**Ajay**: I learned to measure the length and breadth of the prayer hall.

**Pratap**: I learned that our school has trees that have a circumference more than 350cm. The Gaya trees are big and there is a rain tree (*Sirish* / *thoonga munji maram*). I noticed that children don’t need to be given certain fixed instruments for measurement. They were able to find innovative ways to measure.

The first time we measured, it took everyone a long time to measure the circumference of a single tree. The next day, we gave the children a challenge to find five big trees. I noticed that they marked the first circumference measurement on the floor with chalk and thereafter, the rest of the measurements were marked in such a manner as to get a relative idea of the circumferences of different trees. The children were quick to note which tree was bigger. It was a satisfying learning and teaching experience for me.

]]>The children in Isaiambalam, had started an EBD on garden. There were already two two sets of steps(for creating beds, in order to plant) built using cement and bricks on the front side. The left side looked a little incomplete, The task was to complete a step on the left side of the structure. To do this the children had to dig out the excess soil to lay the first set of bricks.

To create the trench children had wired and made a straight line before digging. Before laying the bricks the leveling had to be checked, this was done using a tube level( a tube filled with water)

Then the cement was mixed to sand in a ratio of 1:3 along with required amount of water.

Brick work started.

Once the side steps where complete the children used the fraction kits to tell stories of proper fractions. Which they had used to while mixing cement of sand. They needed 7 pans of sand and 2 and 1/3 pans of cements.

Once the structure was complete the students had come up with values for the project. That were Respect, equality, and perseverance, and helping.

Then they started to estimate the build of materials and their cost. It started by calculating the number of bricks for 1m and expanding to number of meters they used it for. With this they started to tell multiplication and division stories.

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The reason was, the choice was her’s and she chose to attend the Sat school. I thought the Sat school contributed something to her, which she felt valuable. Which made to come back and took part in all the activities.

Out of curiosity about my children, I asked her “How everything is going?”. She smiled and replied back saying ” We are rocking there”. She continued, ” Valarkavi, Kameshwari and I going to Gandhi school, where the teachers initially little hesitated to give admission ( I’m not sure of what was her interpretation) as we are from unregistered school. Later, they have been saying that the students from IsaiAmbalam are doing very well in all the subjects. Totally they have three sessions in 8th grade. Kameshwari got into section A, Valarkavi – section B, I’m in section C. We all three are really doing well there.”

I felt this was the answer to the question which I have been asking myself for the last few weeks. Which was why am I here.

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