Topic :-

Arithmetic skills, Geomteric skills

Drawing and Interpreting Graphs and
Charts, Hot skills
 CONTENT
Introduction 1
Arithmetic skill 2
Geometric skill 6
Drawing and interpreting graphs and charts 8
HOT skill 12
Conclusion 15
Reference 16
 INTRODUCTION
Addition, subtraction, multiplication, and division are the four basic
arithmetic skills. Fractions, decimals, percentages, fractions, square
root, exponents, and other arithmetic operations are used to achieve
mathematical simplifications. All of these abilities are required to do
precise and efficient numerical calculations. Geometry skills include
visual skill, descriptive skill, drawing skill, logical skill, applied skill.
Identification of geometric skills is required as a reference in
selecting appropriate learning models and media based on students'
spatial intelligence on geometric material. A graph shows the
relationship between two quantities. It is essential that the scales are
shown on the axes: they should indicate exactly what is being
measured and the units of measurement used. HOT skills are the
tools students use to transfer their knowledge into actual use. These
include problem-solving, analysing, evaluating, imagining and making
connections, amongst many other strategies.
 Arithmetic Skills
Arithmetic is known to be the basic part of number theory and an important
part of mathematics for mathematical calculations. The basics of all the
complex calculations that involve maths whether in physics, chemistry, maths,
etc. involve arithmetic. Arithmetic plays an essential role in modern
mathematics and the basic arithmetic skills are taught from a very young age
to students in order to help them understand the concepts deeply. Let’s see
what the basic arithmetic skills are,
Basic Math Skills
Basic math skills include the ability to calculate quantities, sizes, and other
measures. All of these skills are required to do precise and efficient numerical
calculations. It is known that simple math is needed abilities to conduct simple
calculations using numbers, values, quantities, or any other measures. 
What are the basic arithmetic skills?
Addition, subtraction, multiplication, and division are the four basic arithmetic
skills. Fractions, decimals, percentages, fractions, square root, exponents, and
other arithmetic operations are used to achieve mathematical simplifications.
All of these abilities are required to do precise and efficient numerical
calculations. Lets go through each of these in-depth and use examples to help
us grasp them.
Addition 
It is a skill that allows you to connect, merge, or add two or more numbers. It’s
also known as the total or sum. The sign “+” is used to represent it.
Example:
To determine the total of 4, 41, 64, utilize this skill and express it as,
4 + 41 + 64 = 105.
Subtraction 
This skill is used to show the difference between two numbers or to subtract
specific numbers from a larger number. The addition is the polar opposite of
subtraction. The symbol “-” is used to represent it.
Example:
To determine the difference between 64 and 32, utilize this skill and express it
as, 
64 – 32 = 32.
Multiplication
This skill is used to repeatedly add a number to itself. It’s also known as
multiply or times, and it’s represented by the sign “×”.
Example:
To add 7 four times, 7 + 7 + 7 + 7 = 28, utilize this skill and find the answer by
doing 
7 × 4 = 28. 

Division 
This skill permits us to split or share a number into pieces. It’s the polar
opposite of multiplication. The symbol “÷” is commonly used to represent it.
Example:
To determine how 64 is equally distributed in 8 parts, utilize this skill and
express it as,
64 ÷ 8 = 8.
 Geometric Skills
Geometry is the branch of mathematics that relates the principles covering
distances, angles, patterns, areas, and volumes. All the visually and spatially
related concepts are categorized under geometry. There are three types of
geometry:
 Euclidean
 Hyperbolic
 Elliptical

Lines and Angles

Students can explore straight lines that are horisonal, vertical, diagonal,
parallel, bisecting, adjacent, opposite and perpendicular, as well as the angles
that form when two straight lines meet. Students should recognize and form
angles that are small and large, and then acute, right and obtuse. To engage
different types of learners, students should go beyond worksheets and practice
making lines and angles with popsicle sticks, pipe cleaners and their own arms
and legs.

Two- and Three-Dimensional Shapes

Students can identify and sort figures by number and type of lines and angles
before adding new concepts such as lines of symmetry, edges, faces and
vertices. Students should be encouraged to build large shapes using smaller
shapes. Paper cutouts, pattern blocks, geoboards, toothpicks and
marshmallows are inexpensive materials. Students should also be challenged
to locate two- and three-dimensional shapes in the everyday world.

Similarity and Congruence

Students should differentiate between lines, angles and shapes that are similar
(sharing many properties) and congruent (sharing all properties, including size).
Keep in mind that location and orientation are not properties that make
shapes different or the same -- for example, some students may not recognize
a square that has been rotated to look like a diamond. This type of thinking will
help students look at other types of problems from different perspectives.

Spatial Reasoning
Students can improve their spatial awareness by problem solving. Introductory
activities can include creating or using isometric drawings, or constructing nets
for three-dimensional figures. Students can begin to identify "hidden" parts of
a drawing or figure or imagine and draw the figure from a different
perspective. Dot paper, geometric solids and linking cubes can be used for
these types of activities. Tangram puzzles can also help students improve
spatial reasoning skills.

Transformations
Geometric shapes can be moved in predictable ways. Students can learn to
perform transformations and recognize when a shape has undergone a
translation (slide), rotation (turn) or reflection (flip). As students become
proficient, they should develop the ability to imagine the result of a
transformation before checking with hands-on materials. Visualizing a
problem, creating a sketch or using a grid are skills that easily transfer to
other subjects in school, as well as real life.
 Drawing and Interpreting Graphs
And Charts

Graphs

Graphical Representation is a way of analysing numerical data. It exhibits the relation between
data, ideas, information and concepts in a diagram. It is easy to understand and it is one of the
most important learning strategies. It always depends on the type of information in a particular
domain. There are different types of graphical representation. Some of them are as follows:

 Line Graphs – Line graph or the linear graph is used to display the continuous data and
it is useful for predicting future events over time.
 Bar Graphs – Bar Graph is used to display the category of data and it compares the data
using solid bars to represent the quantities.
 Histograms – The graph that uses bars to represent the frequency of numerical data
that are organised into intervals. Since all the intervals are equal and continuous, all the
bars have the same width.
 Line Plot – It shows the frequency of data on a given number line. ‘ x ‘ is placed above a
number line each time when that data occurs again.
 Frequency Table – The table shows the number of pieces of data that falls within the
given interval.
 Circle Graph – Also known as the pie chart that shows the relationships of the parts of
the whole. The circle is considered with 100% and the categories occupied is
represented with that specific percentage like 15%, 56%, etc.
 Stem and Leaf Plot – In the stem and leaf plot, the data are organised from least value
to the greatest value. The digits of the least place values from the leaves and the next
place value digit forms the stems.
 Box and Whisker Plot – The plot diagram summarises the data by dividing into four
parts. Box and whisker show the range (spread) and the middle ( median) of the data.
General Rules for Graphical Representation of Data
There are certain rules to effectively present the information in the graphical representation. They
are:

 Suitable Title: Make sure that the appropriate title is given to the graph which indicates
the subject of the presentation.
 Measurement Unit: Mention the measurement unit in the graph.
 Proper Scale: To represent the data in an accurate manner, choose a proper scale.
 Index: Index the appropriate colours, shades, lines, design in the graphs for better
understanding.
 Data Sources: Include the source of information wherever it is necessary at the bottom
of the graph.
 Keep it Simple: Construct a graph in an easy way that everyone can understand.
 Neat: Choose the correct size, fonts, colours etc in such a way that the graph should be
a visual aid for the presentation of information.

Graphical Representation in Maths

In Mathematics, a graph is defined as a chart with statistical data, which are represented in the
form of curves or lines drawn across the coordinate point plotted on its surface. It helps to study
the relationship between two variables where it helps to measure the change in the variable
amount with respect to another variable within a given interval of time. It helps to study the series
distribution and frequency distribution for a given problem. There are two types of graphs to
visually depict the information. They are:

 Time Series Graphs – Example: Line Graph

 Frequency Distribution Graphs – Example: Frequency Polygon Graph

Principles of graphical representation of data.

Algebraic principles are applied to all types of graphical representation of data. In graphs, it is
represented using two lines called coordinate axes. The horizontal axis is denoted as the x-axis
and the vertical axis is denoted as the y-axis. The point at which two lines intersect is called an
origin ‘O’. Consider x-axis, the distance from the origin to the right side will take a positive value
and the distance from the origin to the left side will take a negative value. Similarly, for the y-axis,
the points above the origin will take a positive value, and the points below the origin will a
negative value.
Generally, the frequency distribution is represented in four methods, namely

 Histogram
 Smoothed frequency graph
 Pie diagram
 Cumulative or ogive frequency graph
 Frequency Polygon
 HOT Skills
HOT skills are the tools students use to transfer their
knowledge into actual use. These include problem-solving, analysing,
evaluating, imagining and making connections, amongst many other strategies.
In an effective language lesson, students should be spending as much time
using these strategies as they are learning new vocabulary and grammar rules.
Without them, they may know a lot of language, but be unable to use it in a
meaningful way. HOT skills can be defined in a number of different ways, but
many educators split them into 4 groups. The first of these groups,
‘application’, involves problem-solving and experimenting. In the language
classroom, this might involve experimenting with rhyming and syntax in poetry
writing, solving a mystery using clues, and performing role-plays. The second
set of skills, ‘analysis’, is comprised of identifying patterns and organising ideas.
Students are often encouraged to do this through a teaching method called
‘guided discovery’. This is where students identify language structures in a text
in order to work out the rules for it, without the teacher simply presenting it.
Students should also be encouraged to keep well organised notes using
brainstorms, colour-coding etc., making it easier to review work before exams.

The third group is called ‘synthesis’, and

engages the students’ imagination and ability to predict or infer. This is
particularly useful when reading in another language. Students should be
predicting the end of stories before they read them, trying to infer the hidden
meanings behind the author’s words and imagining other stories happening in
the same fantasy worlds. The final group, ‘evaluation’, covers the skills of
assessing, comparing, and judging merit. Participating in discussions and
debates, rating study strategies, and assessing their own work all help students
to hone these abilities. These activities are not only language based, but the
higher order thinking involved allows students to immediately use the
language in a practical or creative way, mimicking how they may need to use it
in the future. For students hoping to move on to university level studies, these
skills are not only helpful, but essential to their success.

At the British Council, higher order thinking skills

are a core part of all our young learner courses. Each primary course is built
around a series of tasks which require different higher order thinking skills to
complete. They also allow teachers the opportunity to assess students on how
well they use language, not only how well they remember it. Our secondary
courses encourage students to discuss and evaluate, set goals for their learning
and make connections to make sense of what they’ve learnt in context. By
doing this, we hope to prepare our students not only for exams, but higher
study and their future careers.
 conclusion
Arithmetic skills are essential building blocks
for maths. Fractions, percentages, ratio, measures, and statistics.
These are all areas where confident arithmetic skills are essential to
help pupils use more efficient methods. Studying geometry provides
the students with many foundational skills and helps them to build
their logical thinking skills, deductive reasoning, analytical reasoning,
and problem-solving skills. Thus, contributing to their holistic
development. HOT skills are the tools students use to transfer their
knowledge into actual use. These include problem-solving, analysing,
evaluating, imagining and making connections, amongst many other
strategies. Graphs and charts are effective visual tools because they
present information quickly and easily. It is not surprising then, that
graphs are commonly used by print and electronic media.
Sometimes, data can be better understood when presented by a
graph than by a table because the graph can reveal a trend or
comparison.
 REFERENCE
https://www.cuemath.com/geometry/
https://www.geeksforgeeks.org/what-are-the-basic-arithmetic-skills/
https://byjus.com/maths/graphical-representation/
#:~:text=presentation%20of%20information.-,Graphical
%20Representation%20in%20Maths,Frequency%20Polygon,-Merits
%20of%20Using
https://www.britishcouncil.my/english/courses-children/resources/
HOT-skills