Draft unit plan and lesson plans

Below is the link to my unit plan:


https://drive.google.com/file/d/165DAdZr1mx2MOtG5bQbKKXTZzIh3pySE/view?usp=sharing

Thinking about math textbooks

As a former student, I loved to use textbooks. My teachers taught me according to the textbooks. It was very easy for me to follow the structure of the textbooks. I read the definitions given in the starting of the lesson, then I looked at the examples to understand the use of formula to solve the questions. It was very easy for me to solve the worksheet questions by following these two steps. Although I was not able to solve all the question, I needed help of my teachers to understand certain questions. As a teacher, I noticed that it is not easy for each students to understand mathematics by just seeing the definitions and examples given in the textbooks. Moreover, the textbooks usually have 2-3 examples those are not enough for students to understand the whole concept. Linguistic used in textbooks also sometimes confuse students. Moreover, sometimes examples are given as the perspective of others, and students don't feel connected to them.
Previously I thought that textbooks are important for students as they get to know what they are doing, but now my perception has been changed. Now I think that when teachers follow everything given in the textbooks they become so dependent on them. They don't want to try different activities those increase the critical thinking of students. The school, I went for my short practicum doesn't use textbooks. The teachers only get the idea from textbook about the topic, then they plan their own activities, and worksheets suitable for that topic. The activities they choose are connected to the real life situations, and students like to discuss those activities with their peers and teachers. I observed that students learn better in this way. I think this is the reason schools nowadays trying to adapt new techniques of learning  instead of making students text-books dependent.

The Scales Problem

A market vendor sells dried cooking herbs in whole-number amounts from 1 to 40 grams. The vendor has an old fashioned two pan weigh scale, and has exactly four weights of different amounts that allow them to weight out any of these amounts of herbs--without using the herb or any other object as an auxiliary weight.
According to me the values for 4 weights should be 1,2,5,10. When I saw this problem, it reminds me of Indian weight system. Most of the vendors in small cities use two pan weight scale to sell their fruits and vegetables. Although they have more weights, and their weights usually include 1,2,3,5,10,20,50,100. According to me suitable weights those add up to the numbers from 1 to 40 are 1,2,5 and 10. I didn't take 3 because to get 3 we can add 1 and 2 together.
1,2,5 and 10 can add to get any value up to 40. For instance
1gm= 1gm                                                                                                    
2gm=2gm
3gm=1+2
4gm= 1+2=3 and again plus 1gm
5gm=5gm
6gm= 5+1
7gm= 5+2
8gm= 5+2+1
9gm= 5+2+1=8 plus 1gm more
10gm= 10gm
11gm= 10+1
12gm=10+2
13gm= 10+2+1
14gm= 10+2+1 plus 1gm more
15gm= 10+5
it would continue like 10 more than as from 1 to 10
we have to add 10 twice to the calculations from 1 to 10 to get the numbers between 20 and 30, and thrice for numbers from 30 to 40. For instance, 37=10+5+7 once and again add 10 two more times. It is possible to get any number between 1 to 40 by using these four numbers.
Are there several correct solutions?
Yes, there might be several correct solutions to this problem. The other numbers should be 1,3,5 and 10 or 1, 2, 10, and 20. But according to me one number must be 1 and the second number must be either 2 or 3.
Extension to this problem
What should be the 4 weights if the vendor wants to sell dried cooking herbs in whole numbers amount from 1 to 100 grams? Could you use the same weights as you used for 1 to 40 grams? why or why not?