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| *Manipulating the quantities. By physically combining and representing them in numbers, introduce the idea of mathematical operations of addition and subtraction | | *Manipulating the quantities. By physically combining and representing them in numbers, introduce the idea of mathematical operations of addition and subtraction |
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− | Part 1''' | + | '''Part 1''' |
− | Bring the two groups of apples together. Add Group 1 to Group 2. Describe what happens [ Words – more, large, big, add]<br> | + | *Bring the two groups of apples together. Add Group 1 to Group 2. Describe what happens [ Words – more, large, big, add]<br> |
− | What did this process do? I had two groups and I mixed them? What happened?<br> | + | *What did this process do? I had two groups and I mixed them? What happened?<br> |
− | Can I mix them like this all the time? Why? Why not?<br> | + | *Can I mix them like this all the time? Why? Why not?<br> |
− | If I have apples and notebooks can I mix them? Why? Why not?<br> | + | *If I have apples and notebooks can I mix them? Why? Why not?<br> |
− | Introduce the idea of “+”. This process is called addition and is represented like this.<br> | + | *Introduce the idea of “+”. This process is called addition and is represented like this.<br> |
− | Let us separate the two again. And count the number in each group. Add Group 2 to Group 1. Does it matter? Are the results the same? | + | *Let us separate the two again. And count the number in each group. Add Group 2 to Group 1. Does it matter? Are the results the same? |
| This can be written as 5 + 6 = 11<br> | | This can be written as 5 + 6 = 11<br> |
| '''''The “+” is called a mathematical operator. The addition is called an operation. These operations have some properties and they always hold''.'''<br> | | '''''The “+” is called a mathematical operator. The addition is called an operation. These operations have some properties and they always hold''.'''<br> |
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| '''Part 2''' | | '''Part 2''' |
− | Now from the large group take away some apples. What happens to the number? What have we done?<br> | + | *Now from the large group take away some apples. What happens to the number? What have we done?<br> |
− | We have reduced the large group by 3 apples. This can be written as 11 – 3 =8. | + | *We have reduced the large group by 3 apples. This can be written as 11 – 3 =8. When I mixed two groups what did we do? And what are we doing when we are separating the two groups? This will introduce words like increase, decrease, subtract, opposite.<br> |
− | When I mixed two groups what did we do? And what are we doing when we are separating the two groups? This will introduce words like increase, decrease, subtract, opposite. | + | *Pose this question like this – “ I added 5 apples to six apples to make it 11 apples. What should I do to a bag of 11 apples to make it have 6 apples again”. I take away 5. This is called subtraction and is the inverse process of addition.<br> |
− | Pose this question like this – “ I added 5 apples to six apples to make it 11 apples. What should I do to a bag of 11 apples to make it have 6 apples again”. I take away 5. This is called subtraction and is the inverse process of addition. | |
| '''''The “-” is called a mathematical operator. The subtraction is called an operation. These operations have some properties and they always hold''.''' | | '''''The “-” is called a mathematical operator. The subtraction is called an operation. These operations have some properties and they always hold''.''' |
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| '''Evaluation activities''' | | '''Evaluation activities''' |