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Line 241: − + − .+ − After several trials, put the students in pairs and give each pair some pencils, a counter, and individual number lines. number did you land on when you made a 5-hop, then a 3-hop? + − + − + − + − + − + − + − + − + − + − [Student responses may vary.]+ − The Questions for Students help students focus on the mathematics and aid We in understanding the students’ current level of knowledge and skill with the mathematical concepts of this lesson. We may want to add others that conversations with the students suggest. + − 1. A teacher’s resource, class notes, is provided to document our observations about student understanding and skills. We may find the information useful when planning additional learning experiences for individual students or for documenting progress for students with mandated instructional plans. + − Ask students, "How is using a number line like measuring? How is it different?"+ − + − What activities would be appropriate for students who met all the objectives? + − + − + − + − − − (multiplication)
Series of Activities on Number Systems (view source)
Revision as of 10:40, 29 January 2013
, 10:40, 29 January 2013→Hopping on the Number Line
'''How to do the activity(addition)'''<br>
'''How to do the activity(addition)'''<br>
Tell the students that they will find sums using the number line model. Then display a large number line and a 5+4 pencils , that is, a pencil with 5 spots on the left side and 4 spots on the right. Then demonstrate with a counter how a hop of 5 is taken on the number line. You may wish to encourage students to count aloud as the hop is made. Then make a hop of 4, starting at the place the counter landed. You might choose to have them record what happened using the equation notation 5 + 4 = 9, or to informally describe the moves this way: “If you take a hop of 5 spaces and then a hop of 4 spaces, you land on 9.” You may wish to highlight the fact that in this model, spaces are counted, not points on the number line.
Tell the students that they will find sums using the number line model. Then display a large number line and a 5+4 pencils , that is, a pencil with 5 spots on the left side and 4 spots on the right. Then demonstrate with a counter how a hop of 5 is taken on the number line. You may wish to encourage students to count aloud as the hop is made. Then make a hop of 4, starting at the place the counter landed. You might choose to have them record what happened using the equation notation 5 + 4 = 9, or to informally describe the moves this way: “If you take a hop of 5 spaces and then a hop of 4 spaces, you land on 9.” You may wish to highlight the fact that in this model, spaces are counted, not points on the number line.<br>
'''Questions for discussion'''
*Which number did you land on when you made a 5-hop, then a 3-hop? Could you land on the same number if you took a 3-hop first, then a 5-hop? How do you know?
Could you land on the same number if you took a 3-hop first, then a 5-hop? How do you know?
The answers could be yes [ 5 + 3 = 8, and 3 + 5 = 8.]. Laws of computation can be introduced.<br>
[Yes; 5 + 3 = 8, and 3 + 5 = 8.]
*What sums did you model with hops? How did you record them? [Student responses will depend upon the "hops" they performed.]<br>
What sums did you model with hops? How did you record them?
*Were any of the sums the same? Why? [Student responses will depend upon the "hops" they performed.]<br>
[Student responses will depend upon the "hops" they performed.]
*How would you find the sum of 2 and 5? [Make a hop of 2, and then a hop of 5, to reach 7.]
Were any of the sums the same? Why?
*How would you tell a friend to add on the number line? <br>
[Student responses will depend upon the "hops" they performed.]
*How is using a number line like measuring? How is it different?<br>
How would you find the sum of 2 and 5?
*Which students counted as they took hops and which moved directly to the number? <br>
[Make a hop of 2, and then a hop of 5, to reach 7.]
'''Questions for teacher reflection'''
How would you tell a friend to add on the number line?
*Which students had trouble using the number line? What instructional experiences do they need next? <br>
*Did any children notice a connection with measurement? <br>
*What adjustments would we make the next time that we teach this lesson? <br><br>
'''Activity using GEOGEBRA'''
Addition using number line can be demonstrated using Geogebra.<br>
Which students counted as they took hops and which moved directly to the number?
See image below<br>
Click [http://www.karnatakaeducation.org.in/KOER/Maths/numberlineAddition.html here] for an animation.<br>
Which students had trouble using the number line? What instructional experiences do they need next?
Click [http://www.karnatakaeducation.org.in/KOER/Maths/numberlineAddition.ggb here] to download the Geogebra file.<br>
Did any children notice a connection with measurement?
What adjustments would we make the next time that we teach this lesson?
'''How to do the activity - Multiplication'''<br><br>
Activity using GEOGEBRA
How to do the activity
On the overhead projector or chalkboard, display a large number line and demonstrate with a counter how hops of 5 can be taken on the number line. You may wish to encourage students to count aloud as the hops are made. You might choose to introduce the equation notation 4 × 5 = 20, informally reading it as "Four hops of 5, and you land on 20." After several examples with 5 as a factor, ask the students to determine what size hop to use next. Encourage the students to predict the products and to verify their predictions by moving a counter on the large numberline. You may wish to provide children with a counter and individual number lines at their desks.
On the overhead projector or chalkboard, display a large number line and demonstrate with a counter how hops of 5 can be taken on the number line. You may wish to encourage students to count aloud as the hops are made. You might choose to introduce the equation notation 4 × 5 = 20, informally reading it as "Four hops of 5, and you land on 20." After several examples with 5 as a factor, ask the students to determine what size hop to use next. Encourage the students to predict the products and to verify their predictions by moving a counter on the large numberline. You may wish to provide children with a counter and individual number lines at their desks.