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| Click [http://karnatakaeducation.org.in/KOER/Maths/numberlineAddition.html here] for an animation.<br> | | Click [http://karnatakaeducation.org.in/KOER/Maths/numberlineAddition.html here] for an animation.<br> |
| Click [http://karnatakaeducation.org.in/KOER/Maths/numberlineAddition.ggb here] to download the Geogebra file.<br> | | Click [http://karnatakaeducation.org.in/KOER/Maths/numberlineAddition.ggb here] to download the Geogebra file.<br> |
| + | '''Bridge course Resource'''<br> |
| + | '''Topic:Number system'''<br> |
| + | '''Activity : Understanding numbers, properties through number line'''<br> |
| + | '''Time duration: 60 minutes'''<br> |
| + | '''Materials required: paper ,pencils/sketch pens'''<br> |
| + | '''Objectives:'''<br> |
| + | 1. Understanding what is a number line<br> |
| + | 2. Understanding properties(behaviour) of positive and negative numbers through number line<br> |
| + | 3. Understanding number sentences /operations of numbers on the basis properties of numbers.<br> |
| + | 4. Compare numbers/ordering numbers<br> |
| + | Pre-requisites:<br> |
| + | Students know about numbers,Numbers are continuous, counting, quantities for ex: difference between 2 books,2 kgs of apples or 2 litres of milk,2 mts .....<br> |
| + | '''Note for the teachers :'''<br> |
| + | Please emphasise that positive numbers increase the quantities and negative numbers decreases the quantity(amount)<br> |
| + | '''Procedure:'''<br> |
| + | '''Step 1'''<br> |
| + | Ask boys to write positive number and girls to write negative numbers on a sheet of paper. Each one should write one number. Instruct them to arrange the numbers in order on the floor. |
| + | Now ask boy and girl to come one after other to keep the number which they have written . |
| + | Suppose the first boy comes and keeps +5 then call other girl ask her to keep her number . |
| + | She can keep it anywhere she wants (imagine she has -7 on her sheet) |
| + | But the real fun starts when the third one(boy) will come(imagine he has +10 on his sheet) |
| + | You have to help him to keep the number in a proper order as he will have a positive number you should guide him where he should keep it and why?<br> |
| + | +5<br> |
| + | -7<br> |
| + | |
| + | If the numbers are kept as above where +10 should be placed?why?<br> |
| + | For this we need to explain +5 has property of increasing the quantity by 5<br> |
| + | whereas -7 has a property of decreasing the quantity by -7,(+5 is more than -7) so where should be place for +10 <br>. |
| + | +10 has a nature of increasing the quantity more than what +5 does .so keep it above +5.<br> |
| + | (+10 is more than +5)<br> |
| + | |
| + | +10<br> |
| + | +5<br> |
| + | -7<br> |
| + | |
| + | If the next girl comes with -4 ,where she should keep it?<br> |
| + | Repeat the developmental questions like <br> |
| + | What is the behaviour of -7 and -4 <br> |
| + | (-7 decrease the quantity by 7 where as -4 decrease any quantity just by 4)<br> |
| + | Try to extract from them that -4 is more than -7.<br> |
| + | |
| + | Continued pattern will be <br> |
| + | +10<br> |
| + | +5<br> |
| + | -4<br> |
| + | -7<br> |
| + | |
| + | |
| + | Place all the numbers what they have written on the sheet.<br> |
| + | '''Step:2'''<br> |
| + | Ask them <br> |
| + | Is there any number missed in between?<br> |
| + | If the answer is yes ask them again to write the missed numbers and repeat the activity by placing those numbers in a right place, which completes the number line. Now explain number line is a model for representing numbers .<br> |
| + | |
| + | Now the number pattern will look like this after filling the gaps<br> |
| + | |
| + | -9<br> |
| + | -8<br> |
| + | -7<br> |
| + | -6<br> |
| + | -5<br> |
| + | -4<br> |
| + | -3<br> |
| + | -2<br> |
| + | -1<br> |
| + | 0<br> |
| + | +1<br> |
| + | +2<br> |
| + | +3<br> |
| + | +4<br> |
| + | +5<br> |
| + | +6<br> |
| + | +7<br> |
| + | +8<br> |
| + | +9 (You can also ask which is the last number?) The number arrangement need not be horizontal<br> |
| + | |
| + | '''Step:3'''<br> |
| + | Now write some number sentences as below .Help them to interpret the sentences.<br> |
| + | |
| + | 4+(+3)=+7<br> |
| + | The value of 4 increased to +7 when it is added to +3 (+3 increases the value of 4 by how much?)<br> |
| + | 4+(-3)=+1<br> |
| + | The value of 4 decreased to +1when it is added to -3 (-3 decreases the value of 4 by how much?)<br> |
| + | -4+(+3)=-1<br> |
| + | The value of -4 increased to +7 when it is added to +3 (+3 increases the value of 4 by how much?)<br> |
| + | -4+(-3)=-7<br> |
| + | Help them to interpret the above sentences.<br> |
| + | Give some examples to verify the resuts like<br> |
| + | |
| + | -4+(-3)=-1 <br> |
| + | Do they able to check value of -4 should decrease by 3.But resultant value -1 is greater than -4<br> |
| + | So this is a wrong statement.Askthem to correct it.<br> |
| + | |
| + | Prepare worksheets for practise.<br> |
| + | |
| + | |
| + | |
| + | |
| + | |
| | | |
| '''How to do the activity - Multiplication'''<br><br> | | '''How to do the activity - Multiplication'''<br><br> |
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| TOPIC:NUMBER SYSTEM[[File:Number system -Resource material_html_m21619cb9.png|400px]][[File:Number system -Resource material_html_m6187dae0.png|400px]][[File:Number system -Resource material_html_m763a208c.png|400px]][[File:Number system -Resource material_html_m614b607b.png|400px]][[File:Number system -Resource material_html_m330e2a.png|400px]][[File:Number system -Resource material_html_m77c360a2.png|400px]][[File:Number system -Resource material_html_m7b853267.png|400px]][[File:Number system -Resource material_html_m7b853267.png|400px]][[File:Number system -Resource material_html_m6f20bce3.png|400px]][[File:Number system -Resource material_html_m3aee68a.png|400px]][[File:Number system -Resource material_html_m1f589acc.png|400px]][[File:Number system -Resource material_html_54627769.png|400px]][[File:Number system -Resource material_html_39498010.png|400px]][[File:Number system -Resource material_html_360ba54.png|400px]][[File:Number system -Resource material_html_60f99847.png|400px]][[:File:Number system -Resource material_html_58f2d11d.png]][[File:Number system -Resource material_html_33f3ff3f.png|400px]][[File:Number system -Resource material_html_4df41ad.png|400px]][[File:Number system -Resource material_html_4b50dacc.png|400px]] | | TOPIC:NUMBER SYSTEM[[File:Number system -Resource material_html_m21619cb9.png|400px]][[File:Number system -Resource material_html_m6187dae0.png|400px]][[File:Number system -Resource material_html_m763a208c.png|400px]][[File:Number system -Resource material_html_m614b607b.png|400px]][[File:Number system -Resource material_html_m330e2a.png|400px]][[File:Number system -Resource material_html_m77c360a2.png|400px]][[File:Number system -Resource material_html_m7b853267.png|400px]][[File:Number system -Resource material_html_m7b853267.png|400px]][[File:Number system -Resource material_html_m6f20bce3.png|400px]][[File:Number system -Resource material_html_m3aee68a.png|400px]][[File:Number system -Resource material_html_m1f589acc.png|400px]][[File:Number system -Resource material_html_54627769.png|400px]][[File:Number system -Resource material_html_39498010.png|400px]][[File:Number system -Resource material_html_360ba54.png|400px]][[File:Number system -Resource material_html_60f99847.png|400px]][[:File:Number system -Resource material_html_58f2d11d.png]][[File:Number system -Resource material_html_33f3ff3f.png|400px]][[File:Number system -Resource material_html_4df41ad.png|400px]][[File:Number system -Resource material_html_4b50dacc.png|400px]] |
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| == Teachers Corner == | | == Teachers Corner == |