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Quantity and Numbers
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Revision as of 17:51, 7 July 2016

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~~==Developmental Questions (What discussion questions)==~~+~~==Evaluation (Questions for assessment of the child)==~~
−~~==Question Corner==~~
−~~==Activity Keywords==~~
−
−~~[[Topic Page Link]]~~
−
−
−~~=== Lesson 1 : Quantity and Numbers ===~~
−~~'''Teacher Note''' - this is not one period – but a lesson topic. There could be a few more lessons in this section. For example, for representing collections and making a distinction between 1 apple and a dozen apples. This idea could be explained later to develop fractions. Another activity that can also be used to talk of units of measure. Addition and subtraction have been discussed here – extend this to include multiplication and division).<br><br>~~
−~~'''Objectives of the activity'''~~
−~~#To develop an understanding that quantity is something we associate with objects and there are different ways of representing this and that different objects have different measures of quantity~~
−~~#Represent quantity as numbers and express symbolically~~
−~~#Understand the difference between the ordinal value of a number and the representation of a quantity~~
−~~#Manipulate numbers, perform mathematical operations and express these operations symbolically in mathematical language.~~
−~~[[File:picture1.png|400px]]<br>~~
−~~<br>'''Materials needed'''<br>~~
−~~*Apples in two groups (or any other fruit)<br>~~
−~~*Small cards for writing down the numbers as well as for writing the operations<br>~~
−~~*Pencils, etc<br>~~
−~~*A collection of other objects – stones, sticks, notebooks<br><br>~~
−~~'''How to do the activity~~'''~~<br>~~
~~<br>'''~~Questions ~~for ~~discussion~~:'''<br>~~+
+
+ +~~----~~
−~~'''~~Part 1~~'''~~
+~~'''~~Part 2~~'''~~
~~----~~+
−~~'''~~Evaluation ~~activities'''~~

__FORCETOC__

__FORCETOC__

−=Activity - ~~Name ~~of ~~Activity~~=

+=Activity - Quantity and Numbers =

+==Objectives of the activity==

+#To develop an understanding that quantity is something we associate with objects and there are different ways of representing this and that different objects have different measures of quantity

+#Represent quantity as numbers and express symbolically

+#Understand the difference between the ordinal value of a number and the representation of a quantity

+#Manipulate numbers, perform mathematical operations and express these operations symbolically in mathematical language.

==Estimated Time==

==Estimated Time==

+This is not one period – but a lesson topic. There could be a few more lessons in this section. For example, for representing collections and making a distinction between 1 apple and a dozen apples. This idea could be explained later to develop fractions. Another activity that can also be used to talk of units of measure. Addition and subtraction have been discussed here – extend this to include multiplication and division).<br><br>

==Materials/ Resources needed==

==Materials/ Resources needed==

+*Apples in two groups (or any other fruit)<br>

+*Small cards for writing down the numbers as well as for writing the operations<br>

+*Pencils, etc<br>

+*A collection of other objects – stones, sticks, notebooks<br><br>

+[[File:picture1.png|400px]]<br>

==Prerequisites/Instructions, if any==

==Prerequisites/Instructions, if any==

==Multimedia resources==

==Multimedia resources==

+
==Website interactives/ links/ simulations/ Geogebra Applets==

==Website interactives/ links/ simulations/ Geogebra Applets==

==Process (How to do the activity)==

==Process (How to do the activity)==

−'''Initial Activity'''

−'''~~To link back to the concept page'''~~

−#This whole activity can be done in groups with different sets of objects

#This whole activity can be done in groups with different sets of objects

#Keep two group of apples separately.

#Keep two group of apples separately.

#Keep them in physically different arrangements.

#Keep them in physically different arrangements.

#Based on visual inspection and counting, determine the number of apples and which group is larger or smaller or if both are equal.<br>

#Based on visual inspection and counting, determine the number of apples and which group is larger or smaller or if both are equal.<br>

−#Activity is in 2 parts

+==Developmental Questions (What discussion questions)==

+===For initial activity===

*How can you describe the two groups? [ Words – red, large, small, more, less]

*How can you describe the two groups? [ Words – red, large, small, more, less]

*Which words are being used first – more or less, dozen, kilo

*Which words are being used first – more or less, dozen, kilo

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*Can these numbers represent only apples or anything else? Does this number “2” mean the same thing when I am counting dogs or notebooks?

*Can these numbers represent only apples or anything else? Does this number “2” mean the same thing when I am counting dogs or notebooks?

*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

−===For 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>

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The ideas to be introduced would be Skip counting and quantity increase is continuous.<br>

The ideas to be introduced would be Skip counting and quantity increase is continuous.<br>

[http://karnatakaeducation.org.in/KOER/en/index.php/Addition_worksheet#worksheets addition worksheet]

[http://karnatakaeducation.org.in/KOER/en/index.php/Addition_worksheet#worksheets addition worksheet]

−===For 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>

[[File:picture2.png|400px]]<br>

[[File:picture2.png|400px]]<br>

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[http://karnatakaeducation.org.in/KOER/en/index.php/Subtraction_worksheet#Subtraction subtraction worksheet]

[http://karnatakaeducation.org.in/KOER/en/index.php/Subtraction_worksheet#Subtraction subtraction worksheet]

−==Evaluation (Questions for assessment of the child)==

−*Create situations where children work in groups and compare collections of items without counting.<br>

*Create situations where children work in groups and compare collections of items without counting.<br>

*Have groups work with 3 groups of fruits, sticks, pencils, etc. The idea that addition can be extended indefinitely can be discussed.<br>

*Have groups work with 3 groups of fruits, sticks, pencils, etc. The idea that addition can be extended indefinitely can be discussed.<br>

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*Worksheets of simple problem solving – with just number manipulations

*Worksheets of simple problem solving – with just number manipulations

*Worksheets of simple problem solving – with word descriptions. Children can either draw these answers or write them in statements. Evaluate the ability of the child to process written instructions.

*Worksheets of simple problem solving – with word descriptions. Children can either draw these answers or write them in statements. Evaluate the ability of the child to process written instructions.

+
+==Question Corner==

+==Activity Keywords==

+Addition, Subtraction, Counting

+
+'''To link back to the concept page'''

+[[Numbers]]