# Changes

,  19:04, 7 July 2016
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__FORCETOC__

__FORCETOC__
=Activity - Name of Activity=
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=Activity - Sum and product of numbers=
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'''Activity2  - Sum and product of numbers'''<br>
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===Objectives===
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#Using the number line model to find sum and  products <br>
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#Solving and creating puzzles using the number line <br>
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#Investigating the order property of addition and multiplication <br>
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===Materials===
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Counters for the number line (chips, markers, etc.) <br>
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==Estimated Time==

==Estimated Time==

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2 periods

==Materials/ Resources needed==

==Materials/ Resources needed==
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Paper, Pencil, chalk, large room

==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)==
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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>

==Developmental Questions (What discussion questions)==

==Developmental Questions (What discussion questions)==
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*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?
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The answers could be yes [ 5 + 3 = 8, and 3 + 5 = 8.].  Laws of computation can be introduced.<br>
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*What sums did you model with hops? How did you record them? [Student responses will depend upon the "hops" they performed.]<br>
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*Were any of the sums the same? Why? [Student responses will depend upon the "hops" they performed.]<br>
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*How would you find the sum of 2 and 5? [Make a hop of 2, and then a hop of 5, to reach 7.]
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*How would you tell a friend to add on the number line? <br>
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*How is using a number line like measuring? How is it different?<br>
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*Which students counted as they took hops and which moved directly to the number? <br>
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'''Questions for teacher reflection'''
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*Which students had trouble using the number line? What instructional experiences do they need next? <br>
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*Did any children notice a connection with measurement? <br>
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*What adjustments would we make the next time that we teach this lesson? <br><br>
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==Evaluation (Questions for assessment of the child)==

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

==Question Corner==

==Question Corner==

==Activity Keywords==

==Activity Keywords==

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

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