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| __FORCETOC__ | | __FORCETOC__ |
− | =Activity - Name of Activity= | + | =Activity - Sum and product of numbers= |
| + | '''Activity2 - Sum and product of numbers'''<br> |
| + | ===Objectives=== |
| + | #Using the number line model to find sum and products <br> |
| + | #Solving and creating puzzles using the number line <br> |
| + | #Investigating the order property of addition and multiplication <br> |
| + | ===Materials=== |
| + | Counters for the number line (chips, markers, etc.) <br> |
| + | |
| | | |
| ==Estimated Time== | | ==Estimated Time== |
− | | + | 2 periods |
| ==Materials/ Resources needed== | | ==Materials/ Resources needed== |
| + | 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)== |
| + | 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)== |
| + | *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? |
| + | The answers could be yes [ 5 + 3 = 8, and 3 + 5 = 8.]. Laws of computation can be introduced.<br> |
| + | *What sums did you model with hops? How did you record them? [Student responses will depend upon the "hops" they performed.]<br> |
| + | *Were any of the sums the same? Why? [Student responses will depend upon the "hops" they performed.]<br> |
| + | *How would you find the sum of 2 and 5? [Make a hop of 2, and then a hop of 5, to reach 7.] |
| + | *How would you tell a friend to add on the number line? <br> |
| + | *How is using a number line like measuring? How is it different?<br> |
| + | *Which students counted as they took hops and which moved directly to the number? <br> |
| + | '''Questions for teacher reflection''' |
| + | *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> |
| + | |
| ==Evaluation (Questions for assessment of the child)== | | ==Evaluation (Questions for assessment of the child)== |
| + | ===Worksheets=== |
| ==Question Corner== | | ==Question Corner== |
| ==Activity Keywords== | | ==Activity Keywords== |
| | | |
| '''To link back to the concept page''' | | '''To link back to the concept page''' |
− | [[Topic Page Link]] | + | [[Numbers]] |