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__FORCETOC__
=Activity - Name of Activity=
=Activity - Understanding numbers, properties through number line=
==Objectives==
#Understanding what is a number line<br>
#Understanding properties(behaviour) of positive and negative numbers through number line<br>
#Understanding number sentences /operations of numbers on the basis properties of numbers.<br>
#Compare numbers/ordering numbers<br>
==Estimated Time==
==Estimated Time==
60 minutes
==Materials/ Resources needed==
==Materials/ Resources needed==
Paper, pencils/ sketch pens
==Prerequisites/Instructions, if any==
==Prerequisites/Instructions, if any==
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>
Please emphasise that positive numbers increase the quantities and negative numbers decreases the quantity(amount)<br>
==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)==
===Step 1===
[[File:Number line activity.png|200px]]<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 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>
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===
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 ===
Now write some number sentences as below .Help them to interpret the sentences.<br>
#4+(+3)=+7 - 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 - 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 - 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 -
==Developmental Questions (What discussion questions)==
==Developmental Questions (What discussion questions)==
#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>
==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]]
[[Number]]