Changes

* Able to understand/reinforce the base-10 structure of the number system using the FLU model

* Able to understand/reinforce the base-10 structure of the number system using the FLU model

* Able to recall the concepts of ''bidi''(units), ''hattu''(tens), ''nuru''(hundreds)

* Able to recall the concepts of ''bidi''(units), ''hattu''(tens), ''nuru''(hundreds)

* Able to analyze how numbers can be represented using the FLU model and correlate the representation to the H-T-U representation

* Able to analyze how numbers can be represented using the FLU model and helps to correlate the representation to H-T-U representation

 

 

=== '''Materials:''' ===

=== '''Materials:''' ===

small empty chits.https://www.geogebra.org/m/wwwmtx4p

small empty chits. Geogebra file( https://www.geogebra.org/m/wwwmtx4p ), Projector, Worksheets

=== '''Process:''' ===

=== '''Process:''' ===

Demonstration:

Demonstration:

# Take few example numbers and discuss the nooru-hattu-biDi representation

# Take few example numbers and discuss the nooru-hattu-biDi representation

# Next project the Geogebra file and demonstrate the representation of numbers using the F-L-U model and explain how it corresponds to the nooru-hattu-biDi representation

# Next project the Geogebra file and demonstrate the representation of numbers using the F-L-U model and explain how it corresponds to the nooru-hattu-biDi representation

# Start with single digit numbers and then take up numbers >10 represented just using the unit blocks. Use the ‘put together’ option to show how 10 unit blocks can be grouped to form a long or a ‘rod’.

# Start with single digit numbers so that the students feel confident with units.

# Next take up numbers >10 represented just using the unit blocks. Use the ‘put together’ option to show how 10 unit blocks can be grouped to form a long or a ‘rod’.

# Ask for students to give some numbers <100, come to the screen and explain how it should be represented

# Ask for students to give some numbers <100, come to the screen and explain how it should be represented

# Next take up numbers having more than 10 rods/longs and explain how the ‘put together’ option can be used again to group them into a ‘flat’

# Next take up numbers having more than 10 rods/longs and explain how the ‘put together’ option can be used again to group them into a ‘flat’

# Reiterate that whenever there is more than 10 of a kind (small blocks/rods) they must be grouped together and exchanged for a rod/flat

# Reiterate that whenever there is more than 10 of a kind (small blocks/rods) they must be grouped together and exchanged for a rod/flat

# Make sure to take up examples such as X0, X0X, X00 (X = 1-9)

# Make sure to take up examples such as X0, X0X, X00 (X are the numbers from 1-9)

# After having demonstrated number representation using the Geogebra tool, use the blackboard to show how the representation can be done similarly on paper using dots for units, standing lines for rods and squares for hundreds. Demonstrate the same examples on the board.

# After having demonstration of number representation using the Geogebra tool, use the blackboard to show how the representation can be done similarly on paper using dots for units, standing lines for rods and squares for hundreds. Demonstrate the same examples on the board.

ACTIVITY -1  

ACTIVITY -1  

# In an order, ask each child to sequentially call out numbers from 1 – 6. Repeat until all children have called out a number. Tell the children to remember the number they called out

# In an order, ask each child to call out numbers from 1 – 6 in an sequence order. Repeat until all children have called out a number. Tell the children to remember the number they called out

# On the board, make 6 columns and in each column, write down numbers from single digit upto 3 digit numbers

# On the board, make 6 columns and in each column, write down numbers from single digit upto 3 digit numbers

# Ask the children to look at the numbers in the column that corresponds to the number they called out and represent them using the F-L-U model in their books.  

# Ask the children to look at the numbers in the column that corresponds to the number they called out and represent them using the F-L-U model in their books.