Changes

 

=== '''Pre-requisites:''' ===

 

'''Pre-requisites:'''

 

* Recognising  numbers represented in FLU model  

* Recognising  numbers represented in FLU model  

* Representing  numbers in FLU model

* Representing  numbers in FLU model

* Knowing  that when there are >10 units/longs, they must be grouped  together and replaced with a long/flat

* Knowing  that when there are >10 units/longs, they must be grouped  together and replaced with a long/flat

'''Learning objectives:'''

=== '''Learning objectives:''' ===

 

* To  understand how the FLU  model  can be used to perform addition of  upto 3 digit numbers with and without carry-over

* To  understand how the FLU  model  can be used to perform addition of  upto 3 digit numbers with and without carry-over

* To  visualize what it means to ‘carry-over’  

* To  visualize what it means to ‘carry-over’  

* To  correlate the addition process using FLU model to the standard  algorithm

* To  correlate the addition process using FLU model to the standard  algorithm

'''Materials:'''

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

 

Geogebra file - <nowiki>https://www.geogebra.org/m/k2DDxjPU</nowiki> , projector

Geogebra file - <nowiki>https://www.geogebra.org/m/k2DDxjPU</nowiki> , projector

'''Process:'''

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

 

Demonstration:

Demonstration:

# Alternate:  Students are divided into  groups of manageable sizes.  Empty  chits of two different  colours, say yellow and  green, are distributed  among the students with each  child getting two  coloured chits.  Students are  asked write a single digit  number of their choice (FLU representation) on  the yellow chit and  a two-digit  number on the green  chit and  throw it all  in a  pile. In  each round, students pick  up two chits and add the numbers in them and  throw it back in the pile.  

# Alternate:  Students are divided into  groups of manageable sizes.  Empty  chits of two different  colours, say yellow and  green, are distributed  among the students with each  child getting two  coloured chits.  Students are  asked write a single digit  number of their choice (FLU representation) on  the yellow chit and  a two-digit  number on the green  chit and  throw it all  in a  pile. In  each round, students pick  up two chits and add the numbers in them and  throw it back in the pile.  

'''Incorporating inclusive strategies:'''

=== '''Incorporating inclusive strategies:''' ===

 

* When  forming groups, students who are at different  comfort levels with performing addition  can be grouped together. For students who are facing challenges, the  practice activities can be done progressively where they first  practice only addition without  carry over and then proceed to sums with carry-over. Similarly  smaller numbers cna be taken up first before moving on to larger  numbers.  

* When  forming groups, students who are at different  comfort levels with performing addition  can be grouped together. For students who are facing challenges, the  practice activities can be done progressively where they first  practice only addition without  carry over and then proceed to sums with carry-over. Similarly  smaller numbers cna be taken up first before moving on to larger  numbers.  

* Physical  objects such as sticks, buttons, etc can be given  as aids for those who need it  

* Physical  objects such as sticks, buttons, etc can be given  as aids for those who need it  

* The  Geogebra file can also be used  to explain the  concept again, or by  children to solve  the given problems

* The  Geogebra file can also be used  to explain the  concept again, or by  children to solve  the given problems

'''Consolidated practice:'''  

=== '''Consolidated practice:''' ===

 

# Pair  up students who are fairly at the same level of comfort with the  F-L-U model

# Pair  up students who are fairly at the same level of comfort with the  F-L-U model

# Handover  a worksheet like this  to  each pair where there are numerals given on one half of the page and  the FLU model on the other. Both  students start working one  side each of the worksheet. Once done they exchange and work on the  other.  

# Handover  a worksheet like this  to  each pair where there are numerals given on one half of the page and  the FLU model on the other. Both  students start working one  side each of the worksheet. Once done they exchange and work on the  other.  

# Once  a pair has completed the  representation worksheet, handover the worksheet with addition  problems. The problems are sequenced in a manner where the  difficulty increases progressively. As in the previous case, once a  student has completed one set of problems(numerals or FLU model),  they can work on the problems in the 2^nd  half of the sheet.  

# Once  a pair has completed the  representation worksheet, handover the worksheet with addition  problems. The problems are sequenced in a manner where the  difficulty increases progressively. As in the previous case, once a  student has completed one set of problems(numerals or FLU model),  they can work on the problems in the 2^nd  half of the sheet.  

'''Incorporating inclusive strategies:'''

=== '''Incorporating inclusive strategies:''' ===

 

# Each  student works independently without any time constraints.  Since  they are also made to sit in pairs, there is also a sense of working  together. They may add a competitive touch to the activity and help  each other out when necessary

# Each  student works independently without any time constraints.  Since  they are also made to sit in pairs, there is also a sense of working  together. They may add a competitive touch to the activity and help  each other out when necessary

# Students  are grouped together roughly according to similar comfort levels,  therefore, may not feel pressured or unchallenged. The language they  speak can also be one factor to be considered when pairing

# Students  are grouped together roughly according to similar comfort levels,  therefore, may not feel pressured or unchallenged. The language they  speak can also be one factor to be considered when pairing