TIIE Mathematics Module

Introduction

The mathematics module has been designed with the aim to support the development of students' foundational numeracy skills through the use of different models, teaching strategies, and input formats that incorporate principles of Universal Design for Learning to ensure inclusion of all learners in the classroom.

Objectives

To provide students alternate methods to visualize and engage with mathematical concepts
To help students make meaning of mathematical concepts and understand them better
To provide opportunities for students to work together and learn collaboratively

Complement game

Objectives:

Practising complements of 10, 20, 100 which would be useful when performing any of the number operations
Understand number relationships

Theme/concept: Number comparison, cardinality and ordinality

Objectives:

Revisiting basic number concepts
Working with peers to recall and revise understanding of numbers and number relations
To understand number cardinality through comparison of their relative sizes
To understand number ordinality through comparison of their relative positions

Theme/concept: Representing numbers using the F-L-U model

Why the F-L-U model?

The FLU model incorporates the cardinality of numbers and helps visualize the ‘size’ of numbers. Units are represented as single blocks, tens as a collection of 10 single blocks and a hundred as a collection of 10 longs or 100 single blocks.

Both physical and digital versions of the model are available. The model can be replicated physically with just a sheet of cardboard/sheet of paper as well.

The F-L-U model also help to understand addition and subtraction better as the ‘why’ behind carry-over/borrowing/regrouping when working with larger numbers can be explained as the ‘putting together’ or ‘taking apart’ of the units, longs and flats when necessary.

Objective:

To understand/reinforce the base-10 structure of the number system using the FLU model
To recall the concepts of bidi(units), hattu(tens), nuru(hundreds)
To learn how numbers can be represented using the FLU model and correlate the representation to the H-T-U representation

Theme/concept: Addition using the F-L-U model

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 visualize what it means to ‘carry-over’
To correlate the addition process using FLU model to the standard algorithm

Theme/concept: Subtraction using the F-L-U model

Learning objectives:

To understand how the FLU model can be used to perform subtraction of upto 3 digit numbers with and without regrouping
To visualize what it means to regroup/’borrow’
To correlate the subtraction process using FLU model to the standard algorithm

Theme/concept: Understanding the meaning of multiplication

Objectives:

To vizualize multiplication using different models of conception
To understand the meaning of multiplication in context and using representative models

Theme/concept: Play with Shapes

Objectives :

To distinguish straight lines and curved lines
To identify 2-D shapes rectangle, square, triangle, circle by their names
To describes the various 2-D shapes by counting their sides, corners - Creates shapes through paper folding, paper cutting. - Make shapes on the dot-grid using straight and curved lines. - Sorts, Classifies and describes the objects on the basis of shapes, and other observable properties. - Create patterns using shapes using tangram pieces
To intuitively think about objects around their surroundings and gets a qualitative feel for their geometrical attributes