Changes

==== '''Addition of the numbers when the sum is greater than 10.''' ====

==== '''Addition of the numbers when the sum is greater than 10.''' ====

By recalling the previous knowledge with the students the facilitator asked the students to tell any two digit number for two different students and other students had to write the number and represent in the form of flat long units. With the same numbers the facilitator showed a geogebra file which had represented in flat long units. and explained how to add the units and tens and represent the sum in flat long units. The facilitator gives few sums for all the students in the form of flat long units and tell them to solve it. Now the teacher explain how to solve sums using standard algorithm. this helped the child to get exposure to different methods of solving. some different questions to each student were given by the facilitator for the practice.

By recalling the previous knowledge with the students the facilitator asked the students to tell any two digit number for two different students and other students had to write the number and represent in the form of flat long units, for example 32 and 25. With the same numbers the facilitator showed a geogebra file which was represented in flat long units.  

 

The facilitator explained how to add the units of first number to the units of second number that is two and 5 whose sum is 7 and tens of first number to the tens of second number that is 3 and 2 whose sum is 5. The sum was also represented in flat long units. The facilitator gives few sums for all the students in the form of flat long units and tell them to solve it.  

 

Later the teacher explain how to solve sums using standard algorithm for the same numbers, this helped the students to get exposure to different methods of solving. some different questions was given to each student by the facilitator for the practice.

For example: 16+21=37; 43+51=94; 74+10=84.

For example: 16+21=37; 43+51=94; 74+10=84.

==== '''Addition with carry over for single digit''' ====

==== '''Addition with carry over for single digit''' ====

To explain addition with carry over the facilitator used the geogebra file to explain the concept.

By recalling the previous knowledge in addition without carry over the facilitator writes two numbers in the form of flat long units on the black board or shows in geogebra file and ask the students to identify the numbers that is 7 and 8. now the facilitator ask the students to add both the units and they answered as 15 units which was also represented in the form of flat long units. the facilitator ask are the units lesser than 10? students answers no, the units are more than 10.

The facilitator shows two different numbers in flat long units and tell students to count total number of units. If the sum is more than or equal to 10 then again regrouping of units into tens and units.

 

 

So children what should be do when the units are more than 10? the students answers to group them in one tens. The facilitator explains the grouping of numbers when the sum is more than 10, by this the sum of 7 and 8 will have 1 tens and 5 units as remaining.  

For example :  7+8=15

For example :  7+8=15

==== '''Addition of two digit numbers''' ====

==== '''Addition of two digit numbers''' ====

from the previous knowledge of the two digit addition without carry over the concept of addition was introduced. The teacher considered any two numbers for example 18 and 26 and asked the students to represent it in flat long units and add the units and tens. The students came up with 14 units and 3 tens.

from the previous knowledge of the two digit addition without carry over the concept of addition was introduced. The teacher considered any two numbers for example 18 and 26 and asked the students to represent it in flat long units and add the units and tens. The students came up with 14 units and 3 tens.

facilitator asks the students what do observe in units. Students answers that the units are more than 10 then facilitator asks can we regroup it again? The students answers yes it can be made into tens and units. Later the facilitator explains that that regrouping tens can be taken to tens place and gets added.

The facilitator asks the students what do observe in units. Students answers that the units are more than 10 then facilitator asks can we regroup it again? The students answers yes it can be made into tens and units. Later the facilitator explains that that regrouping tens can be taken to tens place and gets added.

Similarly it was explained by considering few examples and few sums was given for the students to solve it.

Similarly it was explained by considering few examples and few sums was given for the students to solve it.

This method was related to the place value of addition and the standard algorithm was explained to make them understand why we do we take carry in the addition if the ones digit is 10 or more than 10 and why 1 is taken to tens place as carry

This method was related to the place value of addition and the standard algorithm was explained to make them understand why we do we take carry in the addition if the ones digit is 10 or more than 10 and why 1 is taken to tens place as carry