Difference between revisions of "TIIE Mathematics Module"

Latest revision as of 07:15, 6 March 2023

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

@@ Line 1: / Line 1: @@
-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 incorporating principles of Universal Design for Learning to facilitate inclusion of all learners in the classroom.
+=== 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.
-=== '''Theme/concept: Number comparison, cardinality and ordinality''' ===
+=== Objectives ===
-=== '''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
-* Revisiting	basic number concepts
+=== [https://karnatakaeducation.org.in/KOER/en/index.php/Complement_game Complement game] ===
-* Working	with peers to recall and revise understanding of numbers and number	relations
+'''Objectives:'''
-* To	understand number cardinality through comparison of their relative	sizes
-* To	understand number ordinality through comparison of their relative	positions
-=== '''Materials:''' ===
+* Practising complements of 10, 20, 100 which would be useful when performing any of the number operations
-small empty chits.
+* Understand number relationships
-==== '''Activity 1: Guess the number and arrange those numbers in a sequence (ascending / descending order).''' ====
+=== '''[https://karnatakaeducation.org.in/KOER/en/index.php/Number_comparison,_cardinality_and_ordinality Theme/concept: Number comparison, cardinality and ordinality]''' ===
-'''Process:'''
+'''Objectives:'''
-# Divide	children into small groups of 6
+* Revisiting basic number concepts
-# One	child chooses a number of their choice and the others in the group	try to guess it by taking turns to ask questions like "is it	bigger/smaller than __".
+* Working with peers to recall and revise understanding of numbers and number relations
-# Once	the number is guessed, the child who chose the number writes it down	on a piece of paper and arranges it in the middle/on the bench.
+* To understand number cardinality through comparison of their relative sizes
-# The	process is repeated for each child in the group. Each child, after	their number has been guessed, write it down on a chit of paper, and	place it to the left/right of the previous number depending on	whether it is lesser/greater than the 1st number.
+* To understand number ordinality through comparison of their relative positions
-==== '''Incorporating inclusive strategies:''' ====
+=== '''[https://karnatakaeducation.org.in/KOER/en/index.php/Representing_numbers_using_the_F-L-U_model Theme/concept: Representing numbers using the F-L-U model]''' ===
+'''Why the F-L-U model?'''
-* Groups	can be created based on broadly similar levels of comfort that	children have with number concepts
+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.
-* Students	can also be grouped based on languages they speak
-* Each	group can choose the number ranges they want to play with. For eg –	numbers <10, <20, between 50 and 100, >100, etc.
+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	facilitator can work with the groups that need their help and those	who are comfortable with the activity can take up more challenging	numbers and move beyond the greater/lesser questions to include “is	it odd/even”, “is it a multiple of __”, etc.
-* All	groups can be encouraged to continue the activity as a game whenever	they get time in schools.
+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.
-* They	can play in the same groups and progressively increase the	difficulty level as everyone gets comfortable or form newer groups	and play with others
+'''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
+=== '''[https://karnatakaeducation.org.in/KOER/en/index.php/Addition_using_the_F-L-U_model 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
+=== '''[https://karnatakaeducation.org.in/KOER/en/index.php/Subtraction_using_the_F-L-U_model 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
+=== [https://karnatakaeducation.org.in/KOER/en/index.php/Understanding_the_meaning_of_multiplication 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
+=== [https://karnatakaeducation.org.in/KOER/en/index.php/Play_with_Shapes  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
+*
+*
+[[Category:TIIE Mathematics]]