Difference between revisions of "TIIE Mathematics Module"
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* To help students make meaning of mathematical concepts and understand them better | * To help students make meaning of mathematical concepts and understand them better | ||
* To provide opportunities for students to work together and learn collaboratively | * To provide opportunities for students to work together and learn collaboratively | ||
+ | |||
+ | === [https://karnatakaeducation.org.in/KOER/en/index.php/Complement_game Complement game] === | ||
+ | '''Objectives:''' | ||
+ | |||
+ | * able to identify the complement number. | ||
+ | * able to compare it to addition of numbers. | ||
+ | * able to compare complement of 10 to complement of 100. | ||
+ | * able to do addition through playing game. | ||
=== '''[https://karnatakaeducation.org.in/KOER/en/index.php/Number_comparison,_cardinality_and_ordinality Theme/concept: Number comparison, cardinality and ordinality]''' === | === '''[https://karnatakaeducation.org.in/KOER/en/index.php/Number_comparison,_cardinality_and_ordinality Theme/concept: Number comparison, cardinality and ordinality]''' === |
Revision as of 10:47, 3 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:
- able to identify the complement number.
- able to compare it to addition of numbers.
- able to compare complement of 10 to complement of 100.
- able to do addition through playing game.
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