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From Karnataka Open Educational Resources
Addition using the F-L-U model (view source)
Revision as of 10:28, 3 March 2023
, 10:28, 3 March 2023no edit summary
=== '''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<sup>nd</sup> 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<sup>nd</sup> 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
