Changes

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=Activity - Sum of numbers=

== Sum of numbers==

===Objectives===

===Objectives===

#Using the number line model to find sum <br>

#Using the number line model to find sum <br>

#Investigating the order property of addition  <br>

#Investigating the order property of addition  <br>

===Materials===

===Materials===

Counters for the number line (chips, markers, etc.) <br>

Counters for the number line (chips, markers, etc.)  

 

===Estimated Time===

 

==Estimated Time==

2 periods

2 periods

==Materials/ Resources needed==  

===Materials/ Resources needed===  

Paper, Pencil, chalk, large room

Paper, Pencil, chalk, large room

==Prerequisites/Instructions, if any==

===Prerequisites/Instructions, if any===

==Multimedia resources==

===Multimedia resources===

==Website interactives/ links/ simulations/ Geogebra Applets==

===Website interactives/ links/ simulations/ Geogebra Applets===

==Process (How to do the activity)==

===Process (How to do the activity)===

Tell the students that they will find sums using the number line model. Then display a large number line and a 5+4 pencils , that is, a pencil with 5 spots on the left side and 4 spots on the right. Then demonstrate with a counter how a hop of 5 is taken on the number line. You may wish to encourage students to count aloud as the hop is made. Then make a hop of 4, starting at the place the counter landed. You might choose to have them record what happened using the equation notation 5 + 4 = 9, or to informally describe the moves this way: “If you take a hop of 5 spaces and then a hop of 4 spaces, you land on 9.” You may wish to highlight the fact that in this model, spaces are counted, not points on the number line.<br>

Tell the students that they will find sums using the number line model. Then display a large number line and a 5+4 pencils , that is, a pencil with 5 spots on the left side and 4 spots on the right. Then demonstrate with a counter how a hop of 5 is taken on the number line. You may wish to encourage students to count aloud as the hop is made. Then make a hop of 4, starting at the place the counter landed. You might choose to have them record what happened using the equation notation 5 + 4 = 9, or to informally describe the moves this way: “If you take a hop of 5 spaces and then a hop of 4 spaces, you land on 9.” You may wish to highlight the fact that in this model, spaces are counted, not points on the number line.<br>

==Developmental Questions (What discussion questions)==

====Developmental Questions (What discussion questions)====

*Which number did you land on when you made a 5-hop, then a 3-hop? Could you land on the same number if you took a 3-hop first, then a 5-hop? How do you know?  

*Which number did you land on when you made a 5-hop, then a 3-hop? Could you land on the same number if you took a 3-hop first, then a 5-hop? How do you know?  

The answers could be yes [ 5 + 3 = 8, and 3 + 5 = 8.].  Laws of computation can be introduced.<br>

The answers could be yes [ 5 + 3 = 8, and 3 + 5 = 8.].  Laws of computation can be introduced.<br>

*What adjustments would we make the next time that we teach this lesson? <br><br>

*What adjustments would we make the next time that we teach this lesson? <br><br>

==Evaluation (Questions for assessment of the child)==

===Evaluation (Questions for assessment of the child)===

===Worksheets===

===Worksheets===

==Question Corner==

====Activity Keywords====

==Activity Keywords==

'''To link back to the concept page'''

'''To link back to the concept page'''

[[Numbers]]

[[Numbers]]

[[Category:Operations on Numbers]]

[[Category:Number system]]