Changes

=== '''Objective:''' ===

=== '''Objective:''' ===

* able to recall the flat long units for the given numbers.

* Able to recall the flat long units for the given numbers.

* able to solve single digit,double digit,three digit addition with carry over.

* Able to solve single digit,double digit,three digit addition with carry over.

* able to solve single digit,double digit,three digit addition without carry over.

* Able to solve single digit,double digit,three digit addition without carry over.

* To analyze how to solve addition using standard algorithm.

* Able to analyze how to solve addition using standard algorithm.

* Able to compare the answers of flat long units and standard algorithm while solving addition.

* Able to compare the answers of flat long units and standard algorithm while solving addition.

=== '''Materials:''' ===

=== '''Materials:''' ===

geogebra file(

geogebra file(https://www.geogebra.org/m/wwwmtx4p), Worksheets, projector.

 

'''process:'''

The whole classroom was divided into small groups based on the level of the learner, each group contains 8-10 students and a facilitator. Based on the level of the students the facilitator try to help the students from their basic concept/previous concept. To introduce addition to students the facilitator planned to use the flat long units and connect it to addition with flat long units, standard algorithm. The same concept was tried to explain in different methods.

The whole classroom was divided into small groups based on the level of the learner, each group contains 8-10 students and a facilitator. Based on the level of the students the facilitator try to help the students from their basic concept/previous concept. To introduce addition to students the facilitator planned to use the flat long units and connect it to addition with flat long units, standard algorithm. The same concept was tried to explain in different methods.

=== '''Addition without carry over''' ===

==== '''<u>Addition without carry over</u>''' ====

==== Day-1 ====

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

 

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

The facilitator recalls the representation of the given numbers in flat long units before going to addition. To know the previous knowledge in the addition the facilitator asked few questions which are used in their daily life like if a child has 3 note books and 2 text books. How many total books are with you? the students answers as 5 books, from this the facilitator explains the meaning of addition. To explain addition of two numbers the geogebra file of flat long units was used.The facilitator gives two representation of units to identify the number.

The facilitator recalls the representation of the given numbers in flat long units before going to addition. To know the previous knowledge in the addition the facilitator asked few questions which are used in their daily life like if a child has 3 note books and 2 text books. How many total books are with you? the students answers as 5 books, from this the facilitator explains the meaning of addition. To explain addition of two numbers the geogebra file of flat long units was used.The facilitator gives two representation of units to identify the number.

Activity -2

Activity -2

The facilitator can provide different worksheet for each child to solve the sums in both FLU Model and Numerical method.

# Handover a worksheet like [https://karnatakaeducation.org.in/KOER/en/images/1/12/FLU_worksheet_number_representation_and_addition.pdf 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^nd half of the sheet.  

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

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

[[File:Sum of 32 and 25.png|thumb|239x239px]]

[[File:Sum of 32 and 25.png|thumb|239x239px]]

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.  

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.  

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

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

==== DAY-2 ====

==== '''<u>Addition with carry over</u>''' ====

 

=== '''Addition with carry over''' ===

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

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

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.

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.

For example :  7+8=15

For example :  7+8=15

 

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

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

[[File:Add 3.png|thumb]]

[[File:Add 3.png|thumb]]

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.

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

[[Category:TIIE]]

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

[[Category:TIIE Mathematics]]

[[Category:Number system]]