327
edits
Changes
Jump to navigation
Jump to search
Line 1:
Line 1: − *[[Portal:Mathematics| '''Back to Mathematics Portal''']]+ − *[[Mathematics:_Topics|'''Back to Topics in School Mathematics''']] − *[[Resource_Creation_Checklist|'''Resource Creation Checklist''']] - for guidelines on how to add resources. − <div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#ffffff; vertical-align:top; text-align:center; padding:5px;"> − − + + + + + + + + + + + Line 24:
Line 30: + + + + + + + + Line 29:
Line 43: + + + Line 38:
Line 55: − + Line 61:
Line 78: + + + + + + Line 70:
Line 93: − + Line 110:
Line 133: + + + + + + + + +
no edit summary
''[http://karnatakaeducation.org.in/KOER/index.php/ಸಂಖ್ಯೆಗಳು ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''
''[http://karnatakaeducation.org.in/KOER/index.php/ಸಂಖ್ಯೆಗಳು ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''</div>
= Concept Map =
= Concept Map =
[[File:Numbers.mm|Flash]]
[[File:Numbers.mm|Flash]]
__FORCETOC__
__FORCETOC__
= Introduction =
<br> Our daily life is based on numbers. We use it for shopping, reckoning the time, counting distances and so on. Simple calculations seem effortless and trivial for most of our necessities.So we should know about numbers. Numbers help us count concrete objects. They help us to say which collection of objects . In this we are learning about basic operations of numbers - different types of numbers, representation, etc. <br> <br>[[File:Number system -Resource material_html_m3cabb6c3.png|400px]]<br><br>
How can math be so universal? First, human beings didn't invent math concepts; we discovered them. <br>Also, the language of math is numbers, not English or German or Russian. <br>If we are well versed in this language of numbers, it can help us make important decisions and perform everyday tasks. <br>Math can help us to shop wisely, understand population growth, or even bet on the horse with the best chance of winning the race. <br>
Mathematics expresses itself everywhere, in almost every face of life - in nature all around us, and in the technologies in our hands. Mathematics is the language of science and engineering - describing our understanding of all that we observe.Mathematics has been around since the beginnings of time and it most probably began with counting. Many, if not all puzzles and games require mathematical logic and deduction. This section uses the fun and excitement of various popular games and puzzles, and the exhilaration of solving them, to attract and engage the students to realise the mathematics in fun and games. <br><br>
'''Descriptive Statement'''
<br>Number sense is defined as an intuitive feel for numbers and a common sense approach to using them. It is a comfort with what numbers represent, coming from investigating their characteristics and using them in diverse situations, and how best they can be used to describe a particular situation. Number sense is an attribute of all successful users of mathematics. Our students often do not connect what is happening in their mathematics classrooms with their daily lives. It is essential that the mathematics curriculum build on the sense of number that students bring with them to school. Problems and numbers which arise in the context of the students world are more meaningful to students than traditional textbook exercises and help them develop their sense of how numbers and operations are used. Frequent use of estimation and mental computation are also important ingredients in the development of number sense, as are regular opportunities for student communication. Discussion of their own invented strategies for problem solutions helps students strengthen their intuitive understanding of numbers and the relationships between numbers.<br><br>
In summary, the commitment to develop number sense requires a dramatic shift in the way students learn mathematics.
= Flow Chart =
[[File:Number system -Resource material_html_m65980570.jpg|400px]]
= Textbook =
= Textbook =
{{#widget:YouTube|id=bj4EKEfrKOU}}
{{#widget:YouTube|id=bj4EKEfrKOU}}
This video is related to irrational numbers by Suchitha
{{#widget:YouTube|id=udKD4yxsWe4}}
This video is relating to exploring number patterns in square numbers.
{{Youtube|MoM2jw7W-ms
}}
==Reference Books==
==Reference Books==
*[http://karnatakaeducation.org.in/KOER/en/index.php/Number_bases_activity_1 Number based activity]
*[http://karnatakaeducation.org.in/KOER/en/index.php/Number_bases_activity_1 Number based activity]
==Concept #1 - History of Numbers: Level 0 ==
==Concept #1 - History of Numbers: Level 0 ==
The following website takes us on a fascinating journey originating from Prehistoric Mathematics, its evolution in various civilizations such as Egyptian, Greek, Indian, Chinese etc. to the increased complexities and abstractions of the modern era mathematics. This story of history of numbers also includes descriptions related to contributions of some of the important men and women to the development of mathematics.
'''http://storyofmathematics.com/story.html'''
===Learning objectives===
===Learning objectives===
#What is the story of numbers?
#What is the story of numbers?
===Activities===
===Activities===
# [[Activity Template]]
# Series of Activities in one page- [[Series of Activities on Number Systems|Click Here]]
#Activity 1
#Activity 1
==Concept #3 The Number Line :Level 1-2 ==
==Concept #3 The Number Line :Level 1-2 ==
The number line is not just a school object. It is as much a mathematical idea as functions.
The number line is a geometric “model” of all numbers -- including 0 1, 2, 25, 374 trillion, and -5, Unlike counters, which model only counters, the number line models measurement, which is why it must start with zero. (When we count, the first object we touch is called "one." When we measur using a ruler, we line one end of the object we’re measuring against the zero mark on the ruler.
<br>[[File:Number system -Resource material_html_1de463c.jpg|400px]]<br>
Part of the power of addition and subtraction is that these operations work with both counting and measuring. Therefore, to understand basic operations like addition and subtraction, we need a number line model as well as counters.
===Objectives===
===Objectives===
#Numbers can be represented on a continuum called a number line
#Numbers can be represented on a continuum called a number line
===Activities===
===Activities===
#Activity 1 - [[Hopping_on_number_line|To introduce Number line]]<br>
#Activity 1- Add,Sub,Product,Sum,Hopping - [[Hopping_on_number_line|To introduce Number line]]
#Activity 2 - [[Operations_on_number_lines_1|Sum of numbers]]
#Activity 2 - [[Operations_on_number_lines_1|Sum of numbers]]
#Activity 3 - [[Building_the_number_line|Classroom number line]]
#Activity 3 - [[Building_the_number_line|Classroom number line]]
===Activities===
===Activities===
#Activity 1 -[[What are negative numbers|What are negative numbers]]
#Activity 1 -[[What are negative numbers|What are negative numbers]]
== Concept #7 : Types of Numbers ==
=== Learning objectives ===
[[Types of numbers|Types of Numbers]]
=== Notes for teachers ===
=== Activities ===
= Assessment activities=
= Assessment activities=