Changes

Separate the two groups again.  Can I add only all of them together? Or can I add 1 at a time, 2 at a time, 3 at a time?   

Separate the two groups again.  Can I add only all of them together? Or can I add 1 at a time, 2 at a time, 3 at a time?   

The ideas to be introduced would be Skip counting and quantity increase is continuous.<br>

The ideas to be introduced would be Skip counting and quantity increase is continuous.<br>

===For Part 2===

===For Part 2===

*Now from the large group take away some apples.  What happens to the number? What have we done?<br>

*Now from the large group take away some apples.  What happens to the number? What have we done?<br>

*Pose this question like this – “ I added 5 apples to six apples to make it 11 apples.  What should I do to a bag of 11 apples to make it have 6 apples again”.  I take away 5.  This is called subtraction and is the inverse process of addition.<br>   

*Pose this question like this – “ I added 5 apples to six apples to make it 11 apples.  What should I do to a bag of 11 apples to make it have 6 apples again”.  I take away 5.  This is called subtraction and is the inverse process of addition.<br>   

'''''The “-” is called a mathematical operator.  The subtraction is called an operation.  These operations have some properties and they always hold''.'''

'''''The “-” is called a mathematical operator.  The subtraction is called an operation.  These operations have some properties and they always hold''.'''

 

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

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

*In their community, street, what is their house number?  What does this number mean?

*In their community, street, what is their house number?  What does this number mean?

*How will you count mustard, sand, apples and sugar?  The children will discuss this in groups and discuss with the class

*How will you count mustard, sand, apples and sugar?  The children will discuss this in groups and discuss with the class

*Worksheets of simple problem solving – with just number manipulations

===Worksheets===

*Worksheets of simple problem solving – with word descriptions.  Children can either draw these answers or write them in statements.  Evaluate the ability of the child to process written instructions.

#Simple word problems - *Worksheets of simple problem solving – with word descriptions.  Children can either draw these answers or write them in statements.  Evaluate the ability of the child to process written instructions.

==Question Corner==

==Question Corner==