Changes

*The students may start counting – but ask them for other ways of understanding the quantity (trying to do a one-to-one correspondence between the two groups of apples)

*The students may start counting – but ask them for other ways of understanding the quantity (trying to do a one-to-one correspondence between the two groups of apples)

*If for every apple in one group, I have one apple in the other group, then I do not need to count at all.  Can this one to one be done with anything other than apples? [ children, ribbons, stones].  This can bring about the idea that quantity is something that is present in many different objects

*If for every apple in one group, I have one apple in the other group, then I do not need to count at all.  Can this one to one be done with anything other than apples? [ children, ribbons, stones].  This can bring about the idea that quantity is something that is present in many different objects

*With this mapping can I say more or less or equal? Now represent this by numbers; and discuss the difference between the two comments below:  “There are 6 apples in group 1” and “This is the 6th apple in the first group”

*With this mapping can I say more or less or equal? Now represent this by numbers; and discuss the difference between the two comments below:  “There are 6 apples in group 1” and “This is the 6th apple in the first group”.<br>

Can these numbers represent only apples or anything else?  Does this number “2” mean the same thing when I am counting dogs or notebooks?

*Can these numbers represent only apples or anything else?  Does this number “2” mean the same thing when I am counting dogs or notebooks?

#Manipulating the quantities.  By physically combining and representing them in numbers, introduce the idea of mathematical operations of addition and subtraction

Manipulating the quantities.  By physically combining and representing them in numbers, introduce the idea of mathematical operations of addition and subtraction

Part 1

'''Part 1'''

Bring the two groups of apples together.  Add Group 1 to Group 2

Bring the two groups of apples together.  Add Group 1 to Group 2. Describe what happens [ Words – more, large, big, add]<br>

Describe what happens [ Words – more, large, big, add]

What did this process do?  I had two groups and I mixed them? What happened?<br>

What did this process do?  I had two groups and I mixed them? What happened?

Can I mix them like this all the time?  Why? Why not?<br>

Can I mix them like this all the time?  Why? Why not?

If I have apples and notebooks can I mix them? Why? Why not?<br>

If I have apples and notebooks can I mix them? Why? Why not?

Introduce the idea of “+”.  This process is called addition and is represented like this.<br>

Introduce the idea of “+”.  This process is called addition and is represented like this.

Let us separate the two again.  And count the number in each group. Add Group 2 to Group 1.  Does it matter? Are the results the same?

Let us separate the two again.  And count the number in each group. Add Group 2 to Group 1.  Does it matter? Are the results the same?

This can be written as 5 + 6 = 11

This can be written as 5 + 6 = 11<br>

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

'''''The “+” is called a mathematical operator.  The addition is called an operation.  These operations have some properties and they always hold''.'''<br>

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?  [Skip counting, quantity increase is continuous]

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>