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Series of Activities on Number Systems (view source)
Revision as of 10:56, 27 September 2021
, 10:56, 27 September 2021→Lesson 1 : Quantity and Numbers
= Introduction =
= Introduction =
'''Evaluation activities'''
'''Evaluation activities'''
*Create situations where children work in groups and compare collections of items without counting.<br>
*Create situations where children work in groups and compare collections of items without counting.
*Have groups work with 3 groups of fruits, sticks, pencils, etc. The idea that addition can be extended indefinitely can be discussed.<br>
*Have groups work with 3 groups of fruits, sticks, pencils, etc. The idea that addition can be extended indefinitely can be discussed.
*Subtraction with quantities without getting into negative numbers.<br>
*Subtraction with quantities without getting into negative numbers.
*Children must orally and in a written form represent these operations.<br>
*Children must orally and in a written form represent these operations.
*Create different sets of objects and ask the children to add [ to test for the legitimacy of addition]
*Create different sets of objects and ask the children to add [ to test for the legitimacy of addition]
*Adding to quantity in 2's, 3's - Combinations of 2 numbers that will give 10 as an answer. Can you guess the pattern for combinations of numbers that will give 20 as an answer? [ Subtraction is an inverse process of addition]
*Adding to quantity in 2's, 3's - Combinations of 2 numbers that will give 10 as an answer. Can you guess the pattern for combinations of numbers that will give 20 as an answer? [ Subtraction is an inverse process of addition]
*Worksheets of simple problem solving – with just number manipulations
*Worksheets of simple problem solving – with just number manipulations
*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.
*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.
*Worksheet: Number Stories
== Part II – Negative Numbers ==
== Part II – Negative Numbers ==
Prepare worksheets for practise.<br>
Prepare worksheets for practise.<br>
parts of the curriculum for reinforcement. For example, when looking at
parts of the curriculum for reinforcement. For example, when looking at
shapes, talk about ‘half a square’ and ‘third of a circle’.
shapes, talk about ‘half a square’ and ‘third of a circle’.
A discontinuous whole is a group of items that together make up the whole. To find a fraction part of such a whole, we can divide it up into groups, each with the same number of items. We call such groups "equal-sized groups" or "groups of equal size". It is important that we always mention thathe groups are equal in size to emphasise this aspect of the fraction parts of a whole. Examples of discontinuous wholes are: 15 oranges, 6 biscuits, 27 counters, 4 new pencils, etc.
A discontinuous whole is a group of items that together make up the whole. To find a fraction part of such a whole, we can divide it up into groups, each with the same number of items. We call such groups "equal-sized groups" or "groups of equal size". It is important that we always mention thathe groups are equal in size to emphasise this aspect of the fraction parts of a whole. Examples of discontinuous wholes are: 15 oranges, 6 biscuits, 27 counters, 4 new pencils, etc.
Language patterns for a continuous whole To find 1/5 of my circular disc, I first divide the whole circular disc into 5 parts of equal size. Each part is 1/5 of the whole, and if I shade one of these parts, I have shaded of the 1/5 whole.
Language patterns for a continuous whole To find 1/5 of my circular disc, I first divide the whole circular disc into 5 parts of equal size. Each part is 1/5 of the whole, and if I shade one of these parts, I have shaded of the 1/5 whole.
find a fraction part of a unit whole, we have to cut/fold/break, etc. because the whole is a
find a fraction part of a unit whole, we have to cut/fold/break, etc. because the whole is a
single thing.
single thing.
same number as the denominator. It is thus made up of more that one item and is a
same number as the denominator. It is thus made up of more that one item and is a
discontinuous whole.
discontinuous whole.
denominator. This is also made up of more than one unit and so it is a discontinuous
denominator. This is also made up of more than one unit and so it is a discontinuous
whole.
whole.
denominator. This is also a multiple unit whole, and so it is a discontinuous whole.
denominator. This is also a multiple unit whole, and so it is a discontinuous whole.
Writing or ordering fractions in pre positioned boxes along number line. This can illustrate how a number line can be used to represent fractions of distance or length; or support the notion of a fraction being larger or smaller than another.
Writing or ordering fractions in pre positioned boxes along number line. This can illustrate how a number line can be used to represent fractions of distance or length; or support the notion of a fraction being larger or smaller than another.
Marking the fraction on an empty number line - this involves measurement and judgement of a fraction as a proportion of a length or distance.
Marking the fraction on an empty number line - this involves measurement and judgement of a fraction as a proportion of a length or distance.
the fractions with denominator equal to 5 are now displayed as shown:
the fractions with denominator equal to 5 are now displayed as shown:
To find equivalent forms of Rational Numbers
To find equivalent forms of Rational Numbers
Principal Roots and Irrational Numbers
Principal Roots and Irrational Numbers
Prerequisite Concepts: Set of rational numbers
Prerequisite Concepts: Set of rational numbers
Activity to find square root using geoboard
Activity to find square root using geoboard
Construct these triangles on a virtual geoboard. Provide students with the formula for the area of a triangle (A = ½bh) and ask them to determine the areas of the displayed triangles. [12.5 units2 and 4.5 units2.]
Construct these triangles on a virtual geoboard. Provide students with the formula for the area of a triangle (A = ½bh) and ask them to determine the areas of the displayed triangles. [12.5 units2 and 4.5 units2.]