Changes

*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>

*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'''

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>

 

'''Part 2'''

 

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

Part 2

Now from the large group take away some apples.  What happens to the number?

What have we done?

We have reduced the large group by 3 apples.  This can be written as 11 – 3 =8.

We have reduced the large group by 3 apples.  This can be written as 11 – 3 =8.

When I mixed two groups what did we do? And what are we doing when we are separating the two groups? [ Words – increase, decrease, subtract, opposite]

When I mixed two groups what did we do? And what are we doing when we are separating the two groups? This will introduce words like increase, decrease, subtract, opposite.

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.   

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.   

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 activities

'''Evaluation activities'''

Create situations where children work in groups and compare collections of items without counting

*Create situations where children work in groups and compare collections of items without counting.<br>

Have groups work with 3 groups of fruits, sticks, pencils, etc. [The idea that addition can be extended indefinitely]

*Have groups work with 3 groups of fruits, sticks, pencils, etc. The idea that addition can be extended indefinitely can be discussed.<br>

Subtraction with quantities without getting into negative numbers.

*Subtraction with quantities without getting into negative numbers.<br>

Children must orally and in a written form represent these operations.

*Children must orally and in a written form represent these operations.<br>

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

*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]   

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]   

*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 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.   

== Part II – Negative Numbers ==

Part II – Negative Numbers

Objectives

Objectives

1. To extend the understanding and skill of representing symbolically numbers and manipulating them

1. To extend the understanding and skill of representing symbolically numbers and manipulating them