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Series of Activities on Number Systems (view source)
Revision as of 17:12, 2 June 2015
, 17:12, 2 June 2015→Part III: The number line in mathematics
Click [http://karnatakaeducation.org.in/KOER/Maths/numberlineAddition.html here] for an animation.<br>
Click [http://karnatakaeducation.org.in/KOER/Maths/numberlineAddition.html here] for an animation.<br>
Click [http://karnatakaeducation.org.in/KOER/Maths/numberlineAddition.ggb here] to download the Geogebra file.<br>
Click [http://karnatakaeducation.org.in/KOER/Maths/numberlineAddition.ggb here] to download the Geogebra file.<br>
'''Bridge course Resource'''<br>
'''Topic:Number system'''<br>
'''Activity : Understanding numbers, properties through number line'''<br>
'''Time duration: 60 minutes'''<br>
'''Materials required: paper ,pencils/sketch pens'''<br>
'''Objectives:'''<br>
1. Understanding what is a number line<br>
2. Understanding properties(behaviour) of positive and negative numbers through number line<br>
3. Understanding number sentences /operations of numbers on the basis properties of numbers.<br>
4. Compare numbers/ordering numbers<br>
Pre-requisites:<br>
Students know about numbers,Numbers are continuous, counting, quantities for ex: difference between 2 books,2 kgs of apples or 2 litres of milk,2 mts .....<br>
'''Note for the teachers :'''<br>
Please emphasise that positive numbers increase the quantities and negative numbers decreases the quantity(amount)<br>
'''Procedure:'''<br>
'''Step 1'''<br>
Ask boys to write positive number and girls to write negative numbers on a sheet of paper. Each one should write one number. Instruct them to arrange the numbers in order on the floor.
Now ask boy and girl to come one after other to keep the number which they have written .
Suppose the first boy comes and keeps +5 then call other girl ask her to keep her number .
She can keep it anywhere she wants (imagine she has -7 on her sheet)
But the real fun starts when the third one(boy) will come(imagine he has +10 on his sheet)
You have to help him to keep the number in a proper order as he will have a positive number you should guide him where he should keep it and why?<br>
+5<br>
-7<br>
If the numbers are kept as above where +10 should be placed?why?<br>
For this we need to explain +5 has property of increasing the quantity by 5<br>
whereas -7 has a property of decreasing the quantity by -7,(+5 is more than -7) so where should be place for +10 <br>.
+10 has a nature of increasing the quantity more than what +5 does .so keep it above +5.<br>
(+10 is more than +5)<br>
+10<br>
+5<br>
-7<br>
If the next girl comes with -4 ,where she should keep it?<br>
Repeat the developmental questions like <br>
What is the behaviour of -7 and -4 <br>
(-7 decrease the quantity by 7 where as -4 decrease any quantity just by 4)<br>
Try to extract from them that -4 is more than -7.<br>
Continued pattern will be <br>
+10<br>
+5<br>
-4<br>
-7<br>
Place all the numbers what they have written on the sheet.<br>
'''Step:2'''<br>
Ask them <br>
Is there any number missed in between?<br>
If the answer is yes ask them again to write the missed numbers and repeat the activity by placing those numbers in a right place, which completes the number line. Now explain number line is a model for representing numbers .<br>
Now the number pattern will look like this after filling the gaps<br>
-9<br>
-8<br>
-7<br>
-6<br>
-5<br>
-4<br>
-3<br>
-2<br>
-1<br>
0<br>
+1<br>
+2<br>
+3<br>
+4<br>
+5<br>
+6<br>
+7<br>
+8<br>
+9 (You can also ask which is the last number?) The number arrangement need not be horizontal<br>
'''Step:3'''<br>
Now write some number sentences as below .Help them to interpret the sentences.<br>
4+(+3)=+7<br>
The value of 4 increased to +7 when it is added to +3 (+3 increases the value of 4 by how much?)<br>
4+(-3)=+1<br>
The value of 4 decreased to +1when it is added to -3 (-3 decreases the value of 4 by how much?)<br>
-4+(+3)=-1<br>
The value of -4 increased to +7 when it is added to +3 (+3 increases the value of 4 by how much?)<br>
-4+(-3)=-7<br>
Help them to interpret the above sentences.<br>
Give some examples to verify the resuts like<br>
-4+(-3)=-1 <br>
Do they able to check value of -4 should decrease by 3.But resultant value -1 is greater than -4<br>
So this is a wrong statement.Askthem to correct it.<br>
Prepare worksheets for practise.<br>
'''How to do the activity - Multiplication'''<br><br>
'''How to do the activity - Multiplication'''<br><br>
TOPIC:NUMBER SYSTEM[[File:Number system -Resource material_html_m21619cb9.png|400px]][[File:Number system -Resource material_html_m6187dae0.png|400px]][[File:Number system -Resource material_html_m763a208c.png|400px]][[File:Number system -Resource material_html_m614b607b.png|400px]][[File:Number system -Resource material_html_m330e2a.png|400px]][[File:Number system -Resource material_html_m77c360a2.png|400px]][[File:Number system -Resource material_html_m7b853267.png|400px]][[File:Number system -Resource material_html_m7b853267.png|400px]][[File:Number system -Resource material_html_m6f20bce3.png|400px]][[File:Number system -Resource material_html_m3aee68a.png|400px]][[File:Number system -Resource material_html_m1f589acc.png|400px]][[File:Number system -Resource material_html_54627769.png|400px]][[File:Number system -Resource material_html_39498010.png|400px]][[File:Number system -Resource material_html_360ba54.png|400px]][[File:Number system -Resource material_html_60f99847.png|400px]][[:File:Number system -Resource material_html_58f2d11d.png]][[File:Number system -Resource material_html_33f3ff3f.png|400px]][[File:Number system -Resource material_html_4df41ad.png|400px]][[File:Number system -Resource material_html_4b50dacc.png|400px]]
TOPIC:NUMBER SYSTEM[[File:Number system -Resource material_html_m21619cb9.png|400px]][[File:Number system -Resource material_html_m6187dae0.png|400px]][[File:Number system -Resource material_html_m763a208c.png|400px]][[File:Number system -Resource material_html_m614b607b.png|400px]][[File:Number system -Resource material_html_m330e2a.png|400px]][[File:Number system -Resource material_html_m77c360a2.png|400px]][[File:Number system -Resource material_html_m7b853267.png|400px]][[File:Number system -Resource material_html_m7b853267.png|400px]][[File:Number system -Resource material_html_m6f20bce3.png|400px]][[File:Number system -Resource material_html_m3aee68a.png|400px]][[File:Number system -Resource material_html_m1f589acc.png|400px]][[File:Number system -Resource material_html_54627769.png|400px]][[File:Number system -Resource material_html_39498010.png|400px]][[File:Number system -Resource material_html_360ba54.png|400px]][[File:Number system -Resource material_html_60f99847.png|400px]][[:File:Number system -Resource material_html_58f2d11d.png]][[File:Number system -Resource material_html_33f3ff3f.png|400px]][[File:Number system -Resource material_html_4df41ad.png|400px]][[File:Number system -Resource material_html_4b50dacc.png|400px]]
== Teachers Corner ==
== Teachers Corner ==