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=Activity - Name of Activity=
=Activity - Sum and product of numbers=
'''Activity2 - Sum and product of numbers'''<br>
===Objectives===
#Using the number line model to find sum and products <br>
#Solving and creating puzzles using the number line <br>
#Investigating the order property of addition and multiplication <br>
===Materials===
Counters for the number line (chips, markers, etc.) <br>
==Estimated Time==
==Estimated Time==
2 periods
==Materials/ Resources needed==
==Materials/ Resources needed==
Paper, Pencil, chalk, large room
==Prerequisites/Instructions, if any==
==Prerequisites/Instructions, if any==
==Multimedia resources==
==Multimedia resources==
==Website interactives/ links/ simulations/ Geogebra Applets==
==Website interactives/ links/ simulations/ Geogebra Applets==
==Process (How to do the activity)==
==Process (How to do the activity)==
Tell the students that they will find sums using the number line model. Then display a large number line and a 5+4 pencils , that is, a pencil with 5 spots on the left side and 4 spots on the right. Then demonstrate with a counter how a hop of 5 is taken on the number line. You may wish to encourage students to count aloud as the hop is made. Then make a hop of 4, starting at the place the counter landed. You might choose to have them record what happened using the equation notation 5 + 4 = 9, or to informally describe the moves this way: “If you take a hop of 5 spaces and then a hop of 4 spaces, you land on 9.” You may wish to highlight the fact that in this model, spaces are counted, not points on the number line.<br>
==Developmental Questions (What discussion questions)==
==Developmental Questions (What discussion questions)==
*Which number did you land on when you made a 5-hop, then a 3-hop? Could you land on the same number if you took a 3-hop first, then a 5-hop? How do you know?
The answers could be yes [ 5 + 3 = 8, and 3 + 5 = 8.]. Laws of computation can be introduced.<br>
*What sums did you model with hops? How did you record them? [Student responses will depend upon the "hops" they performed.]<br>
*Were any of the sums the same? Why? [Student responses will depend upon the "hops" they performed.]<br>
*How would you find the sum of 2 and 5? [Make a hop of 2, and then a hop of 5, to reach 7.]
*How would you tell a friend to add on the number line? <br>
*How is using a number line like measuring? How is it different?<br>
*Which students counted as they took hops and which moved directly to the number? <br>
'''Questions for teacher reflection'''
*Which students had trouble using the number line? What instructional experiences do they need next? <br>
*Did any children notice a connection with measurement? <br>
*What adjustments would we make the next time that we teach this lesson? <br><br>
==Evaluation (Questions for assessment of the child)==
==Evaluation (Questions for assessment of the child)==
===Worksheets===
==Question Corner==
==Question Corner==
==Activity Keywords==
==Activity Keywords==
'''To link back to the concept page'''
'''To link back to the concept page'''
[[Topic Page Link]]
[[Numbers]]
