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Addition 1 Strand: Number Strand unit: Operations Addition Explore, develop and apply the commutative properties of addition. Explore, develop and apply the zero properties of addition. Looking at the early stages of contributing to addition. Counting, analysis of numbers, combining, partitioning and numeration. Apply mathematical concepts and processes in a variety of contexts; recognise solutions to problems. Communicate and express ideas through group work/pair work and on an individual basis in oral and written form. Make connections with mathematics itself, through other subjects and in applying mathematical tasks to everyday contexts. Make sensible judgements while estimating; reason problems using various techniques and strategies. Implement what has been learned into discussions, activities and written work; execute procedures efficiently. Understand the reasoning behind learned concepts; recall facts in order to support understanding and the process of problem solving. Number fans, cubes, counters, lollipop sticks Make, count, altogether, add, plus, equals, more, sign, sum, total, commutative, more, less, How many?, zero 28 General lesson suggestions Give each child a bingo card with number bonds on it. The teacher calls out a number: ‘10’ and if a child has, e.g. 6 + 4, they cover it with a counter. Using dominos, the children are instructed to write the number sentence that reflects the commutative property of addition. The teacher demonstrates how to rotate the dominos to show 1 + 3 / 3 + 1 = 4. Using number fans, the teacher calls out equations and asks the children to show the missing number, e.g. 5 + 3 = 3 + ____. The pupils then show the number on the number fans. Before beginning Section A, the teacher carries out a short demonstration with concrete objects to show the children commutative property (2 + 3 = 3 + 2). The teacher should show the children that both sides are the same by counting the concrete objects on each side. The teacher calls out an example, which the children complete with the teacher: 4 + 1 = 1 + ____. What number is missing? 3 + 6 = 6 + ____ 4 + 5 = 5 + ____ 2 + 7 = 7 + ____ 8 + 6 = 6 + ____ 10 + 8 = 8 + ____ Lesson suggestions Use a range of concrete materials, including the children themselves, to practise commutative property, e.g. 5 + 1 = 1 + 5. The teacher should demonstrate first, and then the children should be encouraged to have a go. Repeat the suggested activity for page 10, this time using different concrete materials. Station teaching may also be used to give children a wide range of experiences using concrete materials to demonstrate the commutative property of addition. Explore the zero property of addition using concrete materials, such as cubes, counters and lollipop sticks. Use zero strip templates. Divide the children into groups, and give each group 5 sums. The children show the sum using the concrete materials and place the slip underneath the appropriate concrete materials. 29 See separate activity sheets. 3 + 15 3 + 0 = 0 + 11 = 17 + 0 = 15 + 3 = 10 + 3 = 20 + 0 = 3 + 5 = 7 + 0 = 0 + 19 = 20 + 0 = 17 + 2 = 14 + 7 = 9 + 0 = 0 + 14 = 10 + 0 = 8 + 0 = 8 + 3 = 12 + 0 + 16 = 12 + 6 = 12 + 4 = 19 + 1 = 16 + 1 = 13 + 5 = 12 + 5 = 18 + 2 = 11 + 2 = 18 + 0 = 10 + 0 = 3 + 8 = 3 + 18 = 20 + 2 = 11 + 3 = 17 + 3 + 15 = 6 = 4 + 17 = + 0 = 8 + 2 = 19 + 3 = 12 + 8 = 13 + 15 = 20 + 4 = 1 + = 20 + 5 = 18 + 10 = 19 + 2 = 13 + 8 = 23 + 0 = 6 + 3 = 3 + 0 = 2 Name: _______________________________________ Date: ___________________ 19 = M 17 = P 10 = L 11 = E 7=H 3=O 20 = A 16 = N ___ ___ ___ 19 20 9 9=T ___ ___ ___ ___ ___ ___ 17 10 20 16 11 9 ___ ___ . 7 14 Draw the picture here. Name: _______________________________________ © Folens Photocopiables = + 0 14 = S ___ ___ 12 3 © Folens Photocopiables 0 8 12 = 12 = G Date: ___________________ 167 166 Linkage Counting and numeration Money 2D shapes Representing and interpreting data Use of number fans. Split class into groups. Place the number fans a distance away from the children (other end of the hall/yard). You call out a either a commutative sum or zero sum. The children who are first in the lines of the group run to the end, pick up their number fans, find the correct answer and run back to the group. First back with the correct answer gets a point for their team. Again you change movement methods (skip, hop, jump, etc.). Parents can encourage their children to be aware of the commutative property and zero property of numbers in the environment. Have children use objects at home to demonstrate the commutative property. For example 3 books + 2 books = 2 books + 3 books. They can also demonstrate the zero property by showing 3 books + 0 books = I still have 3 books (number doesn’t change). Quiz children on both rules to see if they understand the concept. Notes ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________