Introduction to Number Line - Revision history

Anusha sharma at 17:23, 3 October 2021

2021-10-03T17:23:05Z

Anusha sharma at 17:22, 3 October 2021

2021-10-03T17:22:44Z

Anusha sharma at 17:20, 3 October 2021

2021-10-03T17:20:12Z

Anusha sharma: +Category:Mathematics; +Category:Number Sense; +Category:Integers; +Category:Number Line using HotCat

2021-10-03T12:28:56Z

+Category:Mathematics; +Category:Number Sense; +Category:Integers; +Category:Number Line using HotCat

Anusha sharma: /* Evaluation (Questions for assessment of the child) */

2021-10-03T12:23:50Z

Evaluation (Questions for assessment of the child)

Anusha sharma at 12:17, 3 October 2021

2021-10-03T12:17:52Z

Anusha sharma: Created blank page

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← Older revision		Revision as of 17:23, 3 October 2021
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	=== Activity - Understanding integers, properties through number line ===		=== Activity - Understanding integers, properties through number line ===
		+	Source: IT for Change

	==== Objectives ====		==== Objectives ====

← Older revision		Revision as of 17:22, 3 October 2021
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	3. What do positive and negative numbers represent while dealing with elevation /depth?		3. What do positive and negative numbers represent while dealing with elevation /depth?
		+
		+	'''[[:File:Integers Number line.odt\|Download Activity]]'''

	[[Category:Mathematics]]		[[Category:Mathematics]]

@@ Line 19: / Line 19: @@
 ==== Process (How to do the activity) ====
+'''Step 1'''
 # 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 .
@@ Line 45: / Line 44: @@
 Place all the numbers what they have written on the sheet.
-==== Step 2 ====
+'''Step 2'''
 Ask them
 # Is there any number missed in between?
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 * 8
 * 9  (You can also ask which is the last number?) The number arrangement need not be horizontal
 Now write some number sentences as below .Help them to interpret the sentences.
 # 4+(+3)=+7 - The value of 4 increased to  +7 when it is added to +3  (+3 increases the value of 4 by how much?)

← Older revision		Revision as of 12:28, 3 October 2021
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	3. What do positive and negative numbers represent while dealing with elevation /depth?		3. What do positive and negative numbers represent while dealing with elevation /depth?
		+
		+	[[Category:Mathematics]]
		+	[[Category:Number Sense]]
		+	[[Category:Integers]]
		+	[[Category:Number Line]]

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 ==== Evaluation (Questions for assessment of the child) ====
-# Students can be asked to cite examples where positive and negative numbers are used in daily life.
+. Students can be asked to cite examples where positive and negative numbers are used in daily life.
 Ex: Money (profit/loss), Elevation

← Older revision	Revision as of 12:17, 3 October 2021
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	+	=== Activity - Understanding integers, properties through number line ===

	+	==== Objectives ====
	+	# Understanding what is a number line
	+	# Understanding properties(behaviour) of positive and negative numbers through number line
	+	# Understanding number sentences /operations of numbers on the basis properties of numbers.
	+	# Compare numbers/ordering numbers
	+
	+	==== Estimated Time ====
	+	60 minutes
	+
	+	==== Materials/ Resources needed ====
	+	Paper, pencils/ sketch pens
	+
	+	==== Prerequisites/Instructions, if any ====
	+	Students know basic number facts: Numbers are continuous, counting, quantities for ex: difference between 2 books,2 kgs of apples or 2 litres of milk,2 mts, etc
	+
	+	Please emphasize that positive numbers increase the quantities and negative numbers decreases the quantity(amount)
	+
	+	==== Process (How to do the activity) ====
	+
	+	==== Step 1 ====
	+	# 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?
	+	* +5
	+	* -7
	+	# If the numbers are kept as above where +10 should be placed?why?
	+	# For this we need to explain +5 has property of increasing the quantity by 5 whereas -7 has a property of decreasing the quantity by -7,(+5 is more than -7) so where should be place for +10
	+	# +10 has a nature of increasing the quantity more than what +5 does .so keep it above +5.
	+	(+10 is more than +5)
	+	* +10
	+	* +5
	+	* -7
	+	If the next girl comes with -4 ,where she should keep it?
	+
	+	Continued pattern will be
	+	* +10
	+	* +5
	+	* -4
	+	* -7
	+	Place all the numbers what they have written on the sheet.
	+
	+	==== Step 2 ====
	+	Ask them
	+	# Is there any number missed in between?
	+	# 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 .
	+	# Now the number pattern will look like this after filling the gaps
	+	* -9
	+	* -8
	+	* -7
	+	* -6
	+	* -5
	+	* -4
	+	* -3
	+	* -2
	+	* -1
	+	* 0
	+	* +1
	+	* +2
	+	* 3
	+	* 4
	+	* 5
	+	* 6
	+	* 7
	+	* 8
	+	* 9 (You can also ask which is the last number?) The number arrangement need not be horizontal
	+
	+	==== Step 3 ====
	+	Now write some number sentences as below .Help them to interpret the sentences.
	+	# 4+(+3)=+7 - The value of 4 increased to +7 when it is added to +3 (+3 increases the value of 4 by how much?)
	+	# 4+(-3)=+1 - The value of 4 decreased to +1when it is added to -3 (-3 decreases the value of 4 by how much?)
	+	# -4+(+3)=-1 - The value of -4 increased to -1 when it is added to +3 (+3 increases the value of -4 by how much?)
	+	# -4+(-3)=-7 - The value of -4 decreased to -7 when it is added to -3 (-3 decreases the value of -4 by how much?)
	+
	+	==== Developmental Questions (What discussion questions) ====
	+	# What is the behaviour of -7 and -4
	+	(-7 decrease the quantity by 7 where as -4 decrease any quantity just by 4)
	+	# Try to extract from them that -4 is more than -7.
	+
	+	==== Evaluation (Questions for assessment of the child) ====
	+	# Students can be asked to cite examples where positive and negative numbers are used in daily life.
	+	Ex: Money (profit/loss), Elevation
	+
	+	2. What do positive and negative numbers represent while dealing with money?
	+
	+	3. What do positive and negative numbers represent while dealing with elevation /depth?