Introduction To Addition

To introduce the concept of operations to grade 1, we should ensure that the concept of number sense is introduced. Only when the students are well versed in the concept of number sense can they understand the concept of operations.

As a pre-requsite,we can teach the stidents one-to-one correspondance.It is very important to teach the concept as it forms the base for any operations.To do so, we just nees 9 pebbles and a number.When the teacher calls out a number, the students have to just keep as many pebbles as the number and write the same.

After this activity we can start the concept of addition using the tens frame.The teacher will write the 2 numbers ( 3 and 5 ) on the board and the students will keep as many beads as the first number(3) in the frame and then keep as many beads as the second number(5) in the frame.Then ask the students to count the total number of beads in the frame.

Total beads = 8

Only after introducing addition through tens frame can we introduce the sign of addition(+) and to write the addition sentence ( 3 + 5 = 8) for the given numbers.

After getting to know the sign, we can start adding the numbers using the fingerss but, before we do that we can introduce counting through fingers with a model of our fingers.

Model of fingers
5 + 4 = 9

After this, introduction of adding through column method would help students to ba at ease, as they would find it easier to add in column by using any of the previous methods.

The concept of addition has to be taught in a way that not only do they find the correct answer but also able to relate the concept of addition to the real life situation.

As a part of brainstorming session we can ask questions like-

  1. Why do we need addition?
  2. Where is addition used?
  3. Can we add more than 2 numbers at a time?

Here we go -“Round and Round”

Circle is considered to be a part that can be neglected at the early level of math education but many fail to foresee the impact of such negligence.Circle forms the basis of many theorems and concepts like loci, planetary motion etc., Since it appears to be an easy topic,the approach usually followed is by using the black board and directly introducing the terms like radius and diameter.

As a person in the field of education we should ensure that the early concept of circle is taught well and in an interesting manner.The kids at elementary level usually have a greater comprehension which should be utilized in the positive manner from our side.

Divide the students into pairs and take them to the playground.Firstly ask them to draw a perfect circle on the ground.Initially ,the students will struggle to get a perfect and a bigger circle by drawing free hand.Ask them to come up with an idea where they would get a perfect circle,create a brainstorming session by providing examples of one fixed and one moving point like, a cattle driven oil mill.This is to let the children come up with the idea of fixed point and a moving arm i.e one student should have a rope tied to the stick fixed at one point and the other must start drawing the circle with the free end of the rope.Once this is figured out by the students,ask them to measure the length from the fixed point to multiple points on the circle and note their observations

In continuation with the outdoor activity, give each pair, a sheet of paper and ask them to get a circle by paper folding without using the geometry box(fold the given paper into square and mark a curve at the bottom,as shown in image below) and ask them to find the center,radius and diameter of the circle by only folding and to name the same.The paper folding activity has always captured the attention of the elementary kids.We see it as a problem but this can be used in our favor. This will ensure that the students become their own teachers i.e. they learn from their findings and learning which will last in their memory for long.

  • Take a sheet of paper
  • Mark curve on the folded sheet
  • Cut along the curve
  • Fold the formed Circle
  • Mark center, radius and Dia

In order to involve the students better, add an essence of competition i.e. ask each pair to present their method of folding and markings and, convey that the group which does the best presentation will be rewarded with extra-points.

Later, ask the students to create their own poster, where they will illustrate the outdoor activity, the paper folding activity either in the form of pictures or words.The same can be displayed in the classroom.

Observation:

  1. The students find it interesting when they go to the ground and learn also they come up with idea very quickly and tend to help each other better.
  2. The paper folding activity also tends to attract the interest towards learning math and the group activity tends to help in building the concept of peer learning.
  3. The students remember the concept for a long time and it is observed that they have a good knowledge about the concept which will be very helpful when they learn the theorems related to the circle in the future.

Jigi-Jigi-Saw

When a mother gives a single piece of chocolate or sweet,and ask her kids to share to break among themselves,the kids try to break it very accurately to make sure neither gets a larger portion.The concept of fraction starts here.The student unaware of the technical terms or anything related to it yet starts learning from their day to day experience.

Topics such as fractions should be introduced from known facts to unknown facts i.e. division of chocolates into 3 or 4 equal pieces.Teaching so will ensure that the students are able to relate it easily.Here is one such method described to introduce fraction in the class.

Students from a very early age have attraction towards the picture puzzle i.e.joining every single piece to form a perfect picture.A similar method can be used to introduce fractions.

Firstly,the shapes known to the students i.e. circle, square,triangle,rectangle etc. are cut into numerous equal pieces.The pieces are then jumbled and then distributed among the groups(students are divided into group of 4 or 5).

There are two ways in which a child may solve-first they might try to identify the shape given to them using the pieces and second by trial and error method.It can be observed that most of the students choose the trial and error method to solve the puzzle.

Once they identify and arrange the pieces ask each group to count the total number of pieces and ask them to shade few pieces of their choice.The other way is the jumbled puzzle can be made from two different colors and then the students can count the number of pieces in each color.

Ask two groups to come forward and tell the total number of pieces and shaded pieces also the half of the total pieces.Now ask the students if they could observe something.Make sure that they observe the equal halves of each shape and compare.Give them clues until they come to any conclusion.This is to make a point that “The half of any thing will always depend its whole”.

Using the total pieces and the shaded number of pieces ask the students to write as mention below:

Number of shaded pieces = 3

Number of total pieces = 12

Hence the above can also be written as =3/12

This will make a difficult representation of numbers easier and also which can be related to their puzzles that they had solved and their everyday procedure of sharing everything equally.This make the terms numerator and denominator look like a friendly and a easier words which otherwise may seem like a devil to a child who by listening to such terms get a fear about the subject.

Materials Required:

  1. Color papers
  2. Scissors
  3. Stationary

Please do try it in your classroom and please send in your feedback in the comment section below.

Have a great day and happy learning 🙂

Story-time!!! :-)

In the previous post we had discussed how to use a clue card to solve a word problem perhaps to break down a word problem.

Stories are no new to the children.Children had always liked stories and as they grow up they love to enact the same.But as the children grow up we feel that stories are not necessary anymore but in reality,stories and the interest towards stories is never ending.

As discussed in the earlier post,word problems are the ones which play a major role in creating fear towards the subject.Now lets see how stories can be used to make a child understand a word problem and the concept related to the topic.

Narrating a word problem in the form of story would help a student to imagine and students tend to go into imagination as they keenly listen or involve themselves into the story.

I had taken the topic “Area and Perimeter” as the base for my story board.The story revolves around a man trying to lay a fence around his farm and creating a pavement for walking track.He meets his friend who helps him in doing so by explaining the need to measure the area and the perimeter.The story includes questions i.e. the friend asking him about the area and perimeter formula and also the appropriate measuring unit and instrument to be used in the process.

The storyboard printouts can be created in the power point and that can be used in the classrooms.

The other way of taking this forward is by making 2 or 3 students enact the story after reading it.This way the actor and the audience students will enjoy the process of learning and also will be able to relate the concept to the real world scenarios.This will ensure that the students remember the concept for very long time.

One sample for such storyboard has been attached below.Please do download the file to see the complete story board.

Area_and_Perimeter_fullDownload

Please do read and try this in your classroom and send me your feedback and suggestions.If you like it genuinely kindly like the post and share it.

Happy learning and teaching.Have a great day.

Let’s Frame It!!!

Math has been regarded as an abstract subject in schools .Right when the children start finding the numbers friendlier,the ‘word problem’ becomes their villain.Few find it difficult to read the problem and few find it difficult to understand the statement as to add or subtract or divide or multiply.

When given a word problem orally the students find it easier to solve and few are able to respond orally.

Word problems are the ones that forms the base for the students to think logically as they move to higher classes.Word problems will become the major part of their study.

It is really important for us to ensure that the students are able to put the numbers in the form of statement and vice versa which in turn will help them relate math easily to the real life.

At the elementary level we can ask the students to check for keywords like ‘total,left,sum,difference’ to identify whether to add or subtract.At the secondary level i.e. from grade VI and above,“what can be done apart from recognizing the key words? “is the usual question that arises.

I used a different yet a simple technique.I created a set of clue cards for each word problem.The clue card contains one or two words and numbers of the problem.A set of 4 to 5 students were called and the students were asked to choose one bundle and discuss among their friends and come up with the statements to solve the word problem.This process will enhance peer learning,team work and most importantly the idea to frame a word problem and its corresponding statement.

word problems for set of 3 word problems

Materials Required :

  • Thick cardboard
  • sketch pens
  • Color papers.
  • Scissors
  • Glue

Procedure:

  • Cut the cardboard into 4 or 5 parts in any desired shape.I had taken a square to keep the cards simple.
  • select a set of word problems and split them into keywords and numbers and write down each number and key word in each card.
  • Shuffle the cards and keep it ready.Call out a group and ask them to select one set of cards and solve the same.
  • The faster the group solves the problem the more will be their scores.

Hope everyone liked this idea.Please try it in your classrooms or with yours kids and please let me know your suggestion and feedback in the comments below.

Thank you and have a great day!

The Slider(Teaching preceding and succeeding number)

We always ask the children to learn the numbers in order i.e. ascending and descending.But what about those students who just memorize the numbers in the given sequence.

When asked a child about the preceding and succeeding of some random number,how many children do you think will be able to tell it within fraction of a second?

In order to ensure that a child develops its mental ability to recognize and calculate, these minute topics has to be given importance which otherwise is often neglected.

Here are few methods described below to help the students with the ability to quickly recognize the succeeding and preceding number.

  1. Using Staircase
    Place the numbers from 0 to 9 in each staircase.Along with this prepare chits from 0 to 9.Ask each child to come forward and pick a chit.After picking the chit,ask the child to stand on the respective staircase.For succeeding number ask the child to jump one stair above.For preceding number ask the child to move one stair down.When the teacher says “precede” the student will move one step below and when the teacher says “succeed” the child will move one step above.
  2. The slider
    This will let the student handle the material themselves and help the students visualize the before and after numbers.The students will be able to move slider from one number to other and will be able to check for the preceding and succeeding number.The rectangular cardboard can be made bigger depending upon the numbers.
    Materials Required:
    1. Cardboard
    2. Color paper
    3. Glue
    4. Scissors
    5. Sponge
    Steps to make the slider:
    1. Stick the sponge on the cardboard.Let it dry.Then stick the color paper on the sponge.Let this look similar to a ruler in the rectangular form.
    2. Draw a line on the paper and divide it into 10 equal parts and number it from 0 to 9.
    3. Take a tiny piece of sponge and stick the color paper on to it.Cut out a small square from it.Join both the ends of the sponge and insert on the rectangular
    cardboard.
    (Note:The final material will look like the one given below.)



Hope this helps :). Please share your feedback and reflections.

Happy Teaching and Learning

The Number Strip

Children find it easier to learn the numbers from 1 to 9 as there are fewer number to learn.But as the number of digits in a number increases the children find it difficult to learn.They rather start looking at them as symbols and find it difficult to recognize the numbers.As the number increases the visualization of the number also becomes difficult.

What can be done?

How can we make them learn the numbers without making it difficult for the children?

Here is one method that I have designed which requires low cost materials and can be made and used in the class without any difficulties.

Materials Required:

  1. Cardboard
  2. Color paper
  3. Sponge sheet
  4. Scissors
  5. Glue
  6. Sketch pens

Steps:

  1. Stick the color paper of your choice on the cardboard as well as on the sponge sheet.
  2. Cut a small rectangular piece from the cardboard and mark three columns namely-hundreds,tens and ones.
  3. Cut out three rectangular strips from the sponge sheet .Divide each strip of sponge sheet into 10 equal parts and number them from numbers 0 to 9.
  4. Place a tiny holder on the cut cardboard to hold the strips in its place.

Once the above steps are followed the material finally looks like the one given below

How can this be used?

The number strip can be used to introduce the three digit numbers.The strips are made movable in order to change the numbers.The numbers can be introduced this way as children find themselves attracted to colorful objects and something new that they have not witnessed before.

1. The children can be made to sit in pairs.Each pair will be given this material.The kids will take turns to represent the number and the other kid has to read out the number displayed on the strip.

2. The children can be divided into groups.One child from the group will roll the dice thrice or can roll 3 different dice.The other child from the group will represent the number on the number strip according to the number on the dice.