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Introduction to Number Line (view source)
Revision as of 17:47, 3 October 2021
, 17:47, 3 October 2021no edit summary
=== 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?