Fun with ‘Give and Take'

Mathematics, Grade 3 CBSE

Gayathiri, GPS Thattanchavadi

Objective:

• To make students understand the concept of place value, addition and subtraction of numbers with 2 digits, 3 digits and 4 digits
• To be able to appreciate the role of place value in addition, subtraction and multiplication algorithms
• To be able to read and write 3-digit numbers
• To be able to expand a number w.r.t. place values

Activity 1: Introducing place value identification using different numbers

Here I have used cards representing 1s, 10s and 100s with different shapes and colours. Students were asked to show different possibilities of representation of numbers (as 1s, 10s and 100s) by using colour and shape identifications.

For students who were not able to differentiate the 1s ,10s and 100s, I used color as a parameter to identify and represent the number. Some students also used shape as an identification and represented the numbers. Even if they were confused, they were able to set their own parameter from their perspective for identification, which was the good part of the learning.

Activity 2: CRA based approach on ‘addition and subtraction’

CRA – Concrete Representation of the Abstract

Concrete Part:  We used grid sheets taking 10x10 blocks, then cut and attached it to a cardboard sheet and then used it in the 100s place. Then the same was done for 1x10 and also 1x1. These were similarly used for representing and differentiating the place values of the number in terms of 1s, 10s, and 100s. For every sum, the students represented the numbers using the material. For example, if the number given was 236, they placed 6 in the 1s, 3 in the 10s and 2 in the 100s block.

This helped students to get a clearer understanding of how much value the place is holding.Students had a practice of saying the numbers like 6 ones, 3 tens and 2 hundreds, while they used these material for the sums.

For addition, the students used the material to represent the numbers and then add them. Whenever they found there were 10-ones they replaced it with 1- tens and then added it with the remaining tens present in the sum which was the ‘carry-over’ part. Similarly replacing the 10 tens with 1 hundred which represents a carry-over in that place.

For subtraction, at first the students had misconceptions about the borrowing concept and had difficulty with it. They had questioned on why should they borrow 1 and add as 10 for the next number. The material which I had used was very helpful in clarifying this doubt in them.. When they were borrowing from the next place they understood the different quantities in the blocks and their relationship. For example, when they were borrowing from tens place to ones place they were taking only one strip but they saw there were ten blocks in it which answered their previous question.

Representation Part: Verbal Representation

For a better understanding, I had created a shopping stall for the students and acted as a vendor and asked the students about questions like, “if 1kg of onion cost Rs20 then how much would 10 kg cost?” Similarly, many questions were asked to the students and the students had to think and answer. The questions were based either on addition, subtraction or multiplication.

Abstract Part:

I used a grid sheet as a writing tool for addition of 2 digit and 3 digit numbers. It  helped students see the place value separately as the numbers of each place value was written in separate blocks on the grid sheet. It helped students to understand and avoid confusion in identifying the current place value and also to add and subtract.

Some interesting parts:

For students who hadn’t understood the concept of 2 digits and 3-digit subtraction I came up with two other approaches:.

1. By using skip counting – First, I asked students to draw a number line from 0 to 100. Then, I set a rule, that is to jump forward for an addition and backward for a subtraction. For example, if a student is standing on number 32 when the question is 32+ 5, the student has to move 5 steps front and if the question is 32 – 5, student has to move 5 steps back. It helped the students to find the answer by themselves. For every step, the other students must interact by clapping once for each step.

2. By using a number chart – A number chart from 100 to 1 was created for daily-use of the students. They could remember and exercise whenever they faced problem in subtraction. For example, if a sum is given as 49 – 7, students must do forward counting for subtraction.

Activity 3: GBL based approach on addition and subtraction

GBL – Game Based Learning

The game was done using two types of materials which helped them to differentiate and view the number and their phase value in different forms.

A. By using Domino cards:  The domino cards are used to view the numbers in terms of its quantities. I had used these cards with students for addition and subtraction.

Game description:  Students must use the domino cards to represent the number that I say.  The task is to be completed individually. The number is called out to the students, for example: 24. The time for the game will be a minute. Within that time the student who finds out the number first is the winner.

Reflection: This had helped the students to understand the concept of grouping and also, they could make fast addition and know the possibilities of arriving at the given numbers. The students were able to create many possibilities of 24 like drawing 6 cards with 4 dots, 12 cards with 2 dots, 8cards with 3 dots and so on. By increasing the difficulty level of numbers and then by doing it continuously, it gave a good practice for students. As they were able to count the numbers by using tables (multiplication), they saw through the shortcuts of getting the number and to win the game.

B. By using Fake Money Notes: The game was done to provide the students an idea about money addition and subtraction. It had also provided an idea to blend in the addition and subtraction part based on the money that was available in their hand. It also gave an awareness to students to make calculations by themselves when they would go shopping in their real life.

Game description: This game is a group activity where the students are divided equally and then team names are given. The money is kept and each team must take some money of their choice and then must settle it among themselves. Both the teams play the role of shopkeepers and the teacher will play the role of the buyer. The teacher will purchase the vegetables and pay money for the items bought. Students will have to calculate the amount for the things the teacher has bought and then the shopkeeper would return the balance (which would be done by discussing among themselves). The team that satisfies the customer by correct calculation will be the winner.

Reflection:

The role-play had helped in making the students active and enjoyable. It also motivated them to find the correct answer. At first the students took only 500 rupees and 2000 rupee notes and did not take smaller denomination notes. So, when I had asked them for the change the students realized the importance of the other denominations. By exploring this activity, I had come to the conclusion that they were able to realize and calculate money correctly. The discussion among the team had many contradictions but they had settled it amongst themselves and came to a conclusion which was to be appreciated.